Article Per Year (5 Year)
p-Index From 2021 - 2026
1.197
P-Index
This Author published in this journals
All Journal Abjadia, International Journal of Education Journal of English Language Studies PROJECT (Professional Journal of English Education) Journal of English Language and Education New Language Dimensions Lingual: Journal of Language and Culture English Review: Journal of English Education
Nuskhan Abid
Universitas Islam Negeri Sunan Kudus
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Investigating Students Motivation on Phubbing during EFL Teaching and Learning Session Ratna Elia; Nuskhan Abid
Lingual: Journal of Language and Culture Vol. 18 No. 2 (2025): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2025.v18.i02.p09

Abstract

The phenomenon of phubbing is increasingly found in English as a Foreign Language (EFL) learning, especially when smartphone use distracts students from interactions and the material being presented. This study aims to identify the internal and external motivations that drive students to phubbing during EFL learning. This study used a qualitative phenomenological design with five participants selected through purposive sampling. Data were collected through semi-structured interviews via WhatsApp and analysed using open, axial, and selective coding. The results revealed five main motivations: boredom and monotonous learning, notifications and checking habits, academic use, social influence, and coping strategies for boredom and difficulty understanding the material. These findings confirm that phubbing is not only triggered by technology, but also by psychological, social, and learning conditions. The implications of this study emphasize the importance of varied learning strategies and managing technology use in the classroom.
Teachers’ Perceptions and Practices on the Integration of Gender Issues in Teaching English at Islamic Secondary School Wulansari Wulansari; Nuskhan Abid
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2304

Abstract

The integration of gender issues in teaching English as a Foreign Language (EFL) plays a crucial role in Islamic schools, as it combines religious values with principles of social justice. This study aims to investigate how EFL teachers integrate gender literacy in Islamic schools (madrasah). The method used was a qualitative case study involving three teachers in Kudus Regency. Data were obtained through interviews, observations, and document analysis, which were then analyzed thematically. The results revealed four main themes: equality, justice, sensitivity, and non-discrimination. The teachers' understanding is based on Islamic values such as justice and compassion, which are reflected in equal participation, the use of gender-neutral language, materials free from stereotypes, and objective assessment. The implications of this study emphasize the importance of teacher training and the development of teaching materials focused on gender literacy in Islamic schools or madrasah.
MULTICULTURAL AND CULTURALLY RESPONSIVE PEDAGOGY IN PRACTICE: A VISUAL ANALYSIS OF INDONESIAN EFL TEXTBOOKS Nuskhan Abid; Azizah Maulina Erzad; Muhammad Noor Sulaiman Syah
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/20d7cx88

Abstract

This study explores how multicultural values are visually represented in Indonesian English as a Foreign Language (EFL) textbook. The findings reveal that textbook illustrations depict diverse students interacting harmoniously across ethnic, religious, and cultural backgrounds. Key images illustrate inclusive educational environments, interfaith friendships, and culturally respectful behavior. These depictions support students’ language development and shape civic values and intercultural competence. Drawing from theories of multicultural and culturally responsive pedagogy, the study finds that textbooks function as ideological tools that internalize social ethics aligned with Pancasila and Bhinneka Tunggal Ika. This research highlights the importance of visual literacy in language learning and recommends a stronger integration of intercultural values through multimodal and digital representations.
Teachers’ Perceptions of Providing Feedback in Application-Based Writing EFL Classrooms Triyuana Nikmatul Fadzilah; Nuskhan Abid
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p15-27

Abstract

This study aims to explore EFL teachers’ experiences with app-based feedback, specifically how they perceive its benefits, address the challenges, and employ strategies in this practice. This study employs a phenomenological qualitative design to explore teachers’ experiences and interpretations of using apps to provide feedback in writing classes. The research participants were EFL lecturers at a state Islamic university in Central Java, selected through purposive sampling based on their experience in teaching writing and using app-based feedback. Data were collected through semi-structured interviews with open-ended questions and analyzed using thematic analysis. The results revealed three main themes: (1) the benefits of using applications to provide feedback in EFL writing classes, (2) challenges in implementing application-based feedback in EFL writing classes, and (3) teachers’ strategies for providing application-based feedback in EFL writing classes. The findings indicate that the app facilitates the provision of more detailed, structured, and easily accessible feedback to students. However, there are several challenges, including time constraints, technical difficulties, variations in students’ digital literacy, and potential misunderstandings about written feedback. To address these issues, teachers employ various strategies, such as focused feedback, a combination of direct and indirect feedback, and balanced feedback that combines corrective comments with praise. Overall, this study indicates that using the app can enhance the effectiveness of feedback delivery; however, its success remains dependent on technological readiness and appropriate pedagogical strategies.
Integrating Digital Tools in ELT: Evaluating English Skills through Mobile-Based Assessment Platform Azizah Maulina Erzad; Nuskhan Abid
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.34269

