Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal UNNES International Conference on ELTLT Foreign Language Instruction Probe
Qushoy, Mohammad
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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

Found 2 Documents
Search

 1 
The USE OF SCAFFOLDING READING EXPERIENCE IN IMPROVING STUDENTS’ LITERACY DEVELOPMENT Qushoy, Mohammad
Foreign Language Instruction Probe Vol. 1 No. 1 (2022): TEFL in Indonesia
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v1i1.117

Abstract

Literacy movement becomes the big issue todays in Indonesia. It has been raised because the level of literacy skills considered low. Consequently, it has led the teaching and learning second or foreign language becomes the important element in improving literacy skills especially through reading. The objective of this research was to get empirical evidence of the effectiveness of scaffolding reading experience in improving students’ literacy development. This research used quasi experimental method. The subjects were 55 students in a private Islamic Junior High School (27 Students for experimental class and 28 students for controlled class). Both of classes were given different treatment. Experimental class was taught by using scaffolding reading experience and the controlled class was taught using traditional way. The research conducted the procedure: pre-test, applying treatment and giving post-test. The result of this research showed significant effect performed by the students of experimental class which was treated by scaffolding reading experience. Their post-test mean score was greater than the posttest mean score of controlled class. In addition, the application of scaffolding reading experience is effective towards the students’ literacy development
How can Neuro-Linguistic Programming Influence English Language Teaching? A Systematic Literature Review Qushoy, Mohammad; Hartono, Rudi; Fitriati, Sri Wuli; Rukmini, Dwi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Integrating NLP into English language teaching transforms the classroom experience for educators and learners alike. Therefore, conducting a systematic review of current research is essential to identify gaps in the application of NLP within ELT. A review of the literature from 2010 to 2025 explores how Neuro-linguistic Programming (NLP) has been utilized to improve English Language Teaching (ELT), with particular attention to the types of NLP strategies applied, the specific language abilities addressed, the research methodologies employed, and the educational levels of the participants involved. Following the PRISMA model, 19 studies were selected from 590 retrieved across Scopus, ERIC, EBSCO, ScienceDirect, and ProQuest databases and analyzed using NVivo-14. The findings revealed that anchoring, reframing, and modeling were the most frequently applied NLP techniques in ELT, with reading comprehension being the most targeted language skill. Experimental research designs dominated the field, and university students were the primary participants studied. These results suggest that NLP techniques enhance learner engagement, motivation, and communication skills by creating dynamic and supportive learning environments. The study implies that educators and researchers can leverage NLP strategies to improve teaching effectiveness and learner outcomes in English language education. Further research is recommended to explore diverse participant groups and additional language skills to broaden NLP’s application in ELT contexts.
Co-Authors Dwi Rukmini Hartono, Rudi Sri Wuli Fitriati