Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Innovation in Educational and Cultural Research Continuous Education : Journal of Science and Research
Muhaimin Abdullah
Universitas Negeri Surabaya, Indonesia
Education Other

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Need Analysis for the Development of Teaching Materials Using Task-Based Instruction for Nursing Students Risman Wanci; Sujariati Sujariati; Maulina Maulina; Muhaimin Abdullah
Journal of Innovation in Educational and Cultural Research Vol 5, No 3 (2024)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v5i3.1541

Abstract

Providing appropriate teaching material is important because many students require exceptional teaching in specific fields. As an English lecturer, paying particular attention to students' learning needs is essential. This paper aims to analyze the English learning needs of nursing students. The research method applied in this paper was survey research. The results show that the respondents liked to learn English for nursing; all language skills were considered important, but speaking was chosen as a priority; in addition to classroom study, it is also essential to study outside class; one of the aims of learning English for nursing was to share information; all the learning methods provided were important, but study that focused on listening and pronunciation, reading while taking notes, repetition, and extensive group work were categorized as priorities; mostly the graduates said that English abilities are essential in the workplace for nurses; English abilities definitely support their jobs, and the teaching topics should be related to nursing. In conclusion, most respondents agreed with the plan to develop English teaching materials for nursing students based on task-based instruction. It is hoped that the results of this research can contribute positively to English lecturers and nursing students.
Perceptions of Teachers Using AI-Based Tools in English Language Teaching at Elementary Schools Comodor Leo Fatimina; Muhaimin Abdullah; Him'mawan Adi Nugroho
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3284

Abstract

This qualitative case study investigates elementary school English teachers’ perceptions of and challenges in integrating Artificial Intelligence (AI)-based tools into English language teaching. Although the rapid development of AI technologies offers new opportunities for enhancing language learning, limited research has focused on how elementary school teachers perceive and experience the use of these tools in classroom practice. Therefore, this study aims to explore teachers’ attitudes toward AI-based tools and to identify the challenges they encounter during implementation. Data were collected from six elementary school English teachers through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and key themes related to AI integration in English language teaching. The findings indicate that teachers generally perceive AI-based tools as beneficial for increasing student engagement, supporting individualized learning, and improving teaching efficiency. AI tools such as ChatGPT, Google Translate, Canva, and Quizizz were commonly used to assist lesson planning, material development, and interactive learning activities. However, several challenges were also identified, including limited technological infrastructure, insufficient teacher training, students’ over-reliance on AI tools, and concerns related to data privacy and content accuracy. In conclusion, the study highlights that the effective integration of AI in elementary English language teaching requires not only access to technology but also continuous professional development and institutional support. The findings provide practical implications for teachers, school administrators, and policymakers in developing balanced and responsible strategies for AI adoption in primary English language education.
Co-Authors Comodor Leo Fatimina Him'mawan Adi Nugroho Maulina, Maulina Risman Wanci Sujariati Sujariati