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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

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.

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

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.

English Teachers’ Experiences with Constructivist Strategies: A Case Study in Indonesian Contexts Habibah, Nor; Nor, Hidayah
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigates the implementation and perceived advantages of constructivist strategies in English language teaching by English teachers at SMAS PGRI 7 Banjarmasin, Madrasah Aliyah Darul Imad, and MAN 2 Banjarmasin. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation from three English teachers across the three schools. Data analysis followed the methods of Miles and Huberman (2014), including data reduction, data display, and conclusion drawing. The findings reveal that teachers integrated various constructivist learning models, such as problem-based learning, task-based learning, and role-playing. Six key advantages for teachers emerged from implementing these strategies: (1) fostering independent problem-solving among students, (2) creating a more conducive learning environment, (3) enhancing student activity and creativity, (4) promoting critical thinking, (5) facilitating free expression of student ideas, and (6) making learning more meaningful. In conclusion, constructivist teaching strategies are effective in elevating the quality of English language instruction. While this student-centred approach emphasizes active classroom participation, it also provides a framework for English teachers. The study highlights the strategy’s utility in encouraging passive students to engage more actively, underscoring the importance of teachers providing engaging classes for all students.

THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES Hizriani, Nani; Nor, Hidayah; Saadillah, Saadillah
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6675

The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness.

Enhancing Reading Skills: Manga Readers' Perception of English Translations Nor, Hidayah; rahimah, annisa aulya; asfihana, raida
Teaching English as Foreign Language, Literature and Linguisticss Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.7459

This research is examining the perceptions of manga readers towards English-translated manga and its impact on their reading skills. It evaluates both micro and macro aspects of reading skills enhancement. Employing a convergent mixed methods approach, data was collected in two phases: qualitative interviews with 15 active manga readers and quantitative questionnaires with the same participants. Results indicate a positive perception among manga readers towards English-translated manga, facilitating self-directed learning and enhancing English reading skills. Improvement spans across various reading skills, including linguistic aspects such as grammatical form and word meaning, and macro skills like identifying main ideas and extracting general information. The study, conducted at the English Education Department of Antasari State Islamic University Banjarmasin, suggests that English-translated manga effectively attract readers and motivate them to engage with English materials. Recommendations for future research include exploring similar media formats like webtoons or comics, investigating other reading skills such as writing, and conducting further tests to assess the extent of reading skill improvement among manga readers.

The Effectiveneness Of Using Piaget, Vygotsky, And Brunner Theories In Teaching English For Young Learners At Sdn Kebun Bunga 6 Banjarmasin Muthmainnah, Inna; Izzatil, Nor; Nor, Hidayah
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 8 No. 1 (2019): June
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v8i1.2667

To address three theories in teaching English for young learners (Piaget, Vygotsky, and Brunner), the researchers believe that an effective teaching teachniques that pay attention not only to the needs of the young learners but also to their interests are very important. This research reported our pre-experimental study on the effectiveness of using Piaget, Vygotsky, and Brunner theories in teaching English for young learners at SDN Kebun Bunga 6 Banjarmasin. There were 26 students of the fourth grade, study English at SDN Kebun Bunga 6 Banjarmasin, participated in this research. The data collected by conducting three times treatment in one class of the fourth grade, and written tests (pre-test and post-test). Findings revealed that the students got better score after the implementation of those three theories (Piaget, Vygotsky, and Brunner) in the classroom; they were very enthusiastic learned English in the classroom by interacting with the teachers and the peers. Their responses toward this activity were also positive. This research is expected to be beneficial for teachers who are interested in applying those three theories in English classroom, especially for young learners’ classroom.

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

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.

Leveraging Social Media for Improved Writing in English as a Foreign Language Azzahra, Rona Nur; Nor, Hidayah; Mufidah, Nida
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14671

In the contemporary digital era, social media constitutes a significant and pervasive element of students' daily experiences, especially within the domain of foreign language acquisition. This qualitative narrative inquiry sought to comprehensively explore the nuanced effects of various social media applications on the writing abilities of English as a Foreign Language (EFL) students enrolled at Universitas Islam Negeri Antasari, Banjarmasin. This study focused on three English education students who were chosen because they actively use social media and are learning English as a Foreign Language (EFL). Researchers gathered information through in-depth, semi-structured interviews and narrative frameworks to understand their personal experiences. The data were analyzed using narrative analysis to find common themes and important insights. The results show that popular social media platforms like Instagram, TikTok, and Twitter help students improve their writing. Students gained more vocabulary, felt more confident expressing themselves in English, and saw real examples of English in different situations. Still, the study found some downsides, including students using more informal language, having fewer opportunities for face-to-face interaction, and spending too much time on their phones. The study concludes with teaching suggestions that offer ways to make the most of social media’s benefits while reducing its negative effects in EFL writing classes.

Developing Eight Dimensions of Graduate Profiles: A Case Study of Pre-service English Teachers in Indonesia nor, hidayah
ELITE JOURNAL Vol 7 No 1 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigates the development of the eight dimensions of graduate profiles among pre-service teachers in Islamic university during their school-based teaching practice. Grounded in the framework of deep learning, the research employs a qualitative case study methodology. Data collection methods included classroom observations, analysis of reflective journals, and in-depth interviews with pre-service teachers who completed language curriculum development course. The results indicate that authentic classroom experiences facilitate comprehensive professional development. Pre-service teachers demonstrated critical thinking and problem-solving skills when adapting instructional strategies to diverse student needs. They exhibited creativity and innovation in designing effective learning activities. Collaboration and communication skills were enhanced through interactions with peers, mentors, and students. The responsibilities associated with serving as role models contributed to the cultivation of character and integrity. Engagement with contemporary issues promoted global citizenship awareness, while the integration of digital technologies improved digital literacy. Lesson planning and reflective practice supported self-directed learning, and classroom leadership responsibilities fostered leadership skills and a commitment to societal contribution. Despite challenges including inadequate facilities and inconsistent mentor support, the study highlights the significance of teaching practice as a deep learning experience. This process effectively integrates theoretical knowledge with practical application, preparing graduates who demonstrate academic competence, ethical conduct, adaptability, and social responsibility. The findings support Indonesia’s higher education objectives, which prioritize the development of holistic graduate profiles aligned with the requirements of the twenty-first century

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