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All Journal Jurnal Pendidikan Bahasa Inggris English Review: Journal of English Education Indonesian Journal of Learning and Instruction Indonesian EFL Journal UICELL Conference Proceeding Linguistics and Elt Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan IRJE (Indonesian Research Journal in Education) Journal of English Education REiLA: Journal of Research and Innovation in Language JOLLT Journal of Languages and Language Teaching Sulawesi Tenggara Educational Journal Arus Jurnal Psikologi dan Pendidikan TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat JP-Publik Journal of Community Empowerment
Hijril Ismail, Hijril
Universitas Muhammadiyah Mataram
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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GLOBAL TRENDS AND FUTURE PROSPECT OF DEVELOPMENTAL READING: BIBLIOMETRIC ANALYSIS Khotimah, Husnul; Ismail, Hijril; Rahmaniah, Rima; Humaira, Humaira; Asbah, Asbah
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10828

Abstract

The purpose of this research is to present a comprehensive analysis of the literature on developmental reading. The Google Scopus database and Publish or Perish tools were utilized to identify relevant articles. A total of 111 articles, spanning from 2019 to 2024, were reviewed. The references were organized and summarized using Mendeley software. Using the VOSviewer program, the authors analyzed this database and categorized the articles into five groups. Cluster 1 consists of seven items (developmental study, developmental trajectory, difference, fluency, relationship), Cluster 2 includes five items (developmental perspective, developmental trajectory, difference, fluency, relationship), Cluster 3 comprises four items (Chinese child, dyslexia, training, word), Cluster 4 contains three items (adult, developmental disability, intellectual), and Cluster 5 encompasses three items (developmental relation, evidence, reading comprehension).
Creating A Grounded Theory On Acquiring English Reading Skills: Perspectives From Learner Experiences And Cognitive Approaches Ismail, Hijril; Jasin, Hamida A.; Asbah; Edi; Lukman; Ariyani, Etika
Arus Jurnal Psikologi dan Pendidikan Vol 4 No 2: Juni (2025)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v4i2.1319

Abstract

Despite a wealth of research on the acquisition of English reading skills, few studies have focused on the process from the perspective of learners’ experiences and cognitive strategies, especially within an English as a Foreign Language (EFL) context. A significant portion of existing research relies on established models rather than extracting insights directly from students, which creates a gap in understanding the development of reading proficiency in actual academic environments. This study seeks to create a grounded theory of English reading skill acquisition by exploring the experiences, challenges, and strategies of EFL learners. Utilizing a constructivist grounded theory methodology, data was gathered via semi-structured interviews with thirty undergraduate students across various proficiency levels (beginner, intermediate, and advanced) and ten English language instructors. The analysis employed the constant comparative method, which included open coding to identify themes, axial coding to recognize relationships, and selective coding to construct a theoretical framework. Results indicate that students face obstacles such as limited vocabulary, complicated sentence structures, cultural unfamiliarity, and reading anxiety, while utilizing strategies like skimming, scanning, predicting meanings, summarizing, and applying translation tools. Instructors highlight the necessity of explicit instruction in reading strategies and scaffolding techniques to aid learners. The study concludes that effective reading instruction should combine strategy-based learning with techniques to alleviate anxiety, ensuring that teaching methods are in tune with students’ cognitive processes to improve reading proficiency in higher education EFL settings
Unveiling Research Trends In Intensive Reading: A Bibliometric Perspective From 2019-2023 Ismail, Hijril; Lukman, Lukman; Asbah, Asbah; Istianingsih, Sui
Sulawesi Tenggara Educational Journal Vol 5 No 1: April (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54297/seduj.v5i1.1094

