Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IRJE (Indonesian Research Journal in Education) International Journal of English and Applied Linguistics (IJEAL)
Ismahani , Siti
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Enhancing Student's Reading Comprehension through Ai Based Learning Media Ready Ai' For Grade High School Fikroh gani, Liyundzira; Ismahani , Siti
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Agustus 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i2.6761

Abstract

The purpose of this study is to see the effect of Read-IA digital media significantly affecting mastery in reading comprehension in students. The population of this study were high school students in grade XI in Medan city and 20 students from three different classes with a total number of 26 people in one class who used the Read-AI platform were taken as samples using purposive sampling technique, which is the selection of samples based on certain criteria that are relevant to the research objectives. The sample criteria were the XI grade students who had used the Read-AI platform actively in learning activities for at least two learning meetings. Data were collected through an initial test and a final test to measure the improvement of learning outcomes and reading comprehension, as well as a structured questionnaire. Data analysis was conducted using SPSS application, with paired sample t-test technique, descriptive statistics, reliability test (Cronbach's Alpha), and correlation between items. The results showed a significant increase in students' reading comprehension scores, with an average increase of 20% (p < 0.05). These findings demonstrate that AI-based adaptive technology can have a positive impact on reading instruction at the secondary level. Nevertheless, digital infrastructure limitations and the need for teacher training remain major challenges. This study contributes meaningfully to the development of modern literacy strategies that are contextual, innovative, and data-driven.
Navigating professional identity: A case study of Indonesian EFL non-certified teachers Ismahani , Siti; Hz, Benni Ichsanda Rahman; Nuranisah, Nuranisah; Supiyandi, Supiyandi
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.33126

Abstract

The Indonesian government has enhanced educational quality and teacher professionalism via teacher certification. This research investigates the professional identity of Indonesian EFL (English as a Foreign Language) teachers, who have not been certified, and how they perceive their teaching career and professionalism. This research employs a qualitative case study design to explore the reflective practices of ten teachers who do not possess certification (or have not undergone a certification program). The data collection involved two primary methods: a modified questionnaire comprising six aspects of teacher professional identity and semi-structured interviews. The research findings suggest a tough professional identity beyond formal credentials, particularly the satisfaction and fulfilment of teachers without certification. Collaborative initiatives between the government, educational institutions, and relevant stakeholders are suggested to create a more conducive and rewarding teacher environment.
Teacher’s Strategies for Teaching English Vocabulary to Slow Learner in Inclusive Classroom Nasution, Tuti Alawiyah Ramadani; Ismahani , Siti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10299

Abstract

This study aims to identify teachers’ strategies for teaching English vocabulary to slow learners in inclusive classrooms, as well as to uncover the challenges faced and the solutions implemented. Using a descriptive qualitative approach, data were collected through classroom observations, teacher interviews, and documentation, and then analyzed thematically. The results of the study revealed six strategies used by teachers: repetition, Total Physical Response (TPR), explicit phonics instruction, the use of visual media, games, and task differentiation. The challenges that emerged included a lack of parental support and difficulties with the pronunciation of consonant clusters, which teachers addressed through the Family Literacy Movement (GLK) and a step-by-step phonics approach. These findings underscore the importance of multisensory and adaptive strategies in vocabulary learning in inclusive classrooms, while also providing practical guidance for English teachers.
Co-Authors Benni Ichsanda Rahman Hz Fikroh gani, Liyundzira Nasution, Tuti Alawiyah Ramadani Nuranisah Nuranisah Supiyandi Supiyandi