Garuda - Garba Rujukan Digital

English Language Learning Through The Use of Digital Technology: A Literature Review Indriani, Cyntia Lady; Muth’im, Abdul; Febriyanti, Emma Rosana
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 2 (2024): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i2.9268

This research aims to evaluate the impact of digital technology on English language learning by synthesizing findings from various studies to understand its role in enhancing language skills. This review explores the potential of digital resources such as games, mobile applications, and online platforms in improving writing skills, particularly in higher education contexts. The research method is inspired by socio-cultural, cognitive, and constructivist theories, focusing on the complex interaction between technology and language acquisition, with notable achievements in pronunciation training and chat platforms. The research findings indicate that this review supports cautious optimism, encouraging educators to integrate technology wisely in line with pedagogical principles. The conclusion is a balanced approach that leverages the strengths of technology to create more meaningful and effective English language learning experiences for all learners. Keywords: Digital Literacy; Digital Technology; English Language Learning; Language Acquisition; Pedagogical Integration

Four Square Writing Method as A Technique to Teach Descriptive Writing Muth’im, Abdul; Norhasanah
JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

The objective of this study was to improve students’ skill in writing descriptive text utilizing Four Square Writing Method (FSWM). Thirty students of Junior High School participated in this classroom action research which took place in two cycles. Two sorts of instruments were used in this study; observation sheet and writing test. While the first was utilized to obtain the data on students’ responses and behavior, the latter was to achieve the data on students’ writing improvement. The implementation of the method in the first cycle was able to increase students’ mean score from 48.82 to 66.05. In the second cycle, more than 70% of the students successfully reached the score greater or equal to 72.95. This shows that the FSWM is one of alternative techniques in teaching descriptive text.

Difficult Aspects of Reading Comprehension Faced by Non-English Department of Vocational Students Abiyyu, Muhammad Bagus; Muth’im, Abdul; Yamin, Mohammad
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3948

Understanding and interpreting text is a fundamental skill for students across disciplines, not limited to those in the English Department. Proficiency in reading comprehension not only enhances vocabulary and writing abilities but also fosters overall academic growth. This research endeavors to pinpoint the primary challenges encountered by first-semester students at Politeknik Negeri Banjarmasin in comprehending written material. Employing a descriptive quantitative approach, the study aims to identify the most daunting aspects of reading comprehension. A reading comprehension assessment comprising 40 multiple-choice questions, administered via Google Form, was utilized to gather data. Analysis revealed that students encounter significant hurdles in this domain. Across all question types, spanning the five facets of reading comprehension, difficulty levels were consistently high. Particularly, questions assessing the determination of the main idea posed the greatest challenge, with 60% of students struggling in this area, followed by making inferences (44%), locating references (41%), understanding vocabulary (36%), and grasping detailed information (34%). Notably, identifying the main idea emerged as the most formidable task, whereas discerning detailed information proved relatively less challenging. These findings serve to highlight areas for improvement in understanding main ideas and inform strategies aimed at enhancing comprehension skills.

Difficult Aspects of Reading Comprehension Faced by Non-English Department of Vocational Students Abiyyu, Muhammad Bagus; Muth’im, Abdul; Yamin, Mohammad
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3948

Understanding and interpreting text is a fundamental skill for students across disciplines, not limited to those in the English Department. Proficiency in reading comprehension not only enhances vocabulary and writing abilities but also fosters overall academic growth. This research endeavors to pinpoint the primary challenges encountered by first-semester students at Politeknik Negeri Banjarmasin in comprehending written material. Employing a descriptive quantitative approach, the study aims to identify the most daunting aspects of reading comprehension. A reading comprehension assessment comprising 40 multiple-choice questions, administered via Google Form, was utilized to gather data. Analysis revealed that students encounter significant hurdles in this domain. Across all question types, spanning the five facets of reading comprehension, difficulty levels were consistently high. Particularly, questions assessing the determination of the main idea posed the greatest challenge, with 60% of students struggling in this area, followed by making inferences (44%), locating references (41%), understanding vocabulary (36%), and grasping detailed information (34%). Notably, identifying the main idea emerged as the most formidable task, whereas discerning detailed information proved relatively less challenging. These findings serve to highlight areas for improvement in understanding main ideas and inform strategies aimed at enhancing comprehension skills.

Four Square Writing Method as A Technique to Teach Descriptive Writing Muth’im, Abdul; Norhasanah
JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 2 (2018): JEELS November 2018 (Sinta 2)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v5i2.580

The objective of this study was to improve students’ skill in writing descriptive text utilizing Four Square Writing Method (FSWM). Thirty students of Junior High School participated in this classroom action research which took place in two cycles. Two sorts of instruments were used in this study; observation sheet and writing test. While the first was utilized to obtain the data on students’ responses and behavior, the latter was to achieve the data on students’ writing improvement. The implementation of the method in the first cycle was able to increase students’ mean score from 48.82 to 66.05. In the second cycle, more than 70% of the students successfully reached the score greater or equal to 72.95. This shows that the FSWM is one of alternative techniques in teaching descriptive text.

The Use of QuillBot in Academic Writing: A Systematic Literature Review Latifah, Siti; Muth’im, Abdul; Nasrullah, Nasrullah
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.872

In recent years, QuillBot, an AI-powered writing assistance tool, has gained significant attention within the academic writing sphere due to its innovative features to enhance productivity and improve the quality of written content. This study, employing the systematic literature review method, aims to explore the use of QuillBot in academic writing. A total of seventeen research publications published between 2018 and 2024 were included in this study. These articles were gathered from reliable databases such as Google Scholar, Semantic Scholar, ResearchGate, Emerald Insight Journals, Springer, ScienceDirect, and Taylor & Francis. The findings discovered that, while users value its time-saving features, concerns regarding overreliance and potentially hindering critical skills development exist. QuillBot significantly enhances writing quality and efficiency by detecting errors, paraphrasing, and expanding vocabulary. It also addresses language barriers and plagiarism concerns. Additionally, its function as a complement to autonomous writing and critical thinking was highlighted, and caution against over-reliance was suggested. Therefore, further research is needed to examine its influence on academic performance, effectiveness across linguistic contexts, and function in writing instruction.

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