Article Per Year (5 Year)
p-Index From 2021 - 2026
1.152
P-Index
This Author published in this journals
All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Journal of English Language Studies Al Ishlah Jurnal Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat Globish: An English-Indonesian Journal for English, Education, and Culture Jurnal Dinamika UMT Scope: Journal of English Language Teaching
Ishak, Ishak
Universitas Muhammadiyah Tangerang
Arts Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
An Analyzing the Improving of Speaking Skill in Daily Language Activities Ishak, Ishak
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24716

Abstract

The purpose of this research was to determine the students' learning process using the "Daily Language Activities" method and to find out the learning obstacles faced by students in using the "Daily Language Activities" method at Miftahul Khaer Islamic Boarding School. This research uses a qualitative approach and descriptive analysis methods. The sample for this research is 19 students of Islamic Boarding School MA Miftahul Khaer. In collecting data, we used observation, interviews, oral tests, and documentation. Based on the data collected, the researcher found 5 students who can improve their speaking skills because these activities are required by the pesantren to be carried out. These activities include learning vocabulary, remembering vocabulary, practicing conversation, and giving speeches in turns.
Paragraph Writing for Foreign Students by Using AI: English and Indonesian Analysis Mulyanah, Euis Yanah; Muhyidin, Asep; Sjaifuddin, Sjaifuddin; Ishak, Ishak; Amarullah, Ahmad; Sumiyani, Sumiyani; Sulaeman, Agus
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24792

Abstract

This research explores the impact of AI-assisted tools on paragraph writing for foreign students learning English and Indonesian. Writing proficiency is a critical component of language acquisition, and AI offers innovative solutions to enhance this process. This research has demonstrated the significant positive impact of AI-assisted tools on enhancing paragraph writing skills for foreign students learning English and Indonesian. Using a mixed-methods approach with combain boyh quantitative and qualitative research methods, the study provided both quantitative and qualitative evidence supporting the effectiveness of these tools. The instrument used was a standardized writing test designed to evaluate grammatical accuracy, syntactical complexity, and vocabulary range. For English Language Learners (ELL), there was a notable improvement in writing skills, with average test scores increasing from 65 to 80. Additionally, there was a 40% reduction in grammatical and syntactical errors and a 30% enhancement in vocabulary usage. Similarly, Indonesian Language Learners (ILL) experienced a rise in test scores from 60 to 75, a 35% reduction in errors, and a 25% improvement in vocabulary usage.These results underscore the benefits of AI tools in language education. In conclusion, AI-assisted tools have proven to be highly effective in improving paragraph writing skills for foreign students learning English and Indonesian. The combination of quantitative improvements in writing proficiency and positive qualitative feedback from students highlights the transformative potential of AI in language education. By providing personalized, real-time, and contextually appropriate feedback, AI tools can significantly enhance the learning experience and outcomes for foreign students.
A Dick and Carey-Based English Learning Model: Integrating Culture Based Learning, Islamic Values, and HR Management Enawar Enawar; Euis Yanah Mulyanah; Desri Arwen; Sholeh Hidayat; Luluk Asmawati; Ishak Ishak
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8125

Abstract

This study addresses the gap in culturally contextualized English language instruction in higher education, where teaching often overlooks students’ sociocultural backgrounds. The research aimed to develop and evaluate an English learning model integrating Rampak Bedug—a traditional Banten performance rich in Islamic values—using the Dick and Carey instructional design model combined with the Culture-Based Learning (CBL) approach. The model was implemented with second-semester students of the English Education Department at Universitas Muhammadiyah Tangerang during the 2024–2025 academic year. A descriptive qualitative method was used, with data collected through observation, interviews, project documentation, and reflective journals. Instructional strategies incorporated visual and auditory media—such as videos, traditional costumes, and musical instruments—alongside group discussions, project-based writing, and reflective activities. Findings indicated improvements in students’ descriptive writing skills, digital literacy, and cultural awareness. The integration of Rampak Bedug fostered engagement by embedding values such as harmony, discipline, sincerity, and cooperation. Formative evaluations led to revisions in visual aids and linguistic scaffolding. Summative evaluations highlighted enhanced student collaboration, creativity, and reflective practice. In conclusion, this culturally grounded, multimodal instructional model supports communicative language learning while promoting professional development skills aligned with human resource management principles, such as teamwork and instructional planning. The model demonstrates strong potential for replication across educational levels and cultural settings in Indonesia, offering a transformative, socially relevant approach to English language pedagogy.
The Phenomenon of Language Mixing Used among Gen Z in Indonesian Students Ishak Ishak; Desri Arwen; Euis Yanah Mulyanah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7320

Abstract

Code-mixing has become increasingly prevalent among Generation Z, particularly in academic and social contexts. This study explored the types of code-mixing used by 8th-semester Gen Z students at Muhammadiyah University of Tangerang, Indonesia, and examined the underlying reasons for this linguistic phenomenon. A qualitative descriptive approach was employed. Data were collected through direct observation of students’ spoken interactions and open-ended interviews conducted at different times. Audio recordings of code-mixing utterances were documented and transcribed for analysis. A total of 177 code-mixing utterances were identified, consisting of three types: insertion (85.3%, 151 instances), alternation (14.7%, 26 instances), and congruent lexicalization (6.2%, 11 instances). The data suggest that insertion is the most dominant form of code-mixing among participants. Several reasons were identified for the frequent use of code-mixing. Students often engage in it unconsciously and see it as a way to improve their English language skills. Additionally, code-mixing is perceived to carry social prestige, making speakers feel confident, proud, and "cool." Social factors—such as peer influence, exposure to trends, and admiration of public figures—also contribute significantly to this behavior. The study reveals that code-mixing among Gen Z students is driven by both linguistic and sociocultural factors. These findings underscore the need to understand code-mixing not merely as a linguistic habit but as a socially influenced form of communication reflective of identity and group belonging.
Co-Authors Amarullah, Ahmad Andi Wijaya - Arwen, Desri Asep Muhyidin Enawar Enawar Euis Yanah Mulyanah Euis Yanah Mulyanah Euis Yanah Mulyanah Firdaus, Moh. Iqbal LULUK ASMAWATI Mulyanah, Euis Yanah SITI HERLINDA Sjaifuddin, Sjaifuddin Sulaeman, Agus Sumiyani, Sumiyani