Article Per Year (5 Year)
p-Index From 2021 - 2026
2.332
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Langkawi: Journal of The Association for Arabic and English International Journal of Health, Economics, and Social Sciences (IJHESS) e-Journal of ELTS (English Language Teaching Society) Arabic and English Education Journal Edumaspul: Jurnal Pendidikan
zulfah fakhruddin
Unknown Affiliation
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Teachers’ and students’ perception toward the use of Google Form as English Language Test Media in SMAN 5 SIDRAP Nurfadillah Nurfadillah; Zulfah Fakhruddin; Maghdahalena Tjalla; Abdul Haris Sunubi; Arqam Arqam
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i2.4587

Abstract

This research aimed to find out teachers’ and students’ perceptions toward using Google form as test media in SMAN 5 SIDRAP. This research used descriptive quantitative, the researcher collected the data by using a questionnaire, the total sample was 3 English teachers and 133 students of SMAN 5 SIDRAP, determined by using purposive sampling. The results showed that (1) Overall the results of the teacher's response showed that 87% of the teacher's responses were in the easy category. On the preparation, implementation, and evaluation indicators, all items fall into the easy and neutral category. Most teachers have a positive perception of the use of the Google form as an English language test media. (2) The results of the overall student responses to the 15 items show that 71% of student responses are in the easy category. In the preparation, implementation, and evaluation indicators, most students positively respond to the use of Google form as an English language test media.
Maritime English Proficiency and Its Impact on Equipment Maintenance and Safety: A Study of Onboard Communication Sudarmin, Wahyudi; Zulfah Fakhruddin; Besse Sri Widistari
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.10789

Abstract

Effective communication is crucial for the safe and efficient operation of maritime vessels, where the proficiency in Maritime English plays a significant role. This study examines the relationship between Maritime English proficiency and its impact on equipment maintenance and safety onboard ships. Through a combination of surveys, interviews, and observational research conducted with maritime professionals, the study assesses how varying levels of English proficiency affect the clarity of communication related to equipment maintenance tasks, incident reporting, and safety protocols. Findings reveal that higher levels of proficiency in Maritime English are associated with improved accuracy in maintenance procedures, better understanding of safety instructions, and a reduction in communication-related errors. The study underscores the necessity for enhanced English language training programs for maritime personnel and suggests practical measures to improve communication practices on board. The results highlight the broader implications for maritime safety and operational efficiency, emphasizing the need for ongoing investment in language skills development within the maritime industry.
The Relationship Between Students’ Self-Perception as EFL Learners and Their Motivation to Learn English Musyarrafah, Musyarrafah; Abdul Haris Sunubi; Zulfah Fakhruddin; Magdahalena Tjalla; Mujahidah
Arabic and English Education Journal Vol. 1 No. 2 (2025): Arabic and English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aeej.v1i2.15179

Abstract

Background: English language proficiency is essential in today’s globalized world, yet students in many developing countries, including Indonesia, exhibit varying levels of language proficiency. This study investigates the relationship between students’ self-perception as language learners and their motivation to learn English, focusing on how learners' beliefs about their abilities affect their engagement in learning activities. Research Objectives: The primary objective of this research is to examine the correlation between students' self-perception and their motivation to learn English. Specifically, it seeks to determine whether students who perceive themselves positively as language learners are more motivated to engage in English learning activities. Methods: A quantitative correlational design was employed, using a survey with two validated instruments: the Beliefs About Language Learning Inventory (BALLI) to measure self-perception, and the Attitude/Motivation Test Battery (AMTB) to assess motivation. The study involved 21 secondary school students from a rural Islamic school in Indonesia. Descriptive statistics, normality tests, and Pearson’s product-moment correlation were used for data analysis. Results: The results revealed a positive but statistically non-significant correlation between self-perception and motivation (r = 0.343, p = 0.128). Students demonstrated moderate self-perception and relatively high motivation levels, with motivation being slightly higher than self-perception. Despite a positive trend, the correlation did not reach statistical significance, suggesting that factors beyond self-perception influence motivation. Conclusions: Although the correlation was not significant, the results suggest that students who perceive themselves positively tend to report higher motivation. These findings imply that fostering learners’ confidence and beliefs in their language ability may be beneficial. Further research with larger and more diverse samples is recommended to validate these results and explore mediating factors.
English as a Global Language in Islamic Education: Students' Perceptions and Religious Identity Marwa Marwa; Nurul Hasanah; Zulfah Fakhruddin; Yessicka Noviasmy
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6361

