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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Journal on English as a Foreign Language (JEFL) POLYGLOT JURNAL SCHEMATA : Pascasarjana UIN Mataram Education and Linguistics Knowledge Journal (Edulink) ENGLISH FRANCA : Academic Journal of English Language and Education Studies in English Language and Education
Afif Ikhwanul Muslimin, Afif Ikhwanul
UIN Maulana Malik Ibrahim Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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EFL Apps Potential Unleashed: Enhancing Pre-service Teachers' Digital Literacy via Tech-Vlog Muslimin, Afif Ikhwanul
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 2 November (2023): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i2.7935

Abstract

The aim of this research is to find out how effective English as a Foreign Language (EFL) technology video blogs are as a means of improving Digital Literacy (DL) before EFL services. This research uses sequential explanatory mixed methods, as well as a research design designed as survey and descriptive. Forty-three students in the English department of a state university in West Nusa Tenggara, Indonesia, took microteaching and technology-enhanced language learning (TELL) classes. Qualitative data was obtained from interviews and reflective journals, while quantitative data was obtained from digital literacy questionnaires. These results suggest that the technology video blog platform had a positive effect on participants' confidence in incorporating technology into their future classrooms. Participants reported that they had better skills in choosing the right apps, creating interactive activities, and encouraging students to become more digitally literate. This research found that technology video blog platforms are a promising tool for improving EFL pre-service teachers' digital literacy. These results emphasize how important it is to combine reflective practice and experiential learning to help pre-service teachers use EFL teaching applications effectively. These results will have an impact on teacher education programs because they will help future educators acquire the digital skills necessary to thrive in a technologically driven educational environment. 
EFL LECTURERS’ TECHNOSTRESS IN LOW HDI CONTEXTS: FACTORS, IMPACTS, COPING STRATEGIES, AND INTERRELATIONSHIPS [TECHNOSTRESS DOSEN DALAM KONTEKS HDI RENDAH: FAKTOR, DAMPAK, STRATEGI PENANGGULANGAN, DAN KETERKAITAN] Muslimin, Afif Ikhwanul
Polyglot Vol 20, No 2 (2024): JULY 2024
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8019

Abstract

Abstract This mixed-methods study investigates English as a Foreign Language (EFL) lecturers' technostress in low Human Development Index (HDI) contexts, aiming to identify contributing factors, impacts, and coping strategies. The data collection was done through quantitative surveys and qualitative interviews. Twenty-two participants from public and private universities in West Nusa Tenggara, Indonesia, were selected based on their willingness to participate and provided demographic information. The analysis reveals that factors such as techno-complexity, techno-insecurity, and techno-uncertainty significantly contribute to high levels of technostress among EFL lecturers in low HDI contexts. Despite the challenges posed by technostress, participants exhibit adaptive skills in employing coping strategies effectively. The study underscores the need for tailored support programs, such as Technology Professional Development, to enhance EFL lecturers' technological proficiency and well-being. These findings have theoretical implications for understanding technostress in educational settings and practical implications for developing strategies to alleviate technostress and improve teaching outcomes in low-resource contexts. Bahasa Indonesia Abstrak Penelitian dengan metode campuran ini menyelidiki technostress dosen Bahasa Inggris sebagai Penutur Asing (EFL) dalam konteks Indeks Pembangunan Manusia (IPM) yang rendah, yang bertujuan untuk mengidentifikasi faktor penyebab, dampak, dan strategi penanggulangan. Pengumpulan data dilakukan melalui survei kuantitatif dan wawancara kualitatif. Dua puluh dua partisipan dari universitas negeri dan swasta di Nusa Tenggara Barat, Indonesia, dipilih berdasarkan kesediaan mereka untuk berpartisipasi dan memberikan informasi demografis. Analisis menunjukkan bahwa faktor-faktor seperti kompleksitas teknologi, ketidakamanan teknologi, dan ketidakpastian teknologi secara signifikan berkontribusi pada tingginya tingkat stres teknologi di kalangan dosen EFL dalam konteks IPM yang rendah. Terlepas dari tantangan yang ditimbulkan oleh technostress, para peserta menunjukkan keterampilan adaptif dalam menggunakan strategi mengatasi masalah secara efektif. Studi ini menggarisbawahi perlunya program dukungan yang disesuaikan, seperti pengembangan profesionalisme dalam penggunaan teknologi, untuk meningkatkan kemahiran dan kapabilitas dosen EFL. Temuan ini memiliki implikasi teoritis untuk memahami technostress dalam lingkungan pendidikan dan implikasi praktis untuk mengembangkan strategi untuk mengurangi technostress dan meningkatkan hasil pengajaran dalam konteks sumber daya rendah.
Enhancing EFL Teaching in Indonesian Islamic Senior High Schools Through Artificial Intelligence Integration Harintama, Fitrana; Muslimin, Afif Ikhwanul
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 13 No. 2 (2024): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/schemata.v13i2.11818

