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All Journal Didaktika: Jurnal Kependidikan Abjad : Journal of Humanities & Education DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Buletin Pengembangan Perangkat Pembelajaran Journal of Computing Innovations and Emerging Technologies
Ahmad Zaki Munibi
Universitas Negeri Jakarta
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Filsafat dan Pembelajaran Bahasa Inggris: Keterkaitan dalam Konteks Kurikulum Merdeka Belajar Ahmad Zaki Munibi; Zuriyati Zuriyati; Samsi Setiadi
Didaktika: Jurnal Kependidikan Vol. 13 No. 001 Desemb (2024): Didaktika: Jurnal Kependidikan (Special Issue 2024)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1392

Abstract

Sebagai dasar dari berbagai disiplin ilmu, filsafat diintegrasikan ke dalam pembelajaran bahasa Inggris dalam konteks Kurikulum Merdeka Belajar. Penelitian ini bertujuan untuk menguraikan keterkaitan antara filsafat dan pembelajaran bahasa Inggris sesuai dengan prinsip-prinsip Kurikulum Merdeka Belajar. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan pendekatan tinjauan literatur sistematis. Hasil penelitian menunjukkan adanya hubungan signifikan antara filsafat dan pembelajaran bahasa Inggris dalam kerangka Kurikulum Merdeka Belajar. Pertama, filsafat memberikan panduan bagi proses pembelajaran bahasa Inggris. Kedua, pembelajaran bahasa Inggris dapat dipandang sebagai aspek dari ontologi dalam filsafat. Ketiga, dalam konteks Kurikulum Merdeka Belajar, pembelajaran bahasa Inggris mengadopsi teori konstruktivisme. Keempat, pendekatan pembelajaran bahasa Inggris sejalan dengan pemikiran filsafat modern dan postmodern. Kelima, prinsip-prinsip filsafat moral diterapkan dalam pembelajaran bahasa Inggris untuk membangun kompetensi karakter Pancasila. Keenam, terdapat interaksi timbal balik antara filsafat dan pengajaran bahasa Inggris. Ketujuh, nilai-nilai aksiologis, epistemologis, dan ontologis filsafat tercermin dalam penilaian pembelajaran bahasa Inggris. Kedelapan, teori kebenaran dalam filsafat relevan dengan pembelajaran bahasa Inggris. Kata kunci: Filsafat, Pembelajaran Bahasa Inggris, Kurikulum Merdeka
METODOLOGI PENELITIAN BAHASA DENGAN KAJIAN POSITIVISME Endry Boeriswati; Saifur Rohman; Ahmad Zaki Munibi; Saiyidinal Firdaus; Erfi Firmansyah; Hendrawanto CH; Sastri Br Rajaguk-guk
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 11 No. 2 (2024): Desember
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v11i2.6441

Abstract

penelitian yang menggunakan positivisme telah secara efektif menerangi keterkaitan antara variabel sosial dan variasi linguistik, sebagaimana dibuktikan oleh studi Labov, (1971) tentang variasi fonologis di Philadelphia. berfokus pada fakta empiris yang dapat diamati, diukur, dan diverifikasi, dan sangat mendasari metodologi kuantitatif dalam penelitian. positivisme memungkinkan peneliti untuk mengumpulkan data kuantitatif yang dapat dianalisis secara statistik, seperti frekuensi penggunaan struktur sintaksis tertentu dalam bahasa kedua (L2). Tiga pendekatan utama yang sering digunakan dalam studi Bahasa adalah positivisme, neo-positivisme, dan fenomenologi. Ketiga pendekatan ini memiliki asumsi dasar yang berbeda tentang metode memahami bahasa, tetapi semuanya menawarkan pandangan penting tentang bagaimana studi Bahasa dapat dilakukan secara empiris dan analitis.
Assessing Neural Machine Translation in Speech: Problems and Solutions in AI-Powered Translations Ahmad Zaki Munibi
Journal of Computing Innovations and Emerging Technologies Vol. 2 No. 1 (2026): Volume 2 No 1
Publisher : novamindpress

