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All Journal Al Ishlah Jurnal Pendidikan Culture education and technology research Open Access DRIVERset
Ummi Rasyidah
Universitas Islam Negeri Sultan Syarif Kasim
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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From Screens to Pages: Contextual Strategies to Boost Gen Z's English Reading Motivation in Rural Indonesian EFL Classrooms Novri Susanti Suparman; Destri Wahyuningsih; Denny Wahyuni; Roswati Roswati; Ummi Rasyidah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8321

Abstract

Reading motivation among Generation Z students in rural Indonesian EFL (English as a Foreign Language) classrooms remains critically low due to digital distractions, outdated materials, and limited home support. While prior studies highlight the benefits of digital engagement and gamification, little is known about how these strategies function in under-resourced, rural settings. This study employed a mixed-methods design using a convergent parallel approach. Quantitative data were collected from 150 senior high school students across SMA, SMK, and MA institutions in Kabupaten Indragiri Hulu, using a questionnaire adapted from the Motivation for Reading Questionnaire (MRQ). Qualitative data were obtained through interviews and focus group discussions with 10 teachers and 10 students. Thematic analysis and descriptive statistics were integrated to identify motivational barriers and context-appropriate strategies. Findings revealed that digital distractions, vocabulary difficulties, lack of family encouragement, and exam-oriented instruction were key factors undermining reading motivation. Only 27% of students reported experiencing interactive or digital reading activities in class. Students expressed preference for digital content but struggled with comprehension due to limited vocabulary and irrelevant materials. Grounded in Self-Determination Theory and Expectancy-Value Theory, the study suggests that increasing students’ autonomy, competence, and task value—through gamified learning, contextualized materials, and family engagement—can significantly boost motivation. These insights offer actionable strategies for teachers and policymakers to revitalize reading culture in rural EFL settings.
Designing An Arabic Language Learning Environment In Indonesia To Enhance Speaking Skills: A Systematic Literature Review (2020-2025) Nurul Mardhatillah; Ummi Rasyidah
Culture education and technology research (Cetera) Vol. 3 No. 4 (2026): Vol. 3 No. 4 2026
Publisher : FKIP - Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ctr.v3i4.254

Abstract

Mastery of speaking skills (maharah al-kalam) is one of the key indicators of success in Arabic language learning. However, many learners face the challenge of a lack of exposure to a supportive language environment (bi’ah lughawiyah). This study is a systematic literature review analyzing 49 scientific articles published between 2020 and 2025, focusing on the role of the Arabic language environment (bi’ah lughawiyah) in improving Arabic language proficiency in Islamic educational institutions in Indonesia. The articles reviewed cover various levels of education, ranging from Islamic boarding schools and madrasahs to Islamic universities. The article selection process was conducted using the PRISMA protocol via the Publish or Perish, Rayyan, and VOSviewer platforms, reducing the initial pool of 245 articles to 49 that met the criteria. The study’s findings indicate that a well- designed Arabic language environment has been proven to significantly improve speaking, writing, and comprehension skills in Arabic. The success of this program relies on a combination of in-class learning activities and various out-of-class language activities, such as daily vocabulary exercises, routine conversations, Arabic-language drama performances, and language competitions. Additionally, the presence of role models who actively speak Arabic, an educational reward and punishment system, as well as institutional support in terms of facilities and policies, are key factors in its success. This study also identified several major obstacles, including low student motivation, varying initial proficiency levels, and limited teaching staff. On the other hand, advancements in digital technology open new opportunities to expand the Arabic language environment beyond the confines of the classroom. It is therefore concluded that an effective Arabic language environment is not merely a set of language rules, but a shared culture that must be consistently built, managed, and maintained by the entire educational community.
Designing An Arabic Language Learning Environment In Indonesia To Enhance Speaking Skills: A Systematic Literature Review (2020-2025) Nurul Mardhatillah; Ummi Rasyidah
Culture education and technology research (Cetera) Vol. 3 No. 4 (2026): Vol. 3 No. 4 2026
Publisher : FKIP - Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ctr.v3i4.254

Abstract

Mastery of speaking skills (maharah al-kalam) is one of the key indicators of success in Arabic language learning. However, many learners face the challenge of a lack of exposure to a supportive language environment (bi’ah lughawiyah). This study is a systematic literature review analyzing 49 scientific articles published between 2020 and 2025, focusing on the role of the Arabic language environment (bi’ah lughawiyah) in improving Arabic language proficiency in Islamic educational institutions in Indonesia. The articles reviewed cover various levels of education, ranging from Islamic boarding schools and madrasahs to Islamic universities. The article selection process was conducted using the PRISMA protocol via the Publish or Perish, Rayyan, and VOSviewer platforms, reducing the initial pool of 245 articles to 49 that met the criteria. The study’s findings indicate that a well- designed Arabic language environment has been proven to significantly improve speaking, writing, and comprehension skills in Arabic. The success of this program relies on a combination of in-class learning activities and various out-of-class language activities, such as daily vocabulary exercises, routine conversations, Arabic-language drama performances, and language competitions. Additionally, the presence of role models who actively speak Arabic, an educational reward and punishment system, as well as institutional support in terms of facilities and policies, are key factors in its success. This study also identified several major obstacles, including low student motivation, varying initial proficiency levels, and limited teaching staff. On the other hand, advancements in digital technology open new opportunities to expand the Arabic language environment beyond the confines of the classroom. It is therefore concluded that an effective Arabic language environment is not merely a set of language rules, but a shared culture that must be consistently built, managed, and maintained by the entire educational community.
Co-Authors Denny Wahyuni Destri Wahyuningsih Novri Susanti Suparman Nurul Mardhatillah Roswati Roswati