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All Journal DIKSI Proceedings Series on Social Sciences & Humanities Akademika : Jurnal Pemikiran Islam Journal of Language and Literature Studies
Rimajon Sotlikova
National University of Uzbekistan
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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DIGITAL READING REFLECTION OF ISLAMIC UNIVERSITY STUDENTS: LESSON LEARNED FROM THE PANDEMIC COVID-19 Umi Rachmawati; Santi Andreyani; Rimajon Sotlikova
Akademika : Jurnal Pemikiran Islam Vol 27 No 1 (2022)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (354.399 KB) | DOI: 10.32332/akademika.v27i1.3111

Abstract

The teaching of reading during the pandemic Covid-19 is challenging regarding the use of digital reading. The sudden swifts should be conducted by the teachers and the students to deal with the healthy protocols and the instructional goals. This study is aimed at gathering data about the situation at the digital reading class. A qualitative study focusing on the qualitative ethnographic research design was conducted to reveal the current condition of the digital reading class. The results of the study suggest that consideration on the teaching preparation including needs analysis on digital reading, development of the digital reading instruction, and aspects of improving the students’ motivation in digital reading in Islamic university context. The development of the digital reading instruction should respond to the students’ digital reading performance, digital reading motivation, higher order thinking skills, and navigation skills.
The Presentation-Practice Route to Teach Vocabulary to Young Learners: A Casa Study at International Schools in Uzbekistan Rimajon Sotlikova
Journal of Language and Literature Studies Vol. 3 No. 1 (2023): May
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v3i1.1172

Abstract

Teaching vocabulary to young learners is an essential aspect of language acquisition that requires a specific approach or strategy to ensure that learners acquire a wide range of vocabulary. Expanding vocabulary is a critical aspect of language learning as it equips learners with the learning tools to confidently articulate their thoughts and ideas in the target language. Developing vocabulary also enables learners to grasp complex concepts and ideas. One technique that has proven effective in language classes is the presentation-practice route. In light of this, the purpose of this study is to describe the teaching techniques employed by English teachers at Genius International School in Tashkent, Uzbekistan, when using the presentation-practice route to teach English vocabulary. The study adopted a descriptive research methodology, with data collection conducted through interviews and observations of English teachers at the school. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary.
Design thinking in Education: Empowering students in ELT class Rimajon Sotlikova
Proceedings Series on Social Sciences & Humanities Vol. 13 (2023): Proceedings of International Student Conference on Education (ISCE) 2023
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v13i.904

Abstract

This article explores the integration of Design Thinking into English Language Teaching (ELT) classrooms as a means to empower students. Design Thinking, a dynamic problem-solving framework, offers a student-centred approach to education that places learners at the forefront. This article further investigates the ideation phase, where creativity in language use is encouraged through technology integration and interactive activities. These practices align with 21st-century skill development, promoting creativity, critical thinking, and effective communication. Prototyping, another crucial Design Thinking stage, finds application in project-based learning activities that tangibly reinforce language skills while offering real-world context. The author explores the theories of testing phase that empowers students to apply language competence beyond the classroom, emphasizes the practical value of language acquisition. By examining the confluence of Design Thinking principles with ELT, this article discusses the potential to prepare students as not only proficient communicators but also as adaptable thinkers ready to navigate our interconnected world. Design Thinking, therefore, emerges as a powerful tool for transforming ELT classrooms into hubs of innovation and student empowerment.
Is there any item or test bias in the Business English Test at Universitas Terbuka? Agus Santoso; Heri Retnawati; Timbul Pardede; Dyah Paminta Rahayu; Munaya Nikma Rosyada; Rugaya Tuanaya; Rimajon Sotlikova; Begimbetova Guldana Atymtaevna
Diksi Vol. 33 No. 2: DIKSI (SEPTEMBER 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i2.84570

Abstract

In an exemplary test implementation, the items used should be fair and free from bias. This biased content threatens the validity that will affect the interpretation of the test results. This study aims to analyze the biased content of items and tests on the test device for the Commercial English Course, with the code ADBI4201, a course in the Business Administration Study Program at the Faculty of Law, Social, and Political Sciences, Open University (UT). It uses the quantitative approach. Data were collected through documentation in the form of grids and responses from final semester test participants in January 2024. Data analysis was carried out by (1) estimating item parameters using classical test theory and item response theory for tests, (2) estimating item parameters based on regional groups and based on gender, which are used to identify DIF content, (3) testing the significance of DIF with a maximum likelihood comparison. The study's findings showed 26 items contained DIF by gender and 25 items contained DIF by region. The results of the test bias detection showed that the test slightly favored the female group and the students from the Java region.
Co-Authors Agus Santoso Begimbetova Guldana Atymtaevna Dyah Paminta Rahayu Heri Retnawati Munaya Nikma Rosyada Pardede, Timbul Rugaya Tuanaya Santi Andreyani Umi Rachmawati