Abstract

This research aims to explore the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching within Indonesian Islamic Senior High Schools. Employing a Systematic Literature Review (SLR) methodology, the study synthesizes existing research to identify effective AI applications, challenges faced by educators and students, and the broader implications for educational reform. The findings reveal that AI can significantly enhance EFL instruction through personalized learning experiences, intelligent tutoring systems, and language learning applications, which improve student engagement and language proficiency. However, challenges such as inadequate teacher training, resource limitations, and ethical concerns regarding data privacy must be addressed to ensure successful implementation. The implications of this study highlight the need for a balanced approach that combines AI integration with human interaction in teaching practices. Additionally, it underscores the importance of professional development for educators and equitable access to technology for all students. This research contributes to the growing body of literature on AI in education and provides actionable insights for policymakers and educators seeking to enhance English language teaching in Indonesia's Islamic Senior High Schools. Keywords: Artificial intelligence, EFL teaching, Indonesia, Islamic senior high schools Penelitian ini bertujuan untuk mengeksplorasi integrasi Kecerdasan Buatan (AI) dalam pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) di Sekolah Menengah Atas Islam di Indonesia. Dengan menggunakan metodologi Tinjauan Literatur Sistematis (SLR), penelitian ini mensintesis penelitian yang sudah ada untuk mengidentifikasi aplikasi AI yang efektif, tantangan yang dihadapi oleh para pendidik dan siswa, dan implikasi yang lebih luas untuk reformasi pendidikan. Temuan tersebut mengungkapkan bahwa AI dapat secara signifikan meningkatkan pengajaran EFL melalui pengalaman belajar yang dipersonalisasi, sistem bimbingan belajar yang cerdas, dan aplikasi pembelajaran bahasa, yang meningkatkan keterlibatan siswa dan kemahiran bahasa. Namun, tantangan seperti pelatihan guru yang tidak memadai, keterbatasan sumber daya, dan masalah etika terkait privasi data harus diatasi untuk memastikan implementasi yang sukses. Implikasi dari penelitian ini menyoroti perlunya pendekatan yang seimbang yang menggabungkan integrasi AI dengan interaksi manusia dalam praktik pengajaran. Selain itu, penelitian ini juga menggarisbawahi pentingnya pengembangan profesionalisme bagi para pendidik dan akses yang adil terhadap teknologi untuk semua siswa. Penelitian ini berkontribusi pada literatur yang berkembang tentang AI dalam pendidikan dan memberikan wawasan yang dapat ditindaklanjuti bagi para pembuat kebijakan dan pendidik yang ingin meningkatkan pengajaran bahasa Inggris di Sekolah Menengah Atas Islam di Indonesia. Kata kunci: Kecerdasan buatan, pengajaran bahasa Inggris, Indonesia, sekolah menengah atas Islam
EFL LECTURERS’ TECHNOSTRESS IN LOW HDI CONTEXTS: FACTORS, IMPACTS, COPING STRATEGIES, AND INTERRELATIONSHIPS [TECHNOSTRESS DOSEN DALAM KONTEKS HDI RENDAH: FAKTOR, DAMPAK, STRATEGI PENANGGULANGAN, DAN KETERKAITAN] Muslimin, Afif Ikhwanul
Polyglot Vol 20 No 2 (2024): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8019

