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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal English Education: Jurnal Tadris Bahasa Inggris Vision: Journal for Language and Foreign Language Learning LET: Linguistics, Literature and English Teaching Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan International Journal of English Education and Linguistics (IJoEEL) Intensive Journal SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Education Program (JEEP) Mahakarya: Students' Journal of Cultural Sciences International Journal of English Learning and Applied Linguistics (IJELAL) TEFLICS Journal of Language Intelligence and Culture Mu'adalah: Jurnal Studi Gender dan Anak
Hidayah Nor, Hidayah
UIN Antasari Banjarmasin
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Providing Web Based Learning Materials (GOOGLE CLASSROOM) For Teaching Essay Writing Course Nor, Hidayah
English Education: Jurnal Tadris Bahasa Inggris Vol 11 No 1 (2018): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v11i1.2667

Abstract

The utilization of modern technologies in classrooms such as web based learning gives learners the opportunity to learn faster with better function and with more satisfaction from their class attendance.. The purpose of this research was to integrate the advance of technology (Google Classroom) that can be used in teaching and learning process for conveying the Essay writing materials to the students based on the syllabi of Essay Writing course to make the learners are able to write different types of essays correctly. Test, observation and documentation were analyzed qualitatively. The result of this research was to provide lecturers with interesting and effective teaching materials in enhancing the students’ understanding the essay writing. The students were expected to master in writing different types of essay related to the course materials. This research also gave additional value to the effort of increasing the quality of teaching English particularly by using web based learning (Google Classroom) in Indonesia.
Pedagogical Insights into Classroom Instruction Practices of English Language Teacher Training (ELTT) Teachers in South Kalimantan Hizriani, Nani; Nor, Hidayah; Khairatunnisa, Khairatunnisa
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15387

Abstract

Classroom instruction involves how teachers deliver lessons, engage students, and convey information and also involves pedagogical considerations to support students' learning. This study investigates the instructional practices employed by English Language Teacher Training (ELTT) teachers in South Kalimantan. Through a mixed-method sequential explanatory design encompassing depth semi structured interview and non-participant classroom observation, the study explores 19 ELTT Madrasah teachers in South Kalimantan. The findings shed light on the teachers' ways in giving instruction such as the preparation before the instructions, teachers write the instruction for developing lesson plan, arrange the classroom and grouping the students, getting students' attention and communicating lesson goals, the time for instruction, language choices, classroom activities, modelling the activities, using extra-linguistics devices, checking students' understanding and monitoring students' activities. ELTT Program also shape the instructional practices of teachers in terms of their preparation, the use of more English as a medium of instruction, their engagement with technology, their confidence and creativity, and more students’ participation. This study contributes valuable insights to the realm of language education, offering implications for teacher development and improved student outcomes in South Kalimantan.
Bridging Ideas: How Mind Mapping Enhances Dialogic Collaborative Learning Outcomes Nor, Hidayah; Sarita, Erma; Rahayu, Puji Sri
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v7i2.642

Abstract

Mind Mapping has gained recognition as a visual learning strategy that enhances comprehension and engagement. Yet, its application in dialogic collaborative learning within English Language Education remains underexplored. This study explores students’ perceptions of Mind Mapping as a collaborative learning tool, highlighting its pedagogical potential and challenges in higher education. Conducted at Antasari State Islamic University Banjarmasin, the research involved six English Language Education students from the 2022 cohort. Data were gathered through in-depth semi-structured interviews and analyzed using Miles and Huberman’s Interactive Model to identify key themes. Findings reveal that students view Mind Mapping as a productive tool that simplifies complex material, promotes dialogic interaction, and fosters creativity and critical thinking through deeper content engagement. However, three main challenges emerged: (1) differing preferences for digital versus manual mapping, (2) unequal participation among group members, and (3) excessive focus on visual aesthetics over content depth. The study concludes that effective integration of Mind Mapping in collaborative learning requires teacher facilitation, explicit guidance, and a balanced emphasis on both form and meaning. These insights contribute to research on collaborative learning in English Language Education and offer practical implications for educators seeking to incorporate visual tools in EFL contexts.
Co-Authors Afifah Linda Sari Aulia, Insan Izzatil, Nor Khairatunnisa Khairatunnisa Lestari, Tri Indah M. Sayid Wijaya Mahardika, Fadia Muthmainnah, Inna Nani Hizriani, Nani Nasrullah Ningsih, Rahma Pitria Nur Alfa Rahmah, Nur Alfa Nurwijayanti Puji Sri Rahayu, Puji Sri Rafi'atussyifa, Gusti rahimah, annisa aulya Rahman, Muhammad Arinal Raida Asfihana Rosalina, Elsa Saadillah Saadillah Saadillah Sarita, Erma Syahri, Muhammad Umar, Vebrianti