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All Journal UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Foreign Language Instruction Probe
Mohammad Qushoy
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Education Languange, Linguistic, Communication & Media

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The Effectiveness Of Neuro Linguistic Programming To Increase Students’ Confidence In Learning English For Islamic Junior High School Students Mohammad Qushoy; Rudi Hartono; Sri Wuli Fitriati; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 6 No. 1 (2023)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

There are a lot of methods in teaching English for students. An ideal teacher will always change the method to help students to accelerate their mastery to the skills. In the past decades the language teachers used methods and techniques which did not emphasize much on the neurological aspect of language learning of the students. Amongst the numerous reasons, there are also challenges the learner faces that are psychological in nature. The objective of this study is to evaluate the effectiveness of Neuro Linguistic Programming (NLP) for language Learning especially the confidence of Islamic junior high school students. The study used quasi experimental design by performing pretest and the post-test on the experimental and control groups, the effect of the NLP treatment sessions on the experimental group was investigated for two months. The results of this study confirmed that NLP not only provides the techniques and solutions to the issue, but it also helps students to increase their confidence to learn English. In this study, NLP showed to have a significant effect on EFL learning, however, it is necessary to conduct further research to validate the results of this kind of innovative study.
The USE OF SCAFFOLDING READING EXPERIENCE IN IMPROVING STUDENTS’ LITERACY DEVELOPMENT Qushoy, Mohammad
Foreign Language Instruction Probe Vol. 1 No. 1 (2022): TEFL in Indonesia
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v1i1.117

Abstract

Literacy movement becomes the big issue todays in Indonesia. It has been raised because the level of literacy skills considered low. Consequently, it has led the teaching and learning second or foreign language becomes the important element in improving literacy skills especially through reading. The objective of this research was to get empirical evidence of the effectiveness of scaffolding reading experience in improving students’ literacy development. This research used quasi experimental method. The subjects were 55 students in a private Islamic Junior High School (27 Students for experimental class and 28 students for controlled class). Both of classes were given different treatment. Experimental class was taught by using scaffolding reading experience and the controlled class was taught using traditional way. The research conducted the procedure: pre-test, applying treatment and giving post-test. The result of this research showed significant effect performed by the students of experimental class which was treated by scaffolding reading experience. Their post-test mean score was greater than the posttest mean score of controlled class. In addition, the application of scaffolding reading experience is effective towards the students’ literacy development
How can Neuro-Linguistic Programming Influence English Language Teaching? A Systematic Literature Review Qushoy, Mohammad; Hartono, Rudi; Fitriati, Sri Wuli; Rukmini, Dwi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Integrating NLP into English language teaching transforms the classroom experience for educators and learners alike. Therefore, conducting a systematic review of current research is essential to identify gaps in the application of NLP within ELT. A review of the literature from 2010 to 2025 explores how Neuro-linguistic Programming (NLP) has been utilized to improve English Language Teaching (ELT), with particular attention to the types of NLP strategies applied, the specific language abilities addressed, the research methodologies employed, and the educational levels of the participants involved. Following the PRISMA model, 19 studies were selected from 590 retrieved across Scopus, ERIC, EBSCO, ScienceDirect, and ProQuest databases and analyzed using NVivo-14. The findings revealed that anchoring, reframing, and modeling were the most frequently applied NLP techniques in ELT, with reading comprehension being the most targeted language skill. Experimental research designs dominated the field, and university students were the primary participants studied. These results suggest that NLP techniques enhance learner engagement, motivation, and communication skills by creating dynamic and supportive learning environments. The study implies that educators and researchers can leverage NLP strategies to improve teaching effectiveness and learner outcomes in English language education. Further research is recommended to explore diverse participant groups and additional language skills to broaden NLP’s application in ELT contexts.
Co-Authors Dwi Anggani Linggar Bharati Dwi Rukmini Hartono, Rudi Rudi Hartono Sri Wuli Fitriati