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64472/jciet.v2i1.27

Abstract

The swift progress of artificial intelligence (AI), particularly in Neural Machine Translation (NMT) systems, has substantially transformed the landscape of translation practices. While AI-powered applications such as Monica AI (Powered by ChatGPT) demonstrate a high degree of linguistic accuracy, there remains a notable research gap regarding the specific translation challenges encountered by professional translators when working with AI-generated outputs, especially in speech texts. The theoretical novelty of this study lies in integrating Nord’s text-typological translation problem framework with Molina and Albir’s translation technique model to evaluate NMT output, an approach rarely applied to spoken oratory texts. Empirically, the study provides a fine-grained error analysis of a ChatGPT-powered NMT system on formal political speech, quantifying problem types and mapping them to specific post-editing strategies. Utilizing a qualitative content analysis approach, this research examines a formal English-language speech text translated using Monica AI. A total of 282 source sentences, along with their AI-generated and post-edited versions, served as the corpus. Findings reveal that 91.1% of the translated sentences were accurate, while 8.9% contained identifiable issues, predominantly within pragmatic, conventional, and text-specific domains. This study emphasizes the indispensable role of human translators in ensuring cultural and contextual appropriateness in AI-assisted translation.
Optimisation of AI translation tools for English literacy in secondary education: An analysis of opportunities and challenges Ahmad Zaki Munibi
Abjad Journal of Humanities & Education Vol. 4 No. 1 (2026): Abjad: Journal of Humanities & Education
Publisher : Centre for Literary and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62079/abjad.v4i1.126

Abstract

The integration of artificial intelligence (AI) translation tools in educational settings is progressing rapidly; however, their effectiveness in English literacy learning necessitates a more in-depth examination. This study explores the role of artificial intelligence (AI)-based translation tools in enhancing English literacy at the junior high school level. Utilizing a Systematic Literature Review method, the research examines three key aspects: the impact of AI technology on students' literacy skills, opportunities arising from its application, and challenges in its implementation within the educational context. Findings indicate that AI Translation tools significantly improve time efficiency, vocabulary comprehension, and independent learning. Additionally, these tools enhance student motivation and text analysis skills. However, the study also identifies limitations, including students' reliance on translation results without critical analysis, technical barriers related to device access, and AI tools' inability to capture cultural nuances. The findings highlight the need for intensive teacher training to effectively utilize AI technology and the development of culturally adaptive AI tools. This study contributes to both theoretical and practical understandings of AI integration in education while opening avenues for further research on communication skills and cross-cultural understanding.
Mobile-Assisted English Reading Comprehension of Narrative Texts in Under-Resourced Schools Ahmad Zaki Munibi; Yunus Sulistyono
Buletin Pengembangan Perangkat Pembelajaran Juni 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/bppp.v8i1.16193

Abstract

Limited resources in remote-area schools impede the development of English reading skills, particularly narrative text comprehension. Mobile technology, with its flexible access, offers a potential solution. This study aims to explore students' experiences and teachers' perceptions regarding the use of mobile devices for reading English narrative texts in under-resourced schools. Employing an interpretive phenomenological approach, the research investigates the subjective experiences of students and the views of teachers. The findings reveal that students value the accessibility and flexibility of mobile devices, despite facing constraints such as limited internet connectivity and distractions from other applications. Conversely, teachers acknowledge the potential of mobile devices to enrich learning but also identify technical and pedagogical challenges that hinder effective implementation. This study contributes to the Mobile-Assisted Language Learning (MALL) literature by offering a novel perspective on technology utilization in under-equipped schools, while also providing guidance for more inclusive and adaptive educational policies. Furthermore, these findings establish a foundation for further research to explore specific applications and solutions for optimizing language learning technology in resource-limited settings.
Co-Authors Endry Boeriswati Erfi Firmansyah Hendrawanto Ch Saifur Rohman Saiyidinal Firdaus Samsi Setiadi Sastri Br Rajaguk-guk Yunus Sulistyono Zuriyati Zuriyati