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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English ETERNAL(english, teaching, learning, and Research Journal) Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan EduReligia : Jurnal Pendidikan Agama Islam Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature International Journal of English Education and Linguistics (IJoEEL) GUYUB: Journal of Community Engagement Journal of English Education Journal of Innovative and Creativity Al Ibtida: Jurnal Pendidikan Guru MI
Syaiful Islam
Universitas Nurul Jadid
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Social Sciences Other

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The Impact of the AI-Based Application ELSA Speak on Students’ English Speaking Skills: A Pre-Experimental Study at the Madrasah Tsanawiyah Level siti nur arifah; Syaiful Islam
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2940

Abstract

Speaking skills remain one of the most challenging aspects of English language learning, especially for students in madrasah tsanawiyah (Islamic junior high schools) with limited access to interactive speaking practice. This study aims to examine the impact of using the ELSA Speak application in improving the English speaking skills of eighth-grade students at MTs Zainul Anwar Kraksaan, with a particular focus on pronunciation, intonation, and fluency. Employing a quantitative approach with a one-group pretest-posttest pre-experimental design, the study involved 18 students who used the ELSA Speak application regularly for one week. Data were collected through oral tests administered before and after the intervention and analyzed using paired sample t-tests. The results revealed a significant improvement in students’ speaking scores, with the average increasing from 50.61 to 59.50 and a significance value of 0.013. These findings indicate that ELSA Speak effectively enhances students’ speaking performance. In conclusion, the integration of AI-based learning tools such as ELSA Speak offers an adaptive and practical solution for developing speaking proficiency in English, particularly in educational settings with limited resources, while also supporting broader digital transformation efforts in language education at the secondary level.
Gamification on Modern Challenges for Junior High School Teachers in Teaching English Speaking Skills Rumiati Pratiwi; Syaiful Islam
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3061

Abstract

This study aims to identify the modern challenges faced by junior high school teachers in teaching English speaking skills through the implementation of gamification as a method. The method used is qualitative research with a case study approach, focusing on the real experiences of teachers in the teaching context. Data were collected through in-depth interviews, classroom observations, and supporting documentation, then analyzed thematically to uncover the obstacles and strategies applied by the teachers. The results show that teachers face several challenges such as limited technological devices, limited preparation time, and difficulties in maintaining students’ interest consistently through gamification. Additionally, teachers must adjust gamification techniques to the diverse characteristics of students to make speaking learning more effective. This study contributes to the literature by providing an in-depth understanding of the practice of integrating gamification in English speaking instruction despite various obstacles, as well as highlighting specific strategies used by teachers to overcome them. Furthermore, the study offers recommendations to educational stakeholders to improve teacher training and resource provision to support the effectiveness of gamification as a tool in language learning.
The Innovation of Gabriel Method in Improving Al-Qur'an Memorization of Islamic Elementary School Students Kanzul Athiyah; Syaiful Islam
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 6 No. 1 (2019): June 2019
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v6i1.3814

Abstract

AbstractMemorizing the Qur'an 30 juz is not an easy thing for SD/MI students who sometimes cannot read the Qur’an smoothly. One method that can be used by students in memorizing the Qur'an is the Gabriel method. This study aims to describe the application of the Gabriel method in improving memorization of Al-Qur'an for SD/MI students at the Al-Hasyimiyah Qur'anic Educational Institution of Nurul Jadid Islamic Boarding School Paiton Probolinggi. Data collection techniques used in this study were in-depth interviews and observations. Meanwhile, the research data were analyzed using descriptive analysis. The results of the study show that 1) Al Qur'an learning activities are carried out every night after dawn prayer in congregation and Maghrib prayer in congregation; 2) the highest achievement of memorizing is 1 to 2 letters, while the lowest is 5 to 7 verses; 3) the obstacles faced in applying Gabriel method is the low ability of students to recall the Qur'an memorization has been achieved; 4) current teachers are only able to make verse movements only in the letter Al-Mulk, the rest, are in the process of being made. However, the application of the Gabriel method is proven to be able to improve the memorization of the Al Qur’an of SD/ MI students.Keyword: gabriel's method, memorizing Al-Qur'an, SD/MI students.  AbstrakMenghafal Al-Qur’an 30 juz bukanlah hal yang mudah bagi peserta didik SD/MI yang kadang belum dapat membaca Al-Quran dengan lancar. Salah satu metode yang dapat digunakan peserta didik dalam menghafal Al Qur’an adalah metode jibril. Penelitian ini bertujuan untuk mendeskripsikan penerapan metode jibril dalam meningkatkan hafalan Al-Qur’an peserta didik MI/SD di Lembaga Pendidikan Qur’an Al-Hasyimiyah Pondok Pesantren Nurul Jadid Paiton Probolinggo. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara mendalam dan observasi. Sementara itu, data hasil penelitian dianalisis menggunakan analisis deskriptif.  Hasil penelitian menunjukkan bahwa 1) Kegiatan pembelajaran al Qur’an dilakukan setiap malam seusai sholat subuh berjamaah dan sholat Maghrib berjamaah; 2) pencapaian hafalan peserta didik paling tinggi adalah 1 surat sampai dengan 2 surat, sedangkan paling rendah adalah 5 sampai 7 ayat; 3) kendala yang dihadapi dalam penerapan metode jibril ini adalah rendahnya kemampuan peserta didik dalam mengingat kembali hafalan Al Qur’an yang telah dicapai; 4) para guru pendamping saat ini hanya mampu membuat gerakan ayat hanya pada surat Al-Mulk saja, selebihnya sedang dalam proses pembuatan. Namun demikian, penerapan metode jibril terbukti mampu meningkatkan hafalan Al Qur’an peserta didik SD/MI.Kata kunci: metode jibril, hafalan Al-Qur’an, peserta didik SD/MI.
Unpacking Student Engagement in Gamified English Learning: Teachers’ Perspectives on the Pedagogical Use of Kahoot Khoirotul Juniper; Syaiful Islam
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i1.2025

Abstract

Student engagement has become a critical factor in achieving successful English language learning outcomes, particularly in technology-enhanced learning environments. Among various gamified learning platforms, Kahoot has gained increasing attention for its potential to promote active participation and classroom interaction. However, studies exploring teachers’ lived experiences in using Kahoot to support student engagement remain limited. Therefore, this study aimed to explore teachers’ perspectives and experiences regarding the pedagogical use of Kahoot in English language learning This study employed a qualitative method using a phenomenological design. Two English teachers from Bhakti Pertiwi Junior High School were purposively selected as participants based on their experience in implementing Kahoot in English classrooms. Data were collected through semi-structured interviews and classroom observations and analysed using Miles and Huberman’s interactive model, including data collection, data reduction, data display, and conclusion drawing and verification. The findings revealed three major themes. First, teachers experienced Kahoot as a tool that created an enjoyable learning atmosphere and fostered classroom interaction. Second, Kahoot contributed positively to students’ behavioral, emotional, and cognitive engagement by increasing participation, motivation, enthusiasm, and attention to learning content. Third, teachers encountered several challenges, including unstable internet connectivity, limited access to digital devices, and classroom management issues during game-based activities. The study concludes that Kahoot is an effective gamified learning platform for enhancing student engagement in English language learning. The findings provide practical insights for teachers and contribute to the growing literature on gamification, student engagement, and technology-enhanced language learning
Co-Authors Anis Fitria Edi Santoso Kanzul Athiyah Khoirotul Juniper Masrufah Masrufah Nur Azizah Nur Hamid Putri Nuril Mufidah Rifdatul Qomariyah Risqyanto Hasan Hamdani Rumiati Pratiwi siti nur arifah