Abstract

Integrating mobile technology into English Language Teaching (ELT) has created new opportunities for enhancing students’ language proficiency through flexible and accessible application. This study aimed to investigate the extent to which the EnglishScore application is beneficial for improving English language skills, the challenges users encounter while using the application, and its potential future applications in developing English language skills. Based on a qualitative design, data were gathered through observations and a questionnaire. The participants were EFL students who had used EnglishScore as a part of their learning activities at an Islamic university in Indonesia. The findings revealed that students view the application as helpful for improving their language skills, especially in reading comprehension, grammar, and listening. Students also reported increased confidence and familiarity with English tests after using the app. Despite minor challenges such as unfamiliar vocabulary and internet connection issues, the overall responses indicate a positive attitude toward mobile-based assessment tools. This study implies that mobile apps like EnglishScore can provide a supportive complement to formal language instruction and promote learner autonomy in higher education contexts. Future studies are recommended to utilize mixed-method approaches to examine the long-term effects of such tools on varying levels of English proficiency.    
The Effectiveness of Role-Play on Primary Students’ English-Speaking Skills in Indonesian EFL Classroom: Qualitative Meta-Analysis Nailus Sa'adah; Nuskhan Abid
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40343

Abstract

English speaking skills remain a challenge for elementary school students in Indonesia in the context of English as a Foreign Language (EFL). Limited vocabulary, low self-confidence, anxiety when speaking, and limited opportunities for communication practice hinder students' speaking skills. The role-play method is considered adequate for overcoming these problems because it provides students with opportunities to use English in meaningful, real-life situations. This study aims to synthesise empirical findings on the effectiveness of the role-play method in improving the English-speaking skills of elementary school students in Indonesia. This study uses a qualitative meta-analysis approach, following the PRISMA 2020 guidelines. Data were obtained from journal articles published between 2015 and 2025 through the Google Scholar database. Of the 17,600 articles identified, 10 that met the inclusion and exclusion criteria were analysed using thematic analysis. However, this study has limitations because it relies solely on Google Scholar, potentially excluding other relevant studies from the analysis. The results showed that the role-play method was effective in improving students' speaking skills across linguistic, affective, and social interaction aspects. Improvements included vocabulary mastery, fluency, confidence, learning motivation, and student activity. In addition, role play encourages meaningful interaction and creates a learning environment that supports English-speaking practice. To maximise results, role-play needs to be applied through scenarios relevant to students' context, explicit teaching of vocabulary and expressions, guided role-play practice, and systematic teacher feedback. Thus, role play is an effective and targeted method for improving the speaking skills of elementary school students.
Gender Bias in Indonesian Endorsed EFL Textbooks: Qualitative Meta-Analysis Putri Tarisa Ariyani; Nuskhan Abid
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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

Abstract

This study examines patterns of gender representation in English as a Foreign Language (EFL) textbooks in the Indonesian context through a qualitative meta-analysis. The study is motivated by the persistence of unequal portrayals in learning materials, despite the national curriculum’s emphasis on equality and inclusivity. Data were collected from scientific articles published between 2015 and 2025 and selected through the PRISMA framework. From this process, three studies that met the inclusion criteria were analyzed through conceptual and thematic synthesis. The findings reveal consistent patterns of imbalance across visual elements, narrative structures, and language use. Male characters are more frequently represented and are commonly associated with active, productive, and prestigious roles in public domains. Female characters tend to appear less frequently and are more often positioned in passive, relational, or domestic roles. In addition, stereotypical patterns are reinforced through the distribution of activities, occupational roles, and linguistic choices. These results suggest that textbooks function not only as instructional materials but also as instruments that reproduce social values aligned with patriarchal ideology. Such representations may influence students’ perceptions of gender roles. Therefore, systematic evaluation and revision of learning materials are necessary to promote more balanced and inclusive representation.
Co-Authors Azizah Maulina Erzad Muhammad Noor Sulaiman Syah Nailus Sa'adah Putri Tarisa Ariyani Ratna Elia Triyuana Nikmatul Fadzilah Wulansari Wulansari