Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra
Yasmine Mumtaazah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Correlation Between Learning Sufism Moral And Spiritual Intelligence Of Prospective English Language Teachers In Islamic English Education Study Program Yasmine Mumtaazah; Zaitun Qamariah
Jurnal Bima : Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Vol. 2 No. 2 (2024): Juni : Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/bima.v2i2.867

Abstract

This research examines the relationship between learning Sufism morals (akhlak Sufism) and the spiritual intelligence of prospective English teachers. This literature review integrates the concept of Sufism morals, which emphasizes the formation of moral and spiritual character, with spiritual intelligence which is considered important in the teaching profession. This study found that learning Sufism morals can increase the spiritual awareness and professional ethics of prospective English teachers. High spiritual intelligence helps teachers face emotional and ethical challenges in teaching and supports the creation of a harmonious and inspiring learning environment. The results of this study indicate that the integration of Sufism morals learning in the English education curriculum can be an effective strategy for improving the quality of education and teacher character. It is hoped that prospective teachers who have strong spiritual intelligence can be good role models for their students, and contribute to the formation of a moral and noble generation.
THE RELATIONSHIP BETWEEN ENGLISH TIKTOK VIDEO ENGAGEMENT AND SELF-DIRECTED VOCABULARY LEARNING AMONG EFL UNIVERSITY STUDENTS Syarifah Soraya; Yasmine Mumtaazah; Fitriyah; Najwa Amalia; Abdul Syahid
English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 6 No. 1 (2026): ETJaR Juni 2026
Publisher : Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55148/y2gzfx86

Abstract

The increasing prevalence of short-form video platforms has expanded opportunities for informal English learning beyond traditional classroom settings. Among these platforms, TikTok has gained increasing scholarly attention due to its microlearning features and high levels of student engagement. However, empirical evidence linking TikTok engagement to self-directed vocabulary learning remains limited. This study investigates the relationship between EFL university students’ engagement with English TikTok videos and their self-directed vocabulary learning. Using a quantitative correlational design, the study involved 86 undergraduate EFL students from a state university in Palangka Raya, Indonesia. Data were collected through two validated instruments: the Self-Directed Vocabulary Learning Scale, measuring goal-setting, self-monitoring, and self-evaluation, and the TikTok Video Engagement Scale, assessing behavioural, affective, and cognitive engagement. Descriptive statistics and Pearson’s product-moment correlation analysis were employed. The findings revealed significant positive correlations between all dimensions of TikTok engagement and self-directed vocabulary learning (r = .445–.674, p <.001). Affective and cognitive engagement showed the strongest relationships with self-monitoring and self-evaluation. These results indicate that engagement with English-language TikTok videos is positively associated with learners’ autonomous vocabulary development. The study highlights the pedagogical potential of social media–based microlearning to support learner autonomy and vocabulary acquisition in the higher education EFL contexts.
Co-Authors Abdul Syahid Ali Iskandar Zulkarnain Ciraenda Caenovea FITRIYAH Najwa Amalia Najwa Rizki Amalia Syarifah Soraya Syarifah Soraya Zaitun Qamariah