Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal EDUVELOP (Journal of English Education and Development) Jurnal Ilmiah AL-Jauhari Jurnal Studi Islam dan Interdisipliner FOSTER: Journal of English Language Teaching Edu Cendikia: Jurnal Ilmiah Kependidikan IHSAN : Jurnal Pendidikan Islam
Jhems Richard Hasan
IAIN Sultan Amai Gorontalo
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
EFL Teachers and Students’ Views of Using Mendeley as Reference Management Tools in Academic Writing Jhems Richard Hasan; Alvons Habibie
Eduvelop: Journal of English Education and Development Vol 6 No 2 (2023): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v6i2.2324

Abstract

Mendeley as one of the reference managers today is widely used by academics in the process of writing scientific papers. This study aims to explore the perceptions of EFL teachers and students regarding the use of Mendeley as a tool in supporting the process of writing scientific papers. The EFL students involved in this study were 25 final year students of the English Education Department, IAIN Sultan Amai Gorontalo, while there were 15 EFL teachers who were also the subject of this study. Perception data from the two subjects were taken using a self-completion questionnaire and interview guidelines. Perception data was then analyzed descriptively quantitatively and qualitatively. The perceptions of students and lecturers regarding Mendeley as a management reference tool in writing scientific papers can be said to be positive. This is proven by the benefits of Mendeley for writing which is very necessary to support the writing process. Several journals that require articles using Mendeley are also an important point for lecturers in adjusting article templates to the intended journal. This positive implication needs to be followed up as a policy within the English Education Department of IAIN Sultan Amai Gorontalo in the future.
Probing of Hardships and Their Factors of EFL Students in Constructing Text Jhems Richard Hasan; Alvons Habibie; Adimawati Helingo
Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam dan Interdisipliner Vol. 8 No. 1 (2023): Jurnal Ilmiah AL-jauhari
Publisher : Pascasarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/jiaj.v8i1.3357

Abstract

The objective of this study was to investigate students' hardships and their factors in creating descriptive texts. The subject of this study was the fourth semester of IAIN Sultan Amai Gorontalo's English Education Program. 39 students were involved in this study. Three types of instruments were employed to gather the data: documentation, questionnaires, and interviews. The document was used to evaluate students' proficiency in five writing-related areas. The questionnaire was designed to identify specific challenges with descriptive text composition. The purpose of the interview was to identify factors contributing to students' difficulty in writing descriptive texts. This study employed mix method. This study revealed that students had difficulty with content, organization, and mechanics. In terms of content, students struggled with constructing subject sentences (30.76%), supporting sentences (59.97%), and closing sentences (38.46%). Students had trouble repeating essential terms (28.20%), utilizing linking words (28.20%), and explaining the topic (43.58%). In technical, students experienced difficulty with punctuation (12.82%) and capitalization (20.51%). The factors of hardship were self-motivation, self-confidence, lack of reading, and lack of practice were internal issues. External influences included the chance to write, learning materials and media, and the absence of feedback in the teaching and learning process.
Mapping the Evolution and Thematic Trends of ChatGPT Use in Academic Writing: A Bibliometric Analysis Anisa Kamaru; Jhems Richard Hasan; Nur Wahidah Thayib Pido
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 02 (2025): Research Articles, August 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i02.6471

Abstract

Since its release in late 2022, ChatGPT has emerged as a notable phenomenon in academic writing and education, particularly within English language teaching. It has been widely adopted for drafting, editing, and evaluating academic texts. However, systematic mapping of its thematic evolution and development remains scarce. This study applies a bibliometric approach to examine the evolution and thematic trends of ChatGPT-related research in academic writing from 2022 to 2025. A total of 112 publications were retrieved from the Scopus database and analyzed using VOSviewer to identify publication growth patterns, author and institutional collaborations, and the emergence of new research themes. The analysis revealed a sharp increase in publications between 2023 (n = 46) and 2024 (n = 52), with dominant research themes focusing on benefits, ethical concerns, and pedagogical integration of ChatGPT. Emerging topics, including the evaluation of AI in academic assessment, demonstrated accelerated attention in 2024 and early 2025. Geographical distribution analysis showed concentration in countries such as the United States, China, and the United Kingdom, indicating unequal global access to technology and research resources. This study offers the first comprehensive bibliometric mapping of ChatGPT research in academic writing, highlighting its thematic development and research gaps. The findings provide a strategic foundation for advancing future studies, guiding educational practices, and informing policy decisions. The results are expected to support the ethical and effective integration of generative AI into writing instruction, particularly in English language teaching.
Pengaruh Metode Debat Terhadap Daya Kritis Berargumentasi Peserta Didik pada Mata Pelajaran Fikih di MAN 1 Kotamobagu Adinda Fauziah Mamonto; Jhems Richard Hasan; Anugrah Lestari; DJafrin Hamzah
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i3.8790

Abstract

Penelitian ini mengkaji pengaruh metode debat terhadap daya kritis berargumentasi peserta didik pada mata pelajaran Fikih di MAN 1 Kotamobagu. Kajian ini dilatarbelakangi oleh kebutuhan untuk mengubah pembelajaran Fikih yang masih cenderung berpusat pada guru menjadi proses belajar aktif yang melatih peserta didik menganalisis persoalan hukum Islam, menyusun argumen berbasis dalil, serta menanggapi perbedaan pendapat secara rasional dan santun. Penelitian ini menggunakan pendekatan kuantitatif jenis ex post facto dengan desain korelasional. Sampel penelitian berjumlah 70 peserta didik kelas XI IPA dan IPS yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui angket skala Likert sebanyak 40 butir yang mengukur variabel metode debat dan daya kritis berargumentasi. Analisis data dilakukan melalui uji validitas, reliabilitas, normalitas, linearitas, regresi linier sederhana, dan uji t parsial dengan bantuan IBM SPSS. Hasil penelitian menunjukkan bahwa penerapan metode debat berada pada kategori baik dengan nilai rata-rata 64,03, sedangkan daya kritis berargumentasi peserta didik memperoleh nilai rata-rata 65,14. Data berdistribusi normal dan hubungan kedua variabel bersifat linear. Analisis regresi menghasilkan koefisien positif sebesar 0,813, sementara uji t menunjukkan t-hitung 11,671 lebih besar daripada t-tabel 1,995 dengan signifikansi 0,000. Dengan demikian, metode debat berpengaruh positif dan signifikan terhadap daya kritis berargumentasi peserta didik. Temuan ini mengimplikasikan bahwa debat dapat dijadikan strategi pembelajaran Fikih yang efektif untuk memperkuat penalaran, argumentasi, dan pemahaman keagamaan yang bertanggung jawab.
Integrating Critical Discourse Analysis into English Teaching Materials: A Critical Pedagogical Perspective Rahmi Kusno; La Aba; Adimawati Helingo; Jhems Richard Hasan; Zulkifli Akhmad
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.439

Abstract

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.
Co-Authors Adimawati Helingo Adinda Fauziah Mamonto Anisa Kamaru Anugrah Lestari DJafrin Hamzah Habibie, Alvons La Aba Nur Wahidah Thayib Pido Rahmi Kusno Zulkifli Daud Akhmad