Article Per Year (5 Year)
p-Index From 2021 - 2026
2.015
P-Index
This Author published in this journals
All Journal Linguistic, English Education and Art (LEEA) Journal Wiralodra English Journal (WEJ) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Journal of English Education Program (JEEP) OMEGA: Jurnal Keilmuan Pendidikan Matematika Interling : International Journal of English Language Teaching, Literature and Linguistics
Zainuddin Zainuddin
Universitas Islam Zainul Hasan Genggong
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
IMPLEMENTASI PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI AUGMENTED REALITY PADA PEMBELAJARAN MATEMATIKA DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV MI SUNAN BONANG II Jeni Fauziah; Zainuddin Zainuddin; Nur Fitri Amalia
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 2 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i2.936

Abstract

Along with the development of the times, technology in education is also increasingly developing, especially in improving students' critical thinking skills. Mathematics is one of the compulsory subjects studied in elementary school which is able to improve students' critical thinking skills. In the process, teachers play a very important role in creating a learning atmosphere that can stimulate students' critical thinking skills. This study aims to describe how the use of Augmented Reality technology in mathematics lessons improves the critical thinking skills of grade IV students of MI Sunan Bonang II. This type of research is qualitative research, namely the researcher describes how the use of Augmented Reality technology in mathematics lessons to improve students' critical thinking skills. The subjects in this study were the principal, subject teachers and all grade IV students of MI Sunan Bonang II in the 2024/2025 academic year with a total of 15 students consisting of 8 female students and 7 male students. Data collection techniques in this study used observation, interview and documentation techniques. The results of the study showed that there was a significant change, namely that students' critical thinking skills increased after the use of Augmented Reality technology in mathematics lessons.
Understanding EFL Students’ Use of English Podcasts for Listening Skill Development Tarisa Sepdiana; Zainuddin Zainuddin; Nina Agus Hariati
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/qqhsre67

Abstract

This study investigates how EFL students use English podcasts and their perceptions of the impact of using podcasts in developing their listening skills. By using a qualitative descriptive approach, data were collected through semi-structured interviews, observations, and documentation with five students of the English Education Department at Zainul Hasan Genggong Islamic university, Probolinggo. The findings reveal that students used English podcasts as a flexible learning medium to practice listening anytime and anywhere. Students engaged in several listening activities, such as replaying the audio, focusing on difficult parts, and selecting podcast topics based on their interests. Students viewed English podcasts as an effective learning medium to support listening practice, increase motivation, and help them become more familiar with spoken English. The benefits of using English podcasts include improving listening comprehension, increasing learning motivation, providing opportunities for repeated listening practice, and helping students become more accustomed to authentic English pronunciation and expressions. Thus, it can be concluded that English podcasts serve as an effective medium to support the development of EFL students’ listening skills through exposure to authentic spoken English. Keywords: EFL students, English Podcasts, Listening skills
Exploring Madrasah Ibtidaiyah Students’ English Vocabulary Learning Through Duolingo Application Silviatus Shoimah; Zainuddin Zainuddin; Nina Agus Hariati
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/krvf7076

Abstract

Vocabulary mastery is a fundamental challenge for young learners, particularly in Islamic elementary school environments where traditional textbook-based methods often lead to passive engagement and limited memory retention. This study aims to explore the implementation of the Duolingo application in supporting English vocabulary learning and to identify the specific learning activities facilitated by the platform. Using a qualitative descriptive research design, the study involved 26 fifth-grade students at MI Khilafiyah Syafi'iyah Zainul Hasan Genggong. Data were collected through classroom observations and semi-structured interviews with the teacher and students. The results reveal that Duolingo was successfully implemented through projector-based guided instruction, fostering a dynamic and enthusiastic classroom atmosphere. Six main types of vocabulary activities were identified: matching images, listening exercises, repetition, meaning recognition, vocabulary matching, and completing sentences. These activities utilized multimedia and gamification elements to enhance students' cognitive engagement and confidence. The study concludes that Duolingo serves as an effective pedagogical tool to overcome attention span limitations and strengthen long-term memory through sensory-based repetition. For practitioners, integrating such digital media collectively is recommended to facilitate social interaction and meaningful learning experiences. Keywords: Digital Learning, Duolingo, English Vocabulary, Madrasah Ibtidaiyah, Young Learners
Investigating Efl Students` Writing Practices Through Grammarly - Supported Learning Jailani Jailani; Muhammad Hifdil Islam; Zainuddin Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2615

Abstract

Using a descriptive qualitative design, this study involved six EFL students who had experience using Grammarly in their English writing activities. The study aimed to examine how Grammarly is integrated into students’ writing practices and to identify the aspects of writing supported by the application. Data were collected through semi-structured interviews, documentation, and screenshots comparing students’ writing before and after revision using Grammarly. The data were analyzed through data reduction, conclusion drawing, and verification. The findings revealed that Grammarly supported students in reflective learning by assisting them in reviewing, revising, and evaluating their writing. The application provided immediate feedback that enhanced students’ engagement and metacognitive awareness, while encouraging them to critically evaluate suggestions before applying revisions. Grammarly supported several aspects of writing, including grammatical accuracy, consistency in tense usage, subject–verb agreement, sentence structure, vocabulary choice, writing clarity, and overall writing quality. These improvements contributed to more accurate, coherent, and readable texts. Students also reported increased confidence and greater independence in completing writing tasks. However, participants emphasized that Grammarly could not replace lecturers’ feedback, particularly in understanding contextual meaning and supporting idea development. Overall, Grammarly functioned as a learning companion that encouraged EFL students to engage in more critical, process-oriented, and autonomous writing practices. These findings suggest that integrating Grammarly into English writing instruction can enhance grammatical accuracy, self-editing skills, and writing confidence while enabling teachers to provide more effective feedback and foster learner autonomy in the writing process.
Co-Authors Ainun Zakiyah Beny Hamdani Dhini Sukma Aprilia Feri Ferdiyanto Hikmatus Soimah Jailani Jailani Jeni Fauziah Madinatul Munawaroh Milatus Sa'adah Moh. Hidayatulllah Muhammad Hifdil Islam Nina Agus Hariati Nur Fitri Amalia Silviatus Shoimah Sofiyah Sofiyah Tarisa Sepdiana