Abstract

English has become an important global language used in international communication, education, and professional development. In Islamic educational contexts, English learning may involve negotiation between global communication needs and the preservation of religious identity. This study aimed to investigate students’ perceptions of English as a Global Language and its compatibility with religious identity in an Islamic senior high school context. This study employed a quantitative descriptive research design involving 40 students of MAN 2 Parepare, Indonesia. The data were collected through a structured questionnaire consisting of 21 items measured using a five-point Likert scale and analyzed using descriptive statistics, including mean scores and standard deviation. The findings revealed that students generally had positive perceptions toward English as a Global Language, with an overall mean score of 4.09 categorized as high. Students strongly recognized the importance of English for global communication, academic purposes, and future career opportunities, although acceptance of different English varieties received a relatively lower score. The findings also showed that students generally perceived English learning as compatible with their religious identity, with an overall mean score of 4.15 categorized as high. Students believed that English learning did not conflict with Islamic values and could coexist with their religious and cultural identities. The study concludes that students in Islamic educational contexts are able to maintain strong religious identities while simultaneously developing positive attitudes toward English as a Global Language. These findings highlight the importance of culturally and religiously responsive English language teaching practices in Islamic educational institutions
Constructing Professional Identity through Virtual Training: Challenges and Resilience of Indonesian English Teachers Haseng, Husnul Fahimah; Zulfah Fakhruddin; Mujahidah; Ambo Dalle; Abdul Haris Sunubi; Nurfaidah, Sitti
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13721

Abstract

As professional development for English teachers increasingly shifts to online environments, virtual training has emerged as a significant yet challenging space for the formation and maintenance of professional identity. While teacher professional identity, resilience, and online professional development have each been widely studied, limited attention has been given to how these areas intersect, particularly within the Indonesian EFL context. This study investigated how Indonesian English teachers constructed their professional identity through participation in virtual training. It focused on the challenges they encountered, the resilience resources they drew upon, and the ways these experiences influenced their professional selves. Using a qualitative design, the study drew on semi-structured interviews with six in-service English teachers who were purposively selected from a virtual training program facilitated by the Regional English Language Office (RELO). The data were analyzed using reflexive thematic analysis. The findings identified four interconnected categories of challenges: technological and infrastructural, institutional and contextual, pedagogical, and psychological and emotional. Rather than serving solely as barriers, these challenges became sites of identity negotiation. Teachers responded by mobilizing both personal resources including motivation, reflection, self-regulation, and emotional competence and external resources, such as family support, institutional encouragement, communities of practice, and a supportive virtual environment. The study concludes that resilience functions as the mechanism through which challenges are translated into processes of professional identity construction. It also highlights the importance of designing virtual professional development that is responsive to context, emotionally supportive, and attentive to teacher identity
Co-Authors Abd Haris Sunubi Abdul Haris Sunubi Ambo Dalle Arqam Arqam, Arqam Aswar Ayu Sasra Besse Sri Widistari Haseng, Husnul Fahimah Maghdahalena Tjalla Mardhatillah Marwa Marwa Masrur Umar Mirnayanti Muh. Saiful Anwar Mujahidah Musyarrafah, Musyarrafah Nasli P Nurfadillah Nurfadillah Nurul Hasanah Saepudin Sahir, Sutriani Sitti Nurfaidah Sudarmin, Wahyudi Yessicka Noviasmy Zam-zam Adam