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All Journal Inspiratif Pendidikan PREMISE: Journal of English Education and Applied Linguistics Al Ishlah Jurnal Pendidikan International Journal for Educational and Vocational Studies JL3T (Journal of Linguistics, Literature and Language Teaching) TA'DIB Jurnal Pemikiran Pendidikan Taroa : Jurnal Pengabdian Masyarakat Jurnal Masyarakat Indonesia JUPADAI : Jurnal Pengabdian Kepada Masyarakat Jurnal Abdimas Lamin ELLITE: Journal of English Language, Literature, and Teaching
Sarinauli, Barep
Universitas Muhammadiyah Mahakarya Aceh
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Saya Keras Demi Kepentingan Peserta Didik! Refleksi Pendidik terhadap Prinsip Mengajar dan Profesinya Kamarullah; Sarinauli, Barep
Ta'dib: Jurnal Pemikiran Pendidikan Vol. 13 No. 1 (2023): Maret 2023
Publisher : IAIN Takengon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54604/tdb.v13i1.211

Abstract

Pendidik merupakan ‘aktor’ yang memiliki sejumlah peran di dunia pendidikan. Kondisi internal dan eksternal acap kali tak terekspos dari profesi ini. Penelitian ini mengeksplorasi isu prinsip dan profesi pendidik sebagai bahan refleksi mereka. Secara kualitatif, peneliti menyusun data penelitian ini dari wawancara tiga informan terpilih untuk memaparkan perspektif mereka terkait dua isu yang disebutkan. Data yang didapatkan dianalisis dengan dikerucutkan, ditampilkan, dan ditarik simpulannya. Hasil temuan menampilkan bahwa para pendidik memiliki prinsip mengajar tersendiri dalam memotivasi dirinya dan peserta didik. Mereka berkomitmen dalam menjalankan profesinya terlepas dari dinamika pendidikan yang terjadi.
Tech-Transformed Teaching: The Influence of AI Writing Tools and Blended Learning on Rural Education Kamarullah, Kamarullah; Fadhilah, Muhammad Arif; Syahmidi, Humaira; Maulya, Ranti; Sarinauli, Barep
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2504

Abstract

This study investigates the impact of AI Writing Tools (AIWT) and Blended Learning (BL) on the writing skills of students in rural educational settings and explores the adaptations required by teachers to effectively integrate these technologies. Using a mixed-methods approach, the research assesses how AIWT and BL enhance English writing proficiency among high school students and identifies the infrastructural and pedagogical challenges faced by English teachers. The findings reveal that AIWT and BL significantly improve student engagement and writing quality by providing personalized feedback and fostering more interactive learning environments. The students showed marked improvements in grammar, vocabulary, and overall coherence in their writing. However, the research also highlights challenges such as variable technological proficiency among teachers and infrastructural limitations in rural schools. The study emphasizes the necessity for targeted professional development and infrastructure enhancements to fully leverage the benefits of AIWT and BL in rural educational settings. It suggests that effective integration of technology requires not only technological tools but also comprehensive support systems to assist teachers in overcoming adaptation challenges. These findings offer critical insights for policymakers and educational leaders to develop strategies that support the sustainable implementation of educational technologies, thereby optimizing learning outcomes in underserved regions.
Integrating Contextual Learning and Digital Media to Boost English Language Skills Maulya, Ranti; Sari, Desi Purnama; Sarinauli, Barep; Kamarullah, Kamarullah; Sabariah, Sabariah
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 2 (2025): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i2.4014

Abstract

This study examines the impact of utilizing local tourist sites as a contextual medium to enhance English language learning through student-created promotional videos produced in a vlogger style. Conducted with 34 senior high school students from MAN 1 Aceh Tengah, Indonesia, this research employs a mixed-methods approach, combining quantitative data from pre- and post-test English proficiency scores and qualitative insights from student and teacher interviews. The quantitative data analysis involved paired sample t-tests, revealing a significant improvement in students' English proficiency, with post-test scores showing an average increase of 11.5 points compared to pre-test scores (p < 0.001). The qualitative thematic analysis highlighted several critical outcomes: students experienced greater motivation, enjoyment, and increased self-confidence in using English due to authentic interactions during visits to tourist sites. Additionally, the project fostered essential 21st-century skills such as collaboration, creativity, and digital literacy, enhancing overall student engagement and language acquisition. Teachers also expressed positive perceptions, noting the method's effectiveness in connecting theoretical learning to real-world contexts. The findings indicate that using local contexts and student-led digital projects can bridge classroom learning and real-world language use, offering practical insights for educators seeking innovative ways to enhance English proficiency in Indonesian-like settings.
The Transformation of Written Communication through Artificial Intelligence: A Systematic Review and Analysis Rini Susiani; Rahmi Fhonna; Barep Sarinauli; Ferlya Elyza
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6421