Abstract

The aim of the research is to offer a thorough analysis of the literature on intensive reading. The Publish or Perish software and the Scopus database were two of the sophisticated research methods used to find and compile a large number of pertinent academic publications and studies. In order to guarantee that the analysis is based on the most up-to-date and reliable research available, these resources were chosen for their effectiveness in locating high-quality, peer-reviewed papers. In this study, 37 publications published between 2019 and 2023 were thoroughly examined. Mendeley software was used to methodically organize and condense references, ensuring effective administration and simple access to relevant sources. Afterward, researchers used VOSviewer software to thoroughly examine the database in an effort to find trends and patterns among the articles. To provide a more organized summary of the existing literature on this topic, the researcher also attempted to classify the papers based on important themes, approaches, and conclusions. There are three clusters found. three components in Cluster 1: reading, the intensive care unit (ICU), and the neonatal intensive care unit (NICU). Staff and families must read and understand updates, directions, and charts for both units. The terms "grade" and "intensive," which are different but closely connected, made up Cluster 2. Due to their frequent co-occurrence in the examined articles, which suggested a significant relationship in the context of the study, these two words were grouped together. The two essential terms in Cluster 3 were "effect" and "learning disability." These terms' matching in Cluster 3 suggests that the studies in question frequently examined the influence or consequences (i.e., "effect") on people with learning difficulties, underscoring the topic's applicability in the most recent literature. A better grasp of the main ideas and issues covered in the articles was made possible by the discovery and arrangement of these clusters.
EVALUATING COHESION AND COHERENCE IN THESIS INTRODUCTIONS: A THEMATIC PROGRESSION ANALYSIS OF EFL STUDENTS’ TEXTS Ismail, Ade; Anwar, Indry Widyasti; Sailuddin, Sartika Putri; Ismail, Hijril
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9594

Abstract

This study was conducted to determine EFL students' skills in writing a thesis introduction. Five student dipilih berdasarkan level keterampilan menulis di mana kelima mahasiswa ini merupakan mahasiswa terbaik. The analysis method used is thematic progression. The student texts were analyzed for each paragraph, then counted how many sentences applied the Constant Theme Pattern, Linear Theme Pattern, Split Theme Pattern, and Derived Theme Pattern. The findings indicated that from the total 194 sentences being analysed, seventy-six employed this pattern to connect ideas. Another aspect of connecting ideas is the cohesive devices used. The higher application of definite articles, pronouns and word repetition is evident. Students majorly drew definite articles and demonstrative pronouns (e.g. this, that) which then makes it adaptable for readers to follow their idea development in a paragraph. Regarding the coherence, students in this study significantly relied on the theme of sentences to be the source of their idea development. Despite the clarity and coherence being well managed in students’ writing, the link between ideas can still be diversed by employing other patterns. Moreover, some rhemes contain new information that need further elaboration as the text grows. Students have applied the rules of thematic progression, although there are several sentences that do not comply with the principles of cohesion and coherence. Guidance and feedback from the lecturer is really needed so that writing skills are maintained, especially in writing the introduction to the thesis.
EXPLORING STUDENTS’ NEEDS FOR STEM BASED DIGITAL LEARNING MODELS TO ENHANCE ENGLISH ACADEMIC READING IN 21ST CENTURY Ismail, Hijril
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11439

Abstract

Academic reading is an active process that requires engagement with the text. It is a complex skill that demands effort and plays a crucial role in building knowledge and understanding. However, many students struggle with academic reading due to complex sentence structures, abstract concepts, and the need for critical analysis. This study investigates students’ needs for a STEM-based digital learning model to enhance academic English reading in the 21st century. Using a quantitative survey approach, data were collected through a questionnaire consisting of 33 statements distributed to students in the English Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram. Descriptive statistics, including frequency and percentage, were used to analyze the data. The findings reveal that most students recognize the importance of STEM in improving academic reading comprehension and motivation. Digital applications, particularly interactive tools and gamification, were perceived as effective in supporting learning. However, challenges such as technical difficulties, low motivation, and the need for training in digital tools were identified. The study highlights the necessity of structured academic reading support and digital learning resources that align with the curriculum. These findings provide valuable insights into the integration of STEM-based approaches in English language education, emphasizing the need for effective instructional strategies to maximize their benefits.
Project-Based Learning Model with Hybrid Learning in EFL Critical Reading: Need Analysis Hijril Ismail; Endro Dwi Hatmanto; Tusino Tusino; M. Maarif Ramdhani
Indonesian Research Journal in Education |IRJE| Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v8i2.33467

