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All Journal J-PAI: Jurnal Pendidikan Agama Islam Elementary: Jurnal Ilmiah Pendidikan Dasar At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Ulum: Jurnal Pendidikan Islam JOLLT Journal of Languages and Language Teaching Fitrah: Journal of Islamic Education Berajah Journal Proceeding International Seminar of Islamic Studies Al-Ulum: Jurnal Pendidikan Islam Journal of General Education and Humanities Pratama Widya: Jurnal Pendidikan Anak Usia Dini
Chapakiya, Suraiya
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Religion Arts Humanities Astronomy Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions Syam, Nur Ina; Ramadhani, Ahmad Arkam; Thamrin, Sri Wahyuni; Room, Fahmi; Ulfa, Andi Yurni; Chapakiya, Suraiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18575

Abstract

The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
Development of Artificial Intelligence Based Interactive Learning Media to Improve Students Understanding of Islamic Religious Education Mavianti, Mavianti; Harfiani, Rizka; Chapakiya, Suraiya; Chapakiya, Abdurrahman
Fitrah: Journal of Islamic Education Vol. 7 No. 1 (2026): Juni (2026)
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v7i1.1226

Abstract

The rapid development of information technology has created new opportunities to enhance learning processes, yet Islamic Religious Education is often perceived as less engaging and less effective in improving students’ understanding. This study aims to develop an interactive learning media based on artificial intelligence to improve students’ comprehension in Islamic Religious Education at the junior secondary level. The study employed a research and development approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed media was validated by experts and tested through small and large group trials. The results indicate that the media achieved a very high level of feasibility, with expert validation scores of 92.5 percent for content and 88.7 percent for media design. Practicality tests showed that both teachers and students perceived the media as highly usable. Effectiveness testing revealed an increase in student understanding, with a normalized gain score of 0.58, categorized as moderate. These findings imply that artificial intelligence based interactive media can support more adaptive, engaging, and meaningful learning in Islamic education.
Co-Authors ,, Mavianti Chapakiya, Abdurrahman Dewi, Angela Yunda Fatimah Nur Fuad, Ai Harfiani, Rizka Manik, Loli Asmitasari Muhamad Arif Muhammad Ruslan Rahman , Abd Ramadhani, Ahmad Arkam Room, Fahmi Sakdiyah , Nur Halimatus Syam, Nur Ina Thamrin, Sri Wahyuni Ulfa, Andi Yurni Umi Masturoh Zailani Zailani