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

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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.
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): April
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.
GTM VS TPR: UNVEILING VOCABULARY TEACHING METHODS ON THE 'JAGO BAHASA' YOUTUBE CHANNEL Juliasti, Linda Saufi; Jannah, Miftahul; Assapari, Muhammad Mugni; Agustina, Titik
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.3878

Abstract

This study aims to examine the implementation of the Grammar Translation Method (GTM) and the Total Physical Response (TPR) method by English tutors on the JAGO BAHASA YouTube channel and evaluate their effectiveness in teaching English vocabulary. The research uses a descriptive qualitative approach with a case study design to deeply understand the specific context and practices in an educational setting. The analysis focuses on 15 short videos (20-60 seconds each) from up to 12 tutors, starting from January to early March 2024. The results show that the use of GTM and TPR on the YouTube channel has both positive and negative impacts on English vocabulary learning. Overall, the analysis demonstrates that the tutors combine both methods, providing a comprehensive learning experience that caters to various learning styles and enhances the effectiveness of vocabulary instruction. Furthermore, the findings demonstrate that the Grammar-Translation Method and the TPR method are effective in enhancing vocabulary learning, resulting in a well-rounded and engaging language learning experience. 
The Correlation between Students English Classroom Speaking Anxiety and Speaking Fluency Sirat, Rusbihan; Ribahan, Ribahan; Jannah, Miftahul; Assapari, Muhammad Mugni; Addhiny, Tuning Ridha
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12904

Abstract

This study aimed to determine the level of students’ English classroom speaking anxiety, identify the level of students’ speaking fluency, and examine the correlation between English classroom speaking anxiety and speaking fluency among fourth semester students of TBI UIN Mataram. Quantitative correlational design was employed. The participants consisted of 35 fourth semester students. Data were collected using a speaking anxiety questionnaire and a speaking test assessed through a speaking fluency The data were analyzed using descriptive statistics, normality testing, linearity testing, and Pearson Product Moment Correlation through SPSS. The findings showed that the mean score of speaking anxiety was 77.43, indicating a relatively high level of speaking anxiety, while the mean score of speaking fluency was 51.29, indicating a moderate level of speaking fluency. The Pearson correlation analysis revealed that the correlation coefficient -0.767, with a significance value of 0.000 (p < 0.05). This result indicates a strong negative correlation between the two variables. In conclusion, English classroom speaking anxiety has a significant and strong negative relationship with students’ speaking fluency.
Co-Authors Abdul Aziz Addhiny, Tuning Ridha Anwar Chua, Bernardo U Hidayati, Rosyadi Juliasti, Linda Saufi Miftahul Jannah Muhsinin Muhsinin, Muhsinin Mukti, Siti Raudatul Warni Ribahan Ribahan Sirat, Rusbihan Titik Agustina, Titik