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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education International Journal of Research on English Teaching and Applied Linguistics Eastasouth Journal of Impactive Community Services International Journal of English Learning and Applied Linguistics (IJELAL)
Faiz Rizki Muhammad
Universitas Darussalam gontor
Education Languange, Linguistic, Communication & Media Social Sciences

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Implementasi Literasi Dasar Bahasa Inggris Bagi Anak Panti Asuhan Ar Rodiyah Semarang Arina Fatya Mansikana; Fadhilah Ramadhani; Aisyah Nur Zahra; Pynkan Kartika; Siti Lathifa; Atina Hilyataki; Azizah Aufa; Aura Afifah; Flora Nugrahani; Regina Putri; Vivia Afrisca; Tarisha Oktavia; Alfika Nurhayati; Faiz Rizki Muhammad; Alifah Yasmin
Eastasouth Journal of Impactive Community Services Vol 4 No 02 (2026): Eastasouth Journal of Impactive Community Services (EJIMCS)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/ejimcs.v4i02.487

Abstract

Penguasaan bahasa inggris sebagai bahasa Internasional memiliki peran penting dalam akses informasi global. Menunjang kapabilitas penguasaan bahasa asing diperlukan kemampuan literasi dasar bahasa Inggris semenjak dini. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi Bahasa Inggris peserta didik melalui pendekatan interaktif dalam dan luar kelas. Program ini dilaksanakan di Panti Asuhan Anak Yatim Ar Rodhiyah, Tembalang, Semarang. Bersama 13 tim pengabdi, 2 dosen pembimbing pengabdian masyarakat dan 92 peserta anak panti asuhan ar Radhiyah yang merupakan siswa dan siswi yayasan pendidikan menengah ar Radhiyah. Metode pelaksanaan kegiatan mencakup diskusi interaktif, pembelajaran tematik, dan simulasi. Simulasi dilaksanakan melalui kegiatan pembelajaran di dalam dan di luar kelas. Data yang diperoleh dari kegiatan simulasi dianalisis secara deskriptif untuk mengetahui tingkat pemahaman serta keterampilan yang dicapai oleh peserta. Hasil kegiatan menunjukkan adanya peningkatan antusiasme, minat belajar, dan pemahaman peserta terhadap bahasa Inggris secara kontekstual. Kegiatan ini memberikan kontribusi nyata terhadap upaya langkah mula pengenalan literasi dasar terhadap generasi muda, khususnya di Panti Asuhan ar Rodhiyah.
Voices From the Classroom: Students’ Perceptions of CEFR-Based English Materials in an Islamic Higher Education Context Haris Munandar; Faiz Rizki Muhammad; Dinar Dipta
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v14i1.24756

Abstract

This study aimed to investigate students’ views toward English classroom materials used in the Language Class Program (LCP) at Universitas Darussalam Gontor. It also examined the process of selecting English teaching materials implemented in the program. This research employed a qualitative descriptive approach involving twenty freshmen students as participants. The data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings revealed that the process of selecting English materials in the LCP was primarily based on international standards, particularly the Common European Framework of Reference (CEFR), and relied on materials adapted from the British Council. The material selection focused on students’ academic needs, language proficiency levels, and the development of four language skills, with greater emphasis on speaking and listening skills. However, some materials were considered less suitable for pesantren context and required further adaptation by the tutors. Furthermore, the study identified four