Abstract

Abstract This mixed-methods study investigates English as a Foreign Language (EFL) lecturers' technostress in low Human Development Index (HDI) contexts, aiming to identify contributing factors, impacts, and coping strategies. The data collection was done through quantitative surveys and qualitative interviews. Twenty-two participants from public and private universities in West Nusa Tenggara, Indonesia, were selected based on their willingness to participate and provided demographic information. The analysis reveals that factors such as techno-complexity, techno-insecurity, and techno-uncertainty significantly contribute to high levels of technostress among EFL lecturers in low HDI contexts. Despite the challenges posed by technostress, participants exhibit adaptive skills in employing coping strategies effectively. The study underscores the need for tailored support programs, such as Technology Professional Development, to enhance EFL lecturers' technological proficiency and well-being. These findings have theoretical implications for understanding technostress in educational settings and practical implications for developing strategies to alleviate technostress and improve teaching outcomes in low-resource contexts. Bahasa Indonesia Abstrak Penelitian dengan metode campuran ini menyelidiki technostress dosen Bahasa Inggris sebagai Penutur Asing (EFL) dalam konteks Indeks Pembangunan Manusia (IPM) yang rendah, yang bertujuan untuk mengidentifikasi faktor penyebab, dampak, dan strategi penanggulangan. Pengumpulan data dilakukan melalui survei kuantitatif dan wawancara kualitatif. Dua puluh dua partisipan dari universitas negeri dan swasta di Nusa Tenggara Barat, Indonesia, dipilih berdasarkan kesediaan mereka untuk berpartisipasi dan memberikan informasi demografis. Analisis menunjukkan bahwa faktor-faktor seperti kompleksitas teknologi, ketidakamanan teknologi, dan ketidakpastian teknologi secara signifikan berkontribusi pada tingginya tingkat stres teknologi di kalangan dosen EFL dalam konteks IPM yang rendah. Terlepas dari tantangan yang ditimbulkan oleh technostress, para peserta menunjukkan keterampilan adaptif dalam menggunakan strategi mengatasi masalah secara efektif. Studi ini menggarisbawahi perlunya program dukungan yang disesuaikan, seperti pengembangan profesionalisme dalam penggunaan teknologi, untuk meningkatkan kemahiran dan kapabilitas dosen EFL. Temuan ini memiliki implikasi teoritis untuk memahami technostress dalam lingkungan pendidikan dan implikasi praktis untuk mengembangkan strategi untuk mengurangi technostress dan meningkatkan hasil pengajaran dalam konteks sumber daya rendah.
Research trends in artificial intelligence in English language teaching (ELT): A bibliometric analysis Hidayat, Didin Nuruddin; Ramadhan, Syahrul; Mahlil, Mahlil; Mason, Jon; Hartono, Rodi; Muslimin, Afif Ikhwanul
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.39339

Abstract

The integration of artificial intelligence (AI) into education has gained significant attention over the past few years, driven by the potential of AI to revolutionize teaching and learning processes. Despite the growing body of research on the application of AI in education, there remains a significant gap in understanding its trends and specific details within English Language Teaching (ELT). This study employed a bibliometric analysis to present a snapshot of contemporary research trends in AI applications in ELT. The study systematically analyzed 1,994 documents from 522 sources and 3,316 authors from the Scopus database between 2019 and 2024. The inclusion criteria and carefully crafted search syntax ensure that only the most relevant publications are included in the analyses. The results identify the most productive authors, sources, affiliations, and countries. Additional bibliographic coupling analysis reveals seven main clusters, ranging from AI applications in contextual language learning to big data analysis in ELT. Co-occurrence network analysis further underscores the interconnectedness of various research topics, such as machine learning, natural language processing, and autonomous learning systems. The growing body of research indicates that AI technologies are increasingly being integrated into educational practices, offering more personalized, efficient, and engaging learning experiences. This study provides a detailed overview of the current landscape of AI research in ELT. By understanding these dynamics, educators, researchers, and policymakers can better leverage AI technologies to enhance educational outcomes and address the evolving needs of learners in a rapidly changing digital world.
Enhancing EFL Teaching in Indonesian Islamic Senior High Schools Through Artificial Intelligence Integration Harintama, Fitrana; Muslimin, Afif Ikhwanul
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 13 No. 2 (2024): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/schemata.v13i2.11818