Abstract

analyze, evaluate, and reflect on information critically and objectively. The research aims to identify and describe the students’ needs for a project-based learning model through hybrid learning in EFL critical reading. This study was conducted as survey research within the English Education Study Program at Muhammadiyah University of Mataram, Muhammadiyah University of Purworejo, and Education University of Yogyakarta. The questionnaire used for data collection comprised 63 statements across 11 factors. The research result indicates that all of the students expressed a need for these eleven factors; learning objectives, topic needs, teaching material requirements, assessment needs, the need for PJBL syntax, need for hybrid learning, social system needs, requirement principle of reaction, need of support system, learning impact needs, and need for impact accompanying learning. We recommended further studies to implement these factors in teaching critical reading in English foreign language.
Students' Perceptions of Podcasts as Learning Media to Improve Listening and Speaking Skills in English Learning Maharani, Nabilla; Ismail, Hijril; Hudri, Muhammad
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.92317

Abstract

In the era of globalization, mastering the English language has become very important to facilitate access in various aspects of life, including communication. Listening and speaking are fundamental skills in English. Along with the development of technology, podcasts have become a popular learning media among students. This study aims to determine students' perceptions of podcasts as a learning media to improve listening and speaking skills in English learning. This research method is descriptive qualitative with Likert scale questionnaire and interview. The research samples were 5th and 7th semester students majoring in English Education at Universitas Muhammadiyah Mataram. The results showed positive responses from students that podcasts are effective and interesting as learning media. Podcasts not only improve listening skills, but also speaking, such as finding new vocabulary, correct pronunciation, different accents, and increasing confidence in speaking. Podcasts can be a good alternative in learning English in college. In addition to the benefits of podcasts to improve listening and speaking skills, this study also shows some of the respondents' obstacles in using podcasts. For future research needs to explore how podcasts can be effectively integrated into the English curriculum, focusing on developing communication skills, addressing student challenges, and providing adequate pedagogical support.
Co-Authors Abdul Kadir Abdul Wahab Abdurahman Abdurahman Abdurahman Abdurrahman Achmad Noerkhaerin Putra Ade Ismail Agur, Stefanus Ain, Jumratul Ainun Alfina Fitria Ameryya Tri Budiarni Anwar, Indry Widyasti Ariyani, Etika Asbah Asbah, Asbah Asbah, Asbah Banmalei, Irmawati Basuki Basuki Chinta Shaqila Edi Edi Edi Edi Edi edi edi Endro Dwi Hatmanto Erwin Erwin Fauzi Bafadal Fira Fira Hafiz, Abdul Hafni, Musthafa Riza Haifaturrahmah, Haifaturrahmah Harry Irawan Johari Hidayati Hidayati Hidayati Hidayati Hidayatullah, Muhammad Firman Hudri, M. Hudri, Muhammad Humaira Humaira Husnul Hotimah, Husnul Ilham Ilham Ilham Ilham irwand irwandi Irwandi Irwandi Istianingsih, Sui Jasin, Hamida A. Juang Kurniawan Syahruzah Lukman Lukman Lukman LUKMAN, LUKMAN M. Maarif Ramdhani Maharani, Nabilla Matas, Gordan Maulidia Dwi Mayundasari Muhammad Hudri Muhammad Nizaar Mukhlishin, Mukhlishin Nurmiwati, Nurmiwati Nurul Fidaris Nurul Huda Nurul Istiqomah Nurul Wahidah Putri, Dinah Amaliyah Rahmaniah, Rima Rahmi, Siti Atika Ramli Ramli Rima Rahmania Rima Rahmaniah Rima Rahmaniah Sailuddin, Sartika Putri Saniyatil Wida Sayit Abdul Karim Setiawan Setiawan Sintayana Muhardini Siti Atika Rahmi Siti Humaya Sri Maryani Supratman Supratman Supriyadi Supriyadi Supriyadi, Abi Supryadi, Ady Syafril Syafril Syafril Syailendra, Axel Tusino Tusino Winda Sari Wiwik Handayani Yudhi Lestanata Yulia Isnaini Yusuf, Dedi Yusup, Rahmad Zainudin Zainudin Zedi Muttaqin