Abstract

The integration of artificial intelligence (AI) in language education has significantly influenced academic writing practices. Despite the growing adoption of AI tools, a comprehensive synthesis of their roles, benefits, and challenges in academic writing remains limited. This study conducted a systematic review following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Scoping Review) framework. Articles published between 2019 and 2024 were sourced from ERIC and Google Scholar databases, focusing on the use of AI technologies in academic writing. A total of 28 eligible studies were reviewed and analyzed. The findings highlight three dominant AI tools: QuillBot (30%), Grammarly (25%), and ChatGPT (15%), each contributing across domains such as language enhancement, content generation, and translation. These tools are widely used to improve grammar, paraphrasing, writing structure, and provide immediate, adaptive feedback. The implementation spans various stages of the writing process, from prewriting to revision. While AI tools offer significant educational benefits—including improved writing quality, personalized learning, and efficiency—they also present challenges. These include over-reliance, reduced critical thinking, concerns about academic integrity, and data privacy risks. The review emphasizes the importance of pedagogically grounded AI integration to maintain student autonomy and uphold academic ethics. This review offers a practical framework for integrating AI in academic writing instruction, balancing technological affordances with essential educational values. It provides actionable insights for educators to support ethical and effective AI use in writing pedagogy.
THE COMBINATION OF INQUIRY, LEARNING COMMUNITY, AND TOTAL PHYSICAL RESPONSE: A STUDY ON DEVELOPING ENGLISH LANGUAGE SKILL FOR ELEMENTARY SCHOOL STUDENTS Herwanis, Delfia; Sarinauli, Barep
Inspiratif Pendidikan Vol 10 No 2 (2021): DECEMBER
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v10i2.17914

Abstract

The performance of the English language skill of the fifth graders of SD Negeri 1 Takengon was unsatisfactory (avarage score = 34). The limited achievement was due to ineffective teaching and learning process. Therefore, it was suggested that a specific treatment of learning process needs to be well performed. This study aims at finding out if the combination of the Inquiry, Learning Community, and Total Physical Response is able to develop the performance of the students’ English language skill. The study focuses on the students’ performance to verbally respond to any simple instruction with acceptable actions within the context of classroom and school environment; and verbally express any expression of the following speech acts as: giving examples to do something, gesticulation, and giving directions (Departemen Pendidikan Nasional, 2006). In terms of the speaking skill, this study just concentrates on pronunciation and comprehension aspects. To achieve the goal of the study, an experimental approach with the one-group pre-test and post test design was used. The sample for the treatment was 20 students out of 58 students population which was selected randomly. The result shows that the performance of the students’ English language skill in terms of comprehension and pronunciation was significantly improved (34 to 60). In conclusion, the research questions of this research are answerable—the combination of Inquiry, Learning Community, and Total Physical Response does lead to developing students’ English ability in responding to simple instructions, and in expressing such speech acts as giving examples to do something, gesticulation, and giving directions. The hypothesis (Ha) of this research is then accepted as it provides a positive impact for the development of the students’ English language ability, particulary in the area of focus of the study.
Co-Authors Abdul Rahmad Amrizal Aqshal Arlian Raya Budiman Bungsu, Agung Pangeran DESI PURNAMA SARI Eliana Eliana Elyza, Ferlya Fadhilah, Muhammad Arif Fathiah Fathiah Gayo, Isnawi Herwanis, Delfia ISKANDAR Kamarullah Kamarullah Kamarullah Kamarullah Lestaria, Evi M Khoiri Murthada Prayetno, Bambang Eko Rahmi Fhonna Ranti Maulya Rini Susiani Sa'adah, Nur Sabariah Sabariah Sabirin Syafridha Yanti Syahmidi, Humaira Yanti Arnilis Yanti, Syafridha Yusdiana, Emy Zainal Abidin Zakaria, Rahmanita