Abstract

This research aims to explore the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching within Indonesian Islamic Senior High Schools. Employing a Systematic Literature Review (SLR) methodology, the study synthesizes existing research to identify effective AI applications, challenges faced by educators and students, and the broader implications for educational reform. The findings reveal that AI can significantly enhance EFL instruction through personalized learning experiences, intelligent tutoring systems, and language learning applications, which improve student engagement and language proficiency. However, challenges such as inadequate teacher training, resource limitations, and ethical concerns regarding data privacy must be addressed to ensure successful implementation. The implications of this study highlight the need for a balanced approach that combines AI integration with human interaction in teaching practices. Additionally, it underscores the importance of professional development for educators and equitable access to technology for all students. This research contributes to the growing body of literature on AI in education and provides actionable insights for policymakers and educators seeking to enhance English language teaching in Indonesia's Islamic Senior High Schools. Keywords: Artificial intelligence, EFL teaching, Indonesia, Islamic senior high schools Penelitian ini bertujuan untuk mengeksplorasi integrasi Kecerdasan Buatan (AI) dalam pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) di Sekolah Menengah Atas Islam di Indonesia. Dengan menggunakan metodologi Tinjauan Literatur Sistematis (SLR), penelitian ini mensintesis penelitian yang sudah ada untuk mengidentifikasi aplikasi AI yang efektif, tantangan yang dihadapi oleh para pendidik dan siswa, dan implikasi yang lebih luas untuk reformasi pendidikan. Temuan tersebut mengungkapkan bahwa AI dapat secara signifikan meningkatkan pengajaran EFL melalui pengalaman belajar yang dipersonalisasi, sistem bimbingan belajar yang cerdas, dan aplikasi pembelajaran bahasa, yang meningkatkan keterlibatan siswa dan kemahiran bahasa. Namun, tantangan seperti pelatihan guru yang tidak memadai, keterbatasan sumber daya, dan masalah etika terkait privasi data harus diatasi untuk memastikan implementasi yang sukses. Implikasi dari penelitian ini menyoroti perlunya pendekatan yang seimbang yang menggabungkan integrasi AI dengan interaksi manusia dalam praktik pengajaran. Selain itu, penelitian ini juga menggarisbawahi pentingnya pengembangan profesionalisme bagi para pendidik dan akses yang adil terhadap teknologi untuk semua siswa. Penelitian ini berkontribusi pada literatur yang berkembang tentang AI dalam pendidikan dan memberikan wawasan yang dapat ditindaklanjuti bagi para pembuat kebijakan dan pendidik yang ingin meningkatkan pengajaran bahasa Inggris di Sekolah Menengah Atas Islam di Indonesia. Kata kunci: Kecerdasan buatan, pengajaran bahasa Inggris, Indonesia, sekolah menengah atas Islam
PROFILE OF SUCCESSFUL ENGLISH LANGUAGE LEARNERS Muslimin, Afif Ikhwanul
English Education: Jurnal Tadris Bahasa Inggris Vol 11 No 2 (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.v11i2.3472

Abstract

English is one important skills to be acquired by the students for achieving a prospective job with a good salary. Hence, the appropriate learning strategies to be successful English language learners are essential to boost the learning achievement. The facts, some UIN Mataram English I students have depicted themselves as successful English language learners. Furthermore, this present study is a descriptive qualitative case study involving ten students of S1 Islamic Elementary School Teachers Science (PGMI) Departments students at the UIN Mataram who were in academic year 2016-2017 and passed English I program. The subjects was chosen on the basis of their English achievement and their language capability. The subjects had good scores for the English subject and they also had excellent language achievement proven by being winner of some English contest such as debate competition, speech contest, English business meeting presentation, and TOEFL score. The data will be collected through observation, questionnaire responses, and interviews. The study found that the successful language learners are overall, taking responsibility for their learning, self-initiating and well motivated, and initiating learning opportunities for themselves. They also did a lot of independent learning activities which suit their interest. From the six learning strategies employed by those learners, namely, memorizing strategy, affective strategy and social strategy, cognitive strategy, compensation strategy, metacognitive strategy, it seems that those belonging to direct strategies are all used since the strategies help students directly.Keywords: Successful language learners, profile, language learning strategies
Cyber Fatigue in the Classroom: Unravelling the Complex Web of Technostress Among EFL Teachers Muslimin, Afif Ikhwanul; Mukminatien, Nur; Ivone, Fransisca Maria
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 6 No 1 (2024): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v6i1.5192

Abstract

The rapid technological change has affected education globally, ushering in both positive and negative consequences for teachers. This study focuses on the phenomenon of cyber fatigue among teachers, particularly in teaching English as a foreign language (EFL). Hence, it aims to comprehensively investigate the factors contributing to technostress, its effects on the teachers’ performance, and the strategies employed to cope with it, while also exploring the relationships among these variables. A mixed-method approach was employed, encompassing quantitative data collection through an online survey and qualitative insights gathered through interviews. The study involved 34 Indonesian EFL teachers spanning various educational levels. Findings revealed that the absence of a technology-based Teacher Professional Development (TPD) program, coupled with the rapid evolution of technology, heightened anxiety among EFL teachers and significantly impacted their teaching performance. However, the resilience and determination of these educators drove them to employ various coping mechanisms, which helped alleviate technostress to varying degrees. Interestingly, the study discovered that not all variables exhibited positive correlations. Specifically, coping strategies did not appear to be correlated with the factors triggering technostress or its effects, suggesting a complex and nuanced relationship in the realm of technostress management among teachers.
Indonesian EFL teachers Muslimin, Afif Ikhwanul; Khan, Aslam
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7286

Abstract

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.
Co-Authors Fitrana Harintama, Fitrana Hartono, Rodi Hidayat, Didin Nuruddin Ivone, Fransisca Maria Khan, Aslam Mahlil, Mahlil Mason, Jon Nur Mukminatien Syahrul R, Syahrul