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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL IQRA´ Al Ishlah Jurnal Pendidikan ELS Journal On Interdisciplinary Studies in Humanities Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA) Jurnal Edukasi Saintifik INTERACTION: Jurnal Pendidikan Bahasa Proceeding UMSurabaya Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Surahmat, Zulkifli
Insitut Agama Islam Darud Da’wah Wal Irsyad Sidenreng Rappang
Arts Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators' Perspectives on Implementing Differentiated Instruction Rahmaniar Rahmaniar; Zulkifli Surahmat; Ahmed Sardi; Ihfa Indira Nurnaifah
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.597

Abstract

The article explores the implementation of Differentiated Instruction (DI), focusing on the challenges and opportunities faced by English language teachers in junior high schools. The study follows a qualitative approach within a social constructivist worldview, emphasizing the need for tailored strategies to address diverse learning needs. The research questions delve into teachers' perceptions of DI, the challenges encountered, and effective strategies for addressing diversity in the classroom. The proposed strategies reflect a systematic approach to address challenges in differentiated learning. Through team teaching, technology integration, and enhanced knowledge mapping, the study aims to contribute valuable insights into the perspectives of English as a Foreign Language (EFL) teachers on DI. The findings anticipate informing support mechanisms for teachers to meet the diverse needs of their students effectively.
Engaging Strategies for Early Childhood Foreign Language Acquistion: A Systematic Literature Review Surahmat, Zulkifli; Sukmawati, Henni; Tri Muliyana, Agnezia; Rahmaniar, Rahmaniar; Sahibu, Mutmainna; Sardi, Ahmed
JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i2.975

Abstract

The most appropriate period for learning a new language is considered the early childhood period, when children can learn languages easily and instinctively without, for instance, having to go through tedious textbooks. The objective of this review is to identify the best practices aimed at fostering foreign language acquisition by drawing upon previous empirical studies. The results indicate that the children's language skill development is greatly enhanced when the learning process is made fun through playful activities, and the singing and telling of stories. Structured approaches such as Total Physical Response (TPR), bilingual education, and even the active participation of the parents in the home language environment have been noted to foster language learning as well. Supporting early childhood learners and teachers with creativity and flexible instruction tailored to the rapidly growing characteristics of the children results in effective language acquisition, hence emerges as a key pillar on guiding principles towards successful language mastery. This review indicates that purposely designed instruction towards learners in their early years enhances teaching effectiveness yielding improved results while the use of active, direct, and fun-filled strategies yields better results in mastering languages.
Exploring English Lecturers’ Perceptions of Content-Based Instruction in Islamic Higher Education: A Qualitative Case Study in Indonesia Zulkifli Surahmat; Muhammad Basri; Abdul Halim
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7929

Abstract

Content-Based Instruction (CBI) is widely recognized for enhancing student engagement and integrating language learning with meaningful content. However, its implementation in Islamic Higher Education remains underexplored, particularly regarding English lecturers’ perceptions and practices.This qualitative case study investigates how English lecturers in Islamic Higher Education institutions in South Sulawesi, Indonesia, perceive and implement CBI. Eleven lecturers were selected using purposive sampling. Data were collected through questionnaires, focus group discussions, and classroom observations, then analyzed thematically using ATLAS.ti 24.Findings show that lecturers generally possess a strong understanding of CBI and endorse its application, especially for its ability to enhance student motivation and learning depth. Many reported success in designing interactive, content-rich lessons aligned with students’ academic fields. However, challenges were noted in the balanced integration of language skills—particularly listening, speaking, reading, and writing—which were often fragmented. In addition, some lecturers struggled with adapting instructional materials to meet both content and language objectives effectively.The study highlights both the promise and the limitations of CBI in faith-based contexts. While CBI can support language development and contextual learning, its success relies heavily on lecturers' pedagogical competence, institutional support, and ongoing professional development. Structured training is essential to enhance consistency in language integration and content relevance.
The Impact of Contextual Authentic Materials on Reading Comprehension among Vocational High School Learners Zulkifli Surahmat; Ahmad Risal Majid; Agnez; Sitti Hadija; Peter John Wanner
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6073

