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All Journal Voices of English Language Education Society Jurnal Tatsqif
Muhammad Mugni Assapari
Universitas Islam Negeri Mataram
Education Languange, Linguistic, Communication & Media Social Sciences

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Developing Islamic-Based Instructional Materials for Teaching Reading at Islamic Higher Education Muhsinin Muhsinin; Muhammad Mugni Assapari
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.11043

Abstract

This is an educational Research and Development (R and D) aimed at developing Islamic-based reading instructional materials for students of Islamic Education Department. The phases of the research were simplified into three phases: the exploration phase, the model development phase, and the model testing phase. In the exploration phase, an evaluation was conducted to describe the existence and quality of the present reading materials. During the model development phase, a draft of Islamic-based reading instructional materials was designed and revised based on the inputs from FGD and expert evaluators. Try out of the draft model was also conducted in this phase. In the model testing phase, the draft was experimentally tested to see the effectiveness of the product in developing the students’ reading comprehension. This research revealed that the present reading materials did not accommodate the learners needs to learn English using Islamic materials. Therefore, the new reading materials in the forms of Islamic-based reading instructional materials need to be developed. The experimental research proved that the students taught using the designed Islamic-based reading instructional materials performed better in reading comprehension test compared to the students who were taught using the materials taken from the present reading materials. The results of the test indicated that the mean scores of the experimental group were higher than those of the control group. This difference was analyzed statistically using t-test to interpret the difference.  The analysis revealed that the Sig. (2-tailed) was .021 which was smaller than the level of significance scores .05 (.012 < .05). This statistically indicated that the different mean scores between the experimental and the control groups were the result of the different treatment given to the two groups. Thus, the use of Islamic-based reading materials influenced the   reading comprehension achievement of the students.
EFL STUDENTS’ PERCEPTIONS AND CHALLENGES IN USING SELF-RECORDED VIDEO (SRV) FOR SPEAKING PRACTICE Nur Hairunnisa&#039; Annuri; Muhammad Mugni Assapari; Soni Ariawan; Malisa Malisa; Thanh Huy Nguyen
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15059

Abstract

Self-recorded video (SRV) has become a common digital task in EFL speaking classes, but its value needs to be understood beyond claims of direct speaking improvement. This study examines EFL students’ perceptions and challenges in using SRV as reflective speaking practice at the English Language Education Study Program of Universitas Islam Negeri Mataram. Using a descriptive mixed-methods design, data were collected from 70 third-semester students through a 16-item questionnaire and semi-structured interviews with six selected participants. Questionnaire responses were analysed descriptively, while interview data were interpreted thematically to explain students’ learning experiences. The findings show that SRV was perceived as useful because it gave students time to prepare, record, review, and revise their speaking performance. Students reported stronger self-awareness, especially in pronunciation, fluency, vocabulary use, and idea organisation, and many felt more confident because they could practise without the immediate pressure of live classroom performance. However, SRV also c reated challenges related to technical problems, editing skills, background noise, repeated recording, content organisation, camera anxiety, grammar monitoring, and script dependency. The study concludes that SRV is best used as a complementary reflective task supported by clear guidelines, feedback, and flexible implementation rather than as a substitute for classroom interaction.
Co-Authors Malisa Malisa Muhsinin Muhsinin Nur Hairunnisa&#039; Annuri Soni Ariawan Thanh Huy Nguyen