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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Vision: Journal for Language and Foreign Language Learning ENGLISH FRANCA : Academic Journal of English Language and Education Tadbir Muwahhid Journal of English Education and Teaching (JEET) Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam ENGLISH FRANCA : Academic Journal of English Language and Education Tadbiruna: Jurnal Manajemen Pendidikan Islam LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Jumatul Hidayah, Jumatul
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Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Speaking and Writing Assessment Applied by English Lecturers of State College for Islamic Studies (STAIN) at Curup-Bengkulu Hidayah, Jumatul
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 1 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.150

Abstract

An appropriate type of assessment and rubric gave best description about students’ progress and achievement as well. Therefore, the aims of this research were to find out:1) speaking and writing assessment implemented by English lecturers related with the types of assessment 2) the way lecturers constructed speaking rubric in assessing students’ speaking. 3)the way the lecturers constructed writing rubric in assessing students’ writing and 4)the use of information from speaking and writing assessment for lecturers as a feedback to students. This research was conducted under descriptive design. It involved 5 lecturers. The data were taken from observation, document and interview. The results of this research are: 1) there were 9 types of speaking assessment used; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, picture-cued storytelling and retelling story. There were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. 2) All lecturers who taught speaking I, II, and III constructed and used analytic rubric for speaking assessment. 3) Most of them used analytic scoring rubric in assessing writing, 4) the feedback is mostly used by the lecturers for assigning grades and motivating students to study
The ICT Used by the English Lecturers for Non English Study Program Students at STAIN Curup Apriani, Eka; Hidayah, Jumatul
Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i13280

Abstract

This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Improving Students Academic Writing Quality by Using ICT Online Tools at English Tadris Study Program in IAIN Curup Hidayah, Jumatul; Prihantoro, Prihantoro; Apriani, Eka; Patil, Atul Bansilal; Obaid, Ahmed J.; Durgayan, Alesa; Zulihi, Zulihi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 1 May (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i1 May.10201

Abstract

The complexities of academic writing need the efficient use of ICT tools to assist English students in writing. The current study focused on the above discussion. The purpose of this study was to investigate the usage of ICT tools for English academic writing, as well as their usefulness. 50 students from IAIN Curup's English department were recruited to participate. This study's data were gathered using an explanatory sequential mixed-method design via questionnaires, interviews, and student artifacts. Data were examined using both quantitative and qualitative criteria. In terms of ICT tools, this study discovered that students used a variety of online resources to improve the quality of their academic writing, including citation tools, search engines, editing tools, translation tools, monolingual and bilingual dictionaries, and a bilingual concordancer. In terms of the usefulness of ICT tools, this study discovered that online resources benefited students in a variety of ways when conducting their English academic writing assignments. As a result, using editing software, students were able to maintain proper grammar and sentence flow. The translation tool was another great resource that enabled students to broaden their vocabulary in order to speak successfully in a range of situations and registers. Students can learn more by utilizing search engines on their own. They could uncover statistics to back up their writing. In a nutshell, the use of digital tools improved the quality of students' English academic writing.
ICT-Based Learning in New Normal Era: Viewed from Practice and Impact in ELT Classroom Hidayah, Jumatul; Prihantoro, Prihantoro
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 1 May (2022): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i1.4116

Abstract

The Covid-19 outbreak has caused a sudden transformation of learning from offline to online modes. Such a transformation raises the importance of ICT as an integral constituent of online learning. Hence, the present mixed-method study aimed to probe into the use of ICT in ELT and the perceived impacts of ICT use on students’ betterment in learning. Eleven English lecturers from the State Islamic Institute of Curup were incorporated as the participants. The quantitative data on the two foci were garnered from a set of an online questionnaires, and the qualitative data were gathered using observations and interviews. This study revealed that the English lecturers used ICT for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning.  Subsequently, all lecturers perceived that ICT had positive, beneficial, and contributive impacts on students’ betterment in learning especially in terms of enhancing students’ growth mindsets, metacognition, and learning engagement. Further studies are expected to conduct psychometric analyses to examine the interplay among growth mindsets, metacognition, and learning engagement as latent variables within the circle of ICT use in ELT.
Error Analysis of English Sentence Structure in Students’ Written Paragraphs Sundari, Dike; Hidayah, Jumatul; Edy, Sarwo; Esmianti, Farida
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 5, No 1 May (2021): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v5i1.2173

Abstract

This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords:  Errors, Sentence Structure, English writing skill
Speaking and Writing Assessment Applied by English Lecturers of State College for Islamic Studies (STAIN) at Curup-Bengkulu Hidayah, Jumatul
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 1 June (2017): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.150

Abstract

An appropriate type of assessment and rubric gave best description about students’ progress and achievement as well. Therefore, the aims of this research were to find out:1) speaking and writing assessment implemented by English lecturers related with the types of assessment 2) the way lecturers constructed speaking rubric in assessing students’ speaking. 3)the way the lecturers constructed writing rubric in assessing students’ writing and 4)the use of information from speaking and writing assessment for lecturers as a feedback to students. This research was conducted under descriptive design. It involved 5 lecturers. The data were taken from observation, document and interview. The results of this research are: 1) there were 9 types of speaking assessment used; question and answer, instruction and direction, paraphrasing, role play, conversation, discussion, picture-cued storytelling and retelling story. There were 5 types of assessment used by writing lecturer those are; paraphrasing, paragraph construction, strategic option, editing task and essay writing. 2) All lecturers who taught speaking I, II, and III constructed and used analytic rubric for speaking assessment. 3) Most of them used analytic scoring rubric in assessing writing, 4) the feedback is mostly used by the lecturers for assigning grades and motivating students to study. Keywords: speaking, writing, assessment
Manajemen Sistem Pendidikan Perguruan Tinggi Islam di Indonesia Rodin, Rhoni; Hidayah, Jumatul; Endang; Harmi, Hendra; Fakhruddin; Sutarto
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol 8 No 1 (2025): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v8i1.1644

Abstract

This study aims to comprehensively examine the management of education systems in Islamic higher education institutions in Indonesia using a systematic review approach. Islamic higher education institutions play a strategic role in fostering an excellent generation with strong Islamic character. Therefore, an effective, adaptive, and competitive education management system is essential. The research method used is a systematic review based on the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) protocol. Data were collected through a search of scholarly articles in reputable databases such as Google Scholar, Scopus, and Sinta, using specific inclusion criteria. Thematic analysis was conducted to identify patterns, challenges, and solutions in education management. The findings indicate that the education management system in Islamic higher education institutions in Indonesia faces challenges, including a lack of synergy between government policies, internal management, and societal needs. Furthermore, the implementation of digital technology and the integration of Islamic values into the curriculum are key aspects for improving educational quality. Islamic higher education institutions in Indonesia encounter various challenges in implementing effective and sustainable education management systems. These challenges encompass diverse aspects of management, ranging from government policies and internal management quality to the ever-changing needs of society.
MENGATASI KESENJANGAN TEORI DAN PRAKTIK DALAM MANAJEMEN PENDIDIKAN: STUDI KOMPARATIF INDONESIA-MALAYSIA Hidayah, Jumatul; Adekamisti, Revi; Asha, Lukman; Warlizasusi, Jumira; Fathurrochman, Irwan
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 4 No 2 (2025): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/jurnalmanajemenpendidikanislam.v4i2.1262

Abstract

This study explores the integration of educational and management theories to develop adaptive, effective, and sustainable educational governance. The main focus is addressing the gap between theory and practice in educational management within Indonesia and Malaysia, as well as evaluating the application of classical and contemporary management theories in an educational context. Classical management, emphasizing efficiency and hierarchical structure, is considered insufficiently flexible for modern educational needs, necessitating supplementation with human relations theory and transformational leadership that encourage innovation and well-being. This research aims to develop a new conceptual model that merges educational and management theories and provides practical recommendations for educational management in Indonesia. Employing a normative approach through literature review and comparative analysis of educational management policies and practices in Indonesia and Malaysia, findings indicate Malaysia's greater success in outcome-based management through community engagement, while Indonesia faces challenges in consistent policy implementation across regions. The study emphasizes the importance of adaptive managerial strategies based on local social and cultural contexts. It contributes theoretically by offering a new model for educational management and provides practical recommendations, including adaptive strategies and enhanced cross-sectoral and regional collaboration in ASEAN to strengthen education quality and sustainability
Facilitating Students’ Multimodal Competence Development in Technology-Supported Speaking Class Through Multiliteracies Pedagogy Hidayah, Jumatul; Prihantoro, Prihantoro; Apriani, Eka; Polisda, Yen; Arnanda, Farenz Sukma; Oktavia, Nazlah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.172-189

Abstract

This study aimed to investigate the implementation of multiliteracies pedagogy in a technology-supported speaking class to enhance students' multimodal competence. Based on the fact that the State Islamic Institute Curup's (IAIN Curup) English Language Education Department's multimodal literacy skills are being hampered by the traditional literacy paradigm, this case study were held by involving 20 fifth-semester undergraduate students. Data were collected through classroom observations, semi-structured interviews, online questionnaires, and variety of student assignments, such as digital posters and videos. The data were analyzed qualitatively using Creswell's Data Analysis Procedures, involving iterative coding to identify themes and patterns.  The results showed that students' ability to produce and evaluate multimodal texts was enhanced by the multiliteracies pedagogy. According to the data collection and rubric created to evaluate their tasks, students showed improved abilities to integrate linguistic and non-linguistic elements, which contributed to their total multimodal literacy. The students perceived the teaching program positively, highlighting its engaging, motivating, and innovative aspects. They acknowledged the acquisition of valuable digital skills alongside enhanced English proficiency. The integration of technology was deemed crucial, aligning with the needs of the Industrial Revolution 4.0, and it significantly supported students' learning processes. The study concluded that multiliteracies pedagogy, when combined with technology, effectively fostered multimodal competence and prepared students for academic, personal, and professional success. These findings underscore the importance of incorporating multiliteracies approaches   in   English language teaching to address the evolving literacy landscape of the 21st century.
Urgensi Penatausahaan Anggaran Pendidikan Rodin, Rhoni; Endang; Hidayah, Jumatul; Buwono, Hamengku; Istan, Muhammad
TADBIR MUWAHHID Vol. 9 No. 1 (2025): Tadbir Muwahhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/jtm.v9i1.16115

Abstract

Penelitian ini bertujuan untuk mengkaji urgensi penatausahaan anggaran pendidikan sebagai elemen penting dalam mendukung tercapainya pemerataan akses pendidikan, peningkatan kualitas pembelajaran, dan pengelolaan keuangan yang transparan serta akuntabel. Dengan fokus pada konteks Indonesia, penelitian ini juga mengidentifikasi tantangan serta peluang dalam pelaksanaan penatausahaan anggaran pendidikan. Penelitian ini menggunakan pendekatan kualitatif-deskriptif dengan mengkaji dokumen kebijakan, peraturan perundang-undangan, serta literatur terkait pengelolaan anggaran pendidikan. Data sekunder yang dikumpulkan dianalisis menggunakan metode analisis isi untuk menggambarkan urgensi dan memberikan rekomendasi strategis terkait penatausahaan anggaran pendidikan. Hasil kajian menunjukkan bahwa penatausahaan anggaran pendidikan yang efektif dan efisien memerlukan integrasi antara perencanaan, pelaksanaan, dan pengawasan anggaran. Tantangan utama meliputi rendahnya kapasitas sumber daya manusia, kurang optimalnya pemanfaatan teknologi informasi, serta lemahnya pengawasan terhadap penggunaan anggaran. Namun, peluang seperti penguatan regulasi, implementasi sistem digital, dan pelibatan berbagai pemangku kepentingan menjadi solusi strategis untuk mengatasi permasalahan tersebut. Rekomendasi utama mencakup reformasi sistem pengawasan, peningkatan kapasitas manajerial, serta pengembangan sistem informasi keuangan berbasis teknologi
Co-Authors Adekamisti, Revi Anshori, Sakut Arnanda, Farenz Sukma Buwono, Hamengku Durgayan, Alesa Eka Apriani, Eka Endang Fakhruddin Farida Esmianti Harmi, Hendra Irwan Fathurrochman, Irwan Jumira Warlizasusi Lukman Asha Muhammad Istan, Muhammad Obaid, Ahmed J. Oktavia, Nazlah Pangestu, Adjie Putra Patil, Atul Bansilal Pratiwi, Adhelia Prihantoro Prihantoro Rhoni Rodin sarwo edy Sundari, Dike Sutarto Sutarto Yen Polisda, Yen Zain, Abd. Rahman Zulihi, Zulihi