Abstract

This study investigates the effectiveness of using contextual authentic materials in improving vocational high school (SMK) students’ reading comprehension and motivation in learning English reading. The research was conducted among tenth-grade hospitality students at SMK Negeri 2 Polewali during the 2025/2026 academic year. Using a quasi-experimental nonequivalent control group design, 42 students were randomly assigned to experimental (n = 21) and control (n = 21) groups. The experimental group was taught using contextual authentic materials, such as hotel advertisements, reservation forms, tourism brochures, and workplace memos—while the control group received conventional textbook-based instruction over six sessions within five weeks. Data were collected through pretests and posttests consisting of 20 multiple-choice items measuring four sub-skills: identifying main ideas, recognizing supporting details, making inferences, and interpreting references. Statistical analyses using SPSS version 26 included descriptive statistics, assumption testing, and inferential analyses (ANCOVA and independent-samples t-test). The results revealed that the experimental group outperformed the control group significantly, F(1, 39) = 26.48, p < .001, partial η² = .40, with a large effect size (Cohen’s d = 1.62). Students exposed to contextual authentic materials demonstrated greater gains across all sub-skills, with the highest improvement in inference-making. Classroom observations further indicated that these materials enhanced students’ engagement and motivation by linking classroom learning to real-world professional contexts. The findings affirm that contextual authentic materials are effective in fostering both cognitive and affective outcomes in vocational English learning. They enable students to connect language learning with their future careers, promoting meaningful, relevant, and motivated reading comprehension. Consequently, English teachers and curriculum developers in vocational schools are encouraged to integrate authentic vocational texts into instruction to bridge the gap between classroom learning and workplace communication.
Pemanfaatan Teknologi AI untuk Mendukung Pemahaman Membaca melalui Materi Autentik Kontekstual dalam Konteks Perguruan Tinggi Islam Zulkifli Surahmat; Muhammad Basri; Abdul Halim
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28024

Abstract

enelitian ini bertujuan untuk mengkaji dampak pemanfaatan teknologi kecerdasan buatan (AI) dalam penggunaan materi autentik kontekstual terhadap peningkatan kemampuan pemahaman membaca mahasiswa di lingkungan perguruan tinggi Islam. Metode yang digunakan adalah kuasi-eksperimen dengan desain pretest-posttest kelompok kontrol non-ekuivalen. Sampel terdiri dari dua kelas yang diambil melalui teknik cluster random sampling, masing-masing berjumlah 36 mahasiswa dari mata kuliah Bahasa Inggris. Kelompok eksperimen diajarkan menggunakan materi autentik kontekstual yang relevan dengan kehidupan dan budaya mahasiswa, serta diperkaya dengan fitur-fitur berbasis AI seperti pembelajaran adaptif, analisis kosakata otomatis, dan umpan balik interaktif. Sementara itu, kelompok kontrol menggunakan materi konvensional tanpa dukungan teknologi AI. Data dikumpulkan melalui pretest dan posttest yang dirancang untuk mengukur kemampuan pemahaman membaca. Analisis data dilakukan secara deskriptif dan inferensial. Hasil penelitian menunjukkan adanya peningkatan signifikan pada skor posttest kelompok eksperimen dibandingkan dengan pretest mereka. Sebaliknya, peningkatan pada kelompok kontrol relatif kecil. Hasil uji t menunjukkan perbedaan yang signifikan antara kedua kelompok (t = 3.064, p = 0.003), yang mengindikasikan bahwa integrasi teknologi AI dalam materi autentik kontekstual lebih efektif dalam meningkatkan kemampuan membaca dibandingkan pendekatan konvensional. Temuan ini menggarisbawahi pentingnya pemanfaatan teknologi AI dalam pengembangan materi pembelajaran bahasa Inggris di perguruan tinggi Islam, terutama untuk mendukung keterampilan membaca yang kontekstual dan relevan secara budaya. Penelitian selanjutnya disarankan untuk mengeksplorasi dampak jangka panjang dari pendekatan ini terhadap penguasaan kosakata, keterampilan berbahasa lainnya, serta integrasi AI dalam pembelajaran berbasis nilai-nilai Islam.
A Systematic Examination of Digital Technology Integration in English Language Teaching at Vocational High Schools: Challenges and Opportunities Rahmaniar; Zulkifli Surahmat; Emelia Fitri Limchio Sinaga
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.4487

Abstract

The use of various technologies in vocational high schools in response to the need for graduates to have digital and English skills have changed English instruction even more. This study attempts to analyze the issues and the possibilities that both educators and learners face as they use digital technologies in English teaching. This study is limited to five English teachers in vocational high schools in West Sulawesi, Indonesia. This case study employed qualitative methodology through in-depth interviews and ATLAS.ti 24 software was used for data analysis. Findings showed that the teachers face several issues including the lack of technology, poor and unreliable internet, limited assistance, and different amounts of digital skills students have. Nevertheless, the study also showed that teachers' use of different digital technologies and more varied methods of teaching English motivated students to become involved and participate in English learning more than they have in the past. In addition to this, more skilled teachers are better able to adapt their material to fit vocational contexts and therefore increase relevancy to students’ future workplace outcomes, as this study has shown. The study adds to the knowledge base by showing that the successful application of digital technologies in vocational English education is not only a question of existing digital technologies and infrastructure, but also of ongoing professional digital pedagogical training and educational organizational support. The authors of the study are suggesting that digital infrastructures are available, that there are ongoing training efforts, and that there is a balanced provision of digital tools and resources for educators. These steps are required to take full advantage of digital technologies for teaching and learning English in vocational secondary education.
Authentic Content-Based Instruction in EFL Classrooms: Preparing University Students for Real-World Communication Rasmah N; Ayu Ashari; Emelia Fitri Limchio Sinaga; Zulkifli Surahmat; Markuna; Rahmaniar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10362

Abstract

This study examines the effectiveness of Authentic Content-Based Instruction (CBI) in enhancing university students’ English communication skills and their readiness for real-world communication. It addresses two research questions: whether authentic CBI leads to greater improvement in communication performance compared to conventional instruction, and how students perceive its relevance to real-world contexts. A quasi-experimental design was employed involving 50 undergraduate students divided into experimental and control groups. Data were collected through pre-test and post-test assessments, questionnaires, and supporting qualitative insights, and analyzed using paired and independent sample t-tests alongside effect size estimation. The results indicate that while both groups improved, the experimental group achieved substantially higher gains, with mean scores increasing from 65.21 to 82.45, compared to 64.87 to 72.13 in the control group, reflecting a large effect. Students also reported higher engagement, stronger perceived authenticity, and greater communication readiness. These findings demonstrate that integrating authentic materials and task-based activities fosters meaningful language use and accelerates communicative competence. The study advances Content-Based Instruction by positioning authenticity as a core pedagogical element and provides practical guidance for designing context-driven, real-world-oriented EFL instruction in higher education.
Enhancing Early Childhood Language Skills through Audio-Visual Storytelling: A Pre-Experimental Study Zulkifli Surahmat; Rahmaniar Rahmaniar; Emelia Fitri Limchio Sinaga
Jurnal Edukasi Saintifik Vol 6 No 1 (2026): Jurnal Edukasi Saintifik
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jes.v6i1.1199

Abstract

This study investigates the effectiveness of storytelling supported by audio-visual media in improving early childhood language skills at an Islamic kindergarten in Maritengngae District, Sidenreng Rappang Regency. The research employed a pre-experimental design using a one-group pretest–posttest approach. The participants consisted of early childhood learners whose language abilities were assessed before and after the implementation of storytelling activities using audio-visual materials. Data were collected through structured observation sheets covering four language domains: listening, speaking, reading, and writing, and were analyzed descriptively using percentage-based achievement indicators. The findings reveal a substantial improvement in children’s language skills across all assessed domains. Children’s listening abilities improved through better comprehension of instructions and repetition of complex sentences, while speaking skills developed through answering questions, narrating cause-and-effect events, and naming objects. Reading skills increased as children became more proficient in recognizing letters, symbols, and words, and writing skills improved through name writing and meaningful drawing activities. Overall, children’s language performance increased from approximately 50% in the pretest to 85% in the posttest, indicating that classical learning completeness was achieved. The results suggest that storytelling with audio-visual media creates an engaging and supportive learning environment that enhances children’s motivation and active participation. This study concludes that audio-visual storytelling is an effective and innovative instructional approach for fostering comprehensive language development in early childhood education.
A CHAPTER REVIEW: SELECTING LANGUAGE FOR MATERIALS WRITING: (The Routledge Handbook of Materials Development for Language Teaching-Routledge) Zulkifli Surahmat; Ahmed Sardi; Muh. Firmansyah JN
Al-Irsyad: Journal of Education Science Vol 2 No 1 (2023): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (279.296 KB) | DOI: 10.58917/aijes.v2i1.39

Abstract

This chapter review will discuss the current topic in chapter 6 from a book entitled “The Routledge Handbook of Materials Development for Language Teaching-Routledge” Edited by Julie Norton and Heather Buchanan. The selection of grammar and the selection of vocabulary for the creation of English Language Teaching (ELT) course books have been the two main topics of this chapter. Given the homogeneity of many published materials, it is simple to believe that the subject of "what" to teach to EFL students has long since been resolved. Instead, research should concentrate on the "how" of ELT, or pedagogy, in particular, and how this might be reflected in materials design. This assumption, however, would be inaccurate for two reasons. First of all, especially in the case of language, we have inherited a consensus whose development has generally taken place outside of the purview of empirical study and has been somewhat "piecemeal." Second, a variety of fiercely disputed aspects of contemporary research, including initiatives like the English Profile, imply that it might be time to review and revise the "what" of ELT.
A BOOK REVIEW: ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS: (Written by Ewa Domagała-Zyśk, Nuzha Moritz, and Anna Podlewska) Rahmaniar Rahmaniar; Zulkifli Surahmat; Ahmed Sardi
Al-Irsyad: Journal of Education Science Vol 2 No 2 (2023): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v2i2.74

Abstract

The content of this book is intended to address difficulties about teaching technique limits and instructor flexibility when teaching English as a Foreign Language (EFL) to DHH students. This book focuses on conceptual overviews of the importance of inclusive English learning for all students, especially DHH pupils. The authors give two parts of primary research reports on the use of various English learning strategies for DHH learners in diverse circumstances, as well as theoretical studies on approaches to learning strategies appropriate for DHH learners from various perspectives. The initial chapter in this book examines comprehensive input strategies and treatments, including a review of the principles and theories that serve as the foundation for language learning for students with special needs. In the second section, the authors present some research findings on the circumstances and outcomes of teaching EFL to DHH learners.
Co-Authors A. Darma Isa Abdul Halim Agnez Ahmad Risal Majid Ahmad Rizal Majid Ahmed Sardi Anirah Anirah Ayu Ashari Emelia Fitri Limchio Sinaga Emelia Fitri Limchio Sinaga Ihfa Indira Nurnaifah Markuna MN Jamaliah Muh. Firmansyah JN Muhammad Basri Nina Septiani Busran Nurul Rezki Sunardi Peter John Wanner Putri Ramadani Rahmaniar Rahmaniar Rahmaniar Rahmaniar Rahmaniar Rahmaniar Rahmaniar Rahmaniar Rahmaniar, Rahmaniar Rasmah N Sahibu, Mutmainna Sahril Nur Sitti Hadija Sukmawati, Henni Sumiati Amin Tri Muliyana, Agnezia