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All Journal Shaut Al-'Arabiyah Cordova Jurnal LLT Journal: A Journal on Language and Language Teaching Indonesian Journal of Artificial Intelligence and Data Mining JOLLT Journal of Languages and Language Teaching
Assapari, Muhammad Mugni
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL SPEAKING STUDENT READINESS TO USE MOBILE-ASSISTED LANGUAGE LEARNING Assapari, Muhammad Mugni; Hidayati, Rosyadi
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5240

Abstract

In recent years, mobile-assisted language learning has been on the rise as an instructional approach. While some innovative media platforms have been highly studied, Thus, this study focused on how students' readiness and learning outcomes the use of mobile phones to facilitate individualized instruction in public speaking as part of an English as a Foreign Language course. Data were collected from (n=42) students in non-English department classes who participated in this study. They were asked to answer an online questionnaire that surveyed their readiness and outcomes using Google Foam in their speaking skills. All participants performed two class projects aimed at aiding them in exploring mobile-assisted language learning using their own mobile devices. However, the students self-reported some opportunities and benefits for English Foreign Language Learners (EFLL) among these MALL users. The results of this study suggest that EFL-speaking students' readiness affects mobile-assisted language learning. Teachers should consider students' motivation, attitudes, and technology skills when creating mobile-assisted language learning programs. Instructors should also train and motivate pupils to use mobile-assisted language learning resources by improving their technology skills. Furthermore, need for further technical support and facilitating students' mastery of speaking performance.
Unlocking the Future: EFL Students' Insights on Artificial Intelligences for Academic Writing Assapari, Muhammad Mugni; Hidayati, Rosyadi; Mukti, Siti Raudatul Warni
Indonesian Journal of Artificial Intelligence and Data Mining Vol 8, No 1 (2025): March 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijaidm.v8i1.30307

Abstract

Lately, the widely used and fiercely debated ChatGPT has attracted the interest of researchers, professors, lecturers, and administrators. Additionally, English as a Foreign Language (EFL) learners require AI feedback on scientific writing to improve their writing abilities. This quantitative study investigated Indonesian EFL learners' perceptions and challenges in a university English program using ChatGPT tools. This study investigated undergraduate students' viewpoints on using AI-powered ChatGPT tools in English academic writing. It focused on the main goal, results, and feedback to improve their second language writing skills. Data were collected from (n=80) students using questionnaires and semi-structured interviews to analyze their impressions. A survey was administered to EFL undergraduates in the English Language Education Study Program at Mataram State Islamic University, Indonesia. Writing ability was assessed online using Google Forms. However, students reported the advantages and difficulties of using ChatGPT for academic writing. These results demonstrate that AI-enabled digital tools can enhance student performance in EFL, academic writing, and other disciplines. The benefits and drawbacks of artificial intelligence must be studied and evaluated, and its implications for academic writing must be developed
Comparative Study of Cultural Content Integration in English Teaching Materials for High School Students in Indonesia and the Philippines Muhsinin, Muhsinin; Chua, Bernardo U; Assapari, Muhammad Mugni
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13815

Abstract

This study investigates the incorporation of cultural information in English teaching materials utilised in high schools in Indonesia and the Philippines. This research utilises a qualitative content analysis methodology to assess two textbooks: Bahasa Inggris English for Change (Indonesia) and Oral Communication in Context for Senior High School (Philippines). The analysis employs Cortazzi and Jin’s cultural content categories (source, target, international culture) alongside Adaskou, Britten, and Fahsi's four dimensions of culture (aesthetic, sociological, semantic, pragmatic). The findings indicate a common focus on local (source) culture, substantial representation of English- speaking nations (target culture), and initiatives to incorporate worldwide viewpoints. Nevertheless, there are notable differences in the methodologies and thematic emphasis that reflect specific sociocultural situations. The study emphasises the significance of culturally responsive pedagogy and provides recommendations for curriculum developers to enhance intercultural competency in English language instruction.
Exploring Students’ and Teachers’ Perceptions of Linguistic Immersion in Enhancing Arabic Speaking Proficiency as a Second Language Anwar; Assapari, Muhammad Mugni; Aziz, Abdul
Shaut al Arabiyyah Vol 13 No 2 (2025): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v13i2.58243

Abstract

This investigation examines learner and instructor perspectives on Arabic linguistic immersion at Ponpes Al Kautsar Al Gontory, Lombok-NTB, assessing its effectiveness in developing oral proficiency. Utilizing a qualitative methodology, the research employs in-depth interviews to gather comprehensive experiential data from participants. The collected findings illustrate immersion-based language instruction's transformative potential and implementation challenges. Analysis indicates that immersive approaches substantially enhance learners' communicative confidence, with overwhelming participant consensus regarding their beneficial effects on Arabic acquisition. The result of this study Teachers overwhelmingly (85-100%) support Arabic immersion, noting improved student confidence and skills. Some (14.3%) need clearer immersion concepts.100% of students support Arabic immersion, with 92.3% feeling comfortable. While 76.9% faced initial adaptation challenges, all reported improved confidence and fluency. The results confirm immersion's effectiveness but highlight the need for structured support and gradual implementation. Furthermore, the outcomes underscore critical considerations for immersion initiatives, advocating for structured curricular designs incorporating adaptive scaffolding, individualized methodologies, and culturally appropriate materials in Islamic boarding school environments. The research yields significant conceptual and applied advancements in Arabic pedagogy.
University students’ perception and challenges of using TikTok as creative platform in learning speaking Rahmat, Hery; Mirnawati, Mirnawati; Assapari, Muhammad Mugni
Cordova Journal language and culture studies Vol. 15 No. 1 (2025): Juni 2025
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v15i1.14097

Abstract

TikTok, as a popular social media platform among the younger generation, offers a unique potential to support English language learning through interactive short video formats. This study aims to explore the perceptions of university students as well as the challenges faced regarding the use of TikTok as creative platform in learning speaking skills. This study uses a descriptive qualitative approach involving twenty-six fifth semester students as research subjects. Data were collected through open-ended questionnaire and interviews to understand students' perception and challenges regarding the use of TikTok as creative learning platform in improving students' speaking. The research results show that the majority of students have a positive perception of for TikTok as creative learning platform for its effectiveness and enjoying learning. This study also revealed several challenges faced by students, such as internet connection issues and data quota as well as difficulty in maintaining focus while studying. The research demonstrates how digital creative platforms like TikTok can enhance access to innovative and effective learning methods, support the development of essential language skills, and address challenges related to technology infrastructure.
Co-Authors Abdul Aziz Anwar Chua, Bernardo U Hery Rahmat Hidayati, Rosyadi Mirnawati Mirnawati Muhsinin Muhsinin, Muhsinin Mukti, Siti Raudatul Warni