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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter AL-TA´LIM Lingua Cultura Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah IJEE (Indonesian Journal of English Education) Englisia Journal Celt: A Journal of Culture, English Language Teaching & Literature EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English EDULITE: Journal of English Education, Literature and Culture ETERNAL(english, teaching, learning, and Research Journal) Jurnal Ilmiah Peuradeun LLT Journal: A Journal on Language and Language Teaching Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Indonesian Journal of Learning and Instruction Getsempena English Education Journal At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Al-Ta'lim IJELR: International Journal of Education, Language, and Religion Getsempena English Education Journal SAGA: Journal of English Language Teaching and Applied Linguistics Journal of Innovation in Educational and Cultural Research JL3T (Journal of Linguistics, Literature and Language Teaching) Jurnal Sosiohumaniora Kodepena (JSK) Linguistics and Literature Journal Proceedings of International Conference on Multidiciplinary Research New Language Dimensions English Language Study and Teaching Journal (ELASTE) Prosiding Seminar Nasional Universitas Serambi Mekkah JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal Kolaborasi Akademika
Nyak Mutia Ismail
Universitas Serambi Mekkah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Social Sciences Other

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The Development of Learning Environment Based on Learning Materials in EFL Speaking Class Ismail, Nyak Mutia; Yoestara, Marisa
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 8 No 2 (2022): JL3T Vol. VIII No.2 2022
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v8i2.4258

Abstract

Learning materials have essential roles in building learning environment—whether it becomes learner-centered, knowledge-centered, or assessment-centered. This study sought the trend of learning material development in basic speaking class. This study was qualitative in nature where the data quality was the key point measurement for further steps in finding the answer(s) to the research question. The data source was materials used for 14 meetings of Basic Conversation class. While the subject of this study was these materials, the object was the material criteria categorized based on Bransford’s et al. (2001) representation about learning material development in a classroom. The data analysis employed interactive analysis undergoing three steps which were data reduction, data display, and data verification. The results show that learner-centeredness was majorly developed in Meeting 2, Meeting 4, Meeting 5, Meeting 8, Meeting 9, and Meeting 10; knowledge-centeredness was majorly developed in Meeting 3, Meeting 6, and Meeting 7; and assessment-centeredness was majorly developed in Meeting 6 and Meeting 7. It is concluded that, first, the learning materials used for Basic Conversation class generally developed learner-centered environment as the focus was students’ interest and their background knowledge. Secondly, the materials also accentuated on knowledge-centeredness, though not as much as the first result. Last, there was also slight but still substantial development of assessment-centered environment. It implies that there can be found ample balance between these three types of learning centeredness to promote good learning environment.
SWOT Analysis on the Use of Haba Inggreh Android Application in High Schools in Nagan Raya Regency Syahputri, Veni Nella; Ismail, Nyak Mutia; Kismullah; Darsan, Herri
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 10 No 2 (2024): JL3T Vol. X No. 2 2024
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v10i2.9231

Abstract

Mobile application provides a spectrum of interactive and multimedia tools to improve the learning process. Unfortunately, this application not only brings benefits, but also portrays some flaws. Hence, this study aimed at finding out the strengths, weaknesses, opportunities, and threats that are potential from a newly-developed learning application named Haba Inggreh. This study belongs toqualitative deisgn, involving 29 students and 4 teachers from SMAN 1 Seunagan. Classroom observations and interviews were employed as the data collection techniques, and all the obtained data were analyzed using thematic analysis. The findings reveal that in terms of thestrength, both teachers and students agreed that the Haba Inggreh application enhances language acquisition. On the other hand, the weakness of this app is slow performance, which could frustrate the users, resulting in impeding effective learning. Furthermore, the opportunity of this app is that Haba Inggreh can be improved by raising interactivity and involvement. However, it also poses a threat, as using the app excessively for language learning is dangerous. Though Haba Inggreh offers helpful materials, language acquisition calls for real-world contact and immersion. Users could overuse the app and choose not to follow local wisdom.
Examining the Development of Social Skills in First-Grade Elementary School Children Ismail, Nyak Mutia; Putri, Zaiyana; Moriyanti, Moriyanti; Rahma, Endah Anisa
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 14 No. 2 (2024): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v14i2.13868

Abstract

This study explores how social skills are performed among first-grade elementary school children, focusing on key competencies such as communication, cooperation, and conflict resolution. Through qualitative observations and analyses, the study examines how individual differences influence children's social interactions and ability to adapt to structured educational environments. The data were collected using interview guides and documentation, which were later analyzed using thematic analysis. The findings reveal that there are three significant notes. First, regarding the communication pattern, the children are more intimate and relaxed when talking to peers and feel more serious when talking to teachers. Second, their ability to cooperate is shown in taking turns. Third, in resolving the anger conflict, they mostly stay silent, believing that it will disappear, and they find their teachers to help end the conflict. It is later concluded that first-grade children adapt their social skills based on context, showing different communication styles, cooperation, and conflict-resolution strategies with peers and adults. This implies that school teachers must pay attention to the student's ability to develop their social skills.
A Review of Rod Ellis’s Contributions to Second Language Acquisition and Language Teaching Ismail, Nyak Mutia; Fitria, Nora
Jurnal Sociohumaniora Kodepena (JSK) Vol. 5 No. 2 (2024): Jurnal Sosiohumaniora Kodepena
Publisher : Kodepena Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54423/jsk.v5i2.189

Abstract

Rod Ellis’s contributions to second language acquisition (SLA) and language teaching have been transformative, offering a comprehensive understanding of how languages are learned and taught. This paper explores his major theoretical frameworks, including Task-Based Language Teaching (TBLT), the Focus on Form approach, and his work on interlanguage development. Ellis’s emphasis on balancing communicative competence with linguistic accuracy has shaped modern teaching methodologies, providing educators with practical strategies for effective classroom instruction. The discussion highlights Ellis’s impact on curriculum design, teacher training, and assessment practices, emphasizing his role in bridging the gap between SLA theory and practical application. His research on feedback, task complexity, and individual learner differences continues to inform contemporary studies and teaching practices, demonstrating the enduring relevance of his work. As the field of language education evolves, Ellis’s frameworks remain adaptable to emerging trends, including the integration of technology and the increasing demand for multilingual competence. His insights provide a foundation for innovation, guiding the development of AI-powered tools and virtual learning environments. This study underscores Ellis’s lasting influence on SLA and language teaching, emphasizing the need for continued exploration of his work to address future challenges and opportunities in global language education.
Pre-Service Teachers' Understanding on Designing English Learning Materials Using Portfolio Ismail, Nyak Mutia; Moriyati, Moriyati
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 6 No 1 (2025): February 2025
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2025.61.228

Abstract

The success of the teaching and learning process depends mainly on well-designed and efficient resources. Thus, teachers' ability to design suitable and effective learning materials is pivotal in making the process successful. Even before becoming real teachers, they are compulsorily responsible for understanding material design. This study aimed to assess the participants’ understanding of designing earning materials using the portfolio assessment as a component of the learning process. Through the qualitative approach, 13 participants were involved. They are students—preservice teachers—who are still studying at the English Department, Universitas Serambi Mekkah, Aceh, Indonesia. The instruments used were initial interviews, questionnaires, and triangulation interviews to enhance the primary data. In data collection, participants were asked interview questions to assess their understanding and perception of suitable instructional materials. They had 15 minutes to complete questionnaires and were interviewed again for 10 minutes. The data analysis then went on using interactive analysis. The results show that, on average, 11 out of 13 participants did not understand designing good learning materials. Then, regarding their agreement on the effectiveness of the portfolio, they mostly agree on this statement. In conclusion, portfolio assessment is worth trying to enhance the preservice ability in designing good and effective learning materials for language teaching and learning.
Virtual Learning and Memory Dissonance Ismail, Nyak Mutia; Sabrina, Sabrina
Jurnal Ilmiah Peuradeun Vol. 11 No. 3 (2023): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v11i3.904

Abstract

This study aimed to find out declarative memory recalls during online classes. Using a qualitative approach, the instruments used were simple and difficult word-sets. The data were collected through Zoom and WhatsApp platforms and later analyzed using interactive analysis. The results revealed two dissonances encountered: Informational Loss and Built-Up Dissonance. Initially, in the simple-word set, the majority of the students encountered Informational Loss 74 times (after 30 seconds) increasing to 97 times (after 30 minutes). In difficult word sets, it occurred 144 times, increasing to 154 times within identical spans. Regarding Built-Up Dissonance, it occurred 19 times (after 30 seconds), decreasing to 13 times (after 30 minutes) in simple word sets, and 27 times (after 30 seconds), increasing to 30 times (after 30 minutes) in difficult word sets. Surprisingly, it was found that in the recall test, linguistic buffering was generally employed instead of visual buffering. This finding helps teachers understand that virtual learning prompts need to be accompanied by activities involving procedural memory to minimize dissonances.
"Not lazier, I'm Sharper with AI": Analyzing How Artificial Intelligence Restructures Students’ Cognition Sitti Jamilah; Nyak Mutia Ismail; Sepri Kurniadi
Jurnal Sociohumaniora Kodepena (JSK) Vol. 6 No. 1 (2025): Jurnal Sosiohumaniora Kodepena
Publisher : Kodepena Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54423/jsk.v6i1.209

Abstract

This qualitative case study explores how AI assistance influences students’ cognition in English academic writing. With 18 undergraduate students in an Academic Writing course as research participants, the study compares assignments and reflections that were created with and without the aid of AI. Data were collected through two main sources: a set of written assignments (one non-AI-assisted and one AI-assisted per student) and reflective personal statements detailing students’ learning experiences. The primary instruments included a qualitative analytic framework adapted from a writing rubric to guide close reading and thematic coding of both assignments and reflections. Data analysis was conducted through comparative content analysis and thematic analysis, focusing on key dimensions such as argumentation, organization, creativity, grammar, and real-world awareness. The findings suggest that AI-assisted writing not only supports surface-level features, such as grammar and vocabulary, but also fosters deeper argument, organization, and critical engagement skills. Many students expressed greater confidence and an enhanced awareness of problems in the world, saying that AI had led the way to more effective, independent thinking; but the analysis emphasizes that the extent of cognitive reframing varies significantly depending on how purposefully and critically students interact with AI tools. Conclusively, the results contribute to the ongoing discussion of AI in higher education: when used thoughtfully, AI can be a complementary pedagogical partner that enhances higher order thinking and self-efficacy. The study recommends further research in different contexts and on long-term outcomes.
The Important Of Technology Implementation in Learning English - Community Empowerment of Thai Society Syahputri, Veni Nella; Eldo, Handry; Nyak Mutia Ismail
JKA Vol. 1 No. 2 (2024): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/a9h84495

Abstract

This study explores the significance of technology implementation in English language learning and its impact on community empowerment in Thailand. With the rapid advancement of technology, the use of digital tools in English education has become crucial in enhancing accessibility and effectiveness. This research employs a qualitative approach to assess how technologies such as learning apps, online platforms, and multimedia tools have influenced English learning processes within Thai communities. Through in-depth interviews with educators, students, and community members, as well as documentation analysis of technology use in education, the study identifies key benefits, challenges faced, and successful implementation strategies. Findings indicate that technology not only improves individual English language skills but also empowers communities by increasing educational opportunities and job skills. The study recommends further development of technology-based programs and policy support to expand the benefits of technology in English learning within Thai communities.
TEACHERS BEHALF ON LANGUAGE TEST CONSTRUCTION Ismail, Nyak Mutia; Yoestara, Marisa
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i2.734

Abstract

There are four steps necessarily to be conducted when designing multiple-choice test items, namely setting the objective, building both concise stems and options, determining one correct answer, employing item indices to accept or discarding items (Brown, 2004). As a matter of fact, most teachers in Aceh are not very well-informed about the fourth step and they accept all items as they are. This study focuses on high school teachers who undergo all of the steps offered in the framework when constructing multiple-choice items for English summative test(s). The qualitative method using framework analysis was used in obtaining the data. A questionnaire was distributed to 15 teachers. The analysis process was carried out through three-step analysis (Miles, Huberman, Saldana, 2013). The results depict that the teachers hardly conduct the index determining step or try-outs when constructing a test. This implies that there is no empirical warrant that all items are worth tested and can be the fundamentals for decision-making when assessing and evaluating students test results.
THE IMPACTS OF MODELED-READING STRATEGY ON STUDENTS’ REASONING SKILL ABILITY Ismail, Nyak Mutia; Muliawati, Ida; Setiyana, Rusma
Jurnal Ilmiah Didaktika Vol 23 No 1 (2022): Jurnal Ilmiah Didaktika August 2022
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v23i1.12348

Abstract

In spite of being included into receptive skill, reading is no longer considered as a passive activity of learning. It is known that readers should be actively engaged during the reading process in attempt to achieve comprehension. This study sought the impacts of the application of modeled reading in increasing students’ reasoning skill, both verbally and logically. Conducted by following quasi experimental characteristics, this study employed one-group pretest post-test design. There were 23 college students involved as the samples who were given a pretest, teaching treatment, and a post-test. The instruments used were two types of test: verbal reasoning test and logical reasoning test. Each set consists of 10 questions. During the data collection or test, the students were given 25 minutes to answer each set, for both the pretest and the posttest. Later, the data were analyzed using normality test and t-test to see if there is any significance increase after the treatment. The results unveil that both skills enhance after the treatment with modeled reading. First, students’ ability in verbal reasoning ability increases from 34.7 to 77 and logical reasoning ability increases from 65 to 83.4 in average. In conclusion, applying modeled reading can expand students’ cognitive ability in sharpening their verbal and logical reasoning which are beneficial during their learning, especially in reading comprehension.
Co-Authors Anita Noviyanti Cut Divyta Harfenia Cut Faizah Eldo, Handry Endah Anisa Rahma, Endah Anisa Endah Annisa Rahma Endah Annisa Rahma Fadilah Helda, Nur Faizah, Cut Faizatul Husna Faizatul Husna Fera Busfina Zalha Fifi Arifida Fitria, Nora Hayatul Muna Hayatul Muna Herri Darsan Ida Muliawati Ida Muliawati Ida Muliawati Ika Apriani Fata Jamilah, Sitti Juliana Kesha, Cut Nabilla Kismullah Marisa Yoestara, Marisa Meta Keumala Mohamed, Noorul Azra Moriyanti Moriyanti Moriyanti Moriyanti Moriyanti Moriyanti Moriyanti, Moriyanti Moriyanti, Moriyanti Moriyati, Moriyati Muliawati, Ida Muslem Daud Noorul Azra Mohamed Noviyanti, Anita Nur Fadilah Helda Rosdiana Rusma Setiyana S.Pd. M Kes I Ketut Sudiana . Sabrina Sabrina Sabrina Sabrina Sepri Kurniadi Septhia Irnanda, Septhia Setiyana, Rusma Sintia Febrianda Sitti Jamilah Sri Wahyuni Veni Nella Syahputri, Veni Nella Wahyu Khafidah Yusnida, Dara ZAHRATUL IDAMI Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri, Zaiyana Zohaib Hassan Sain Zuhra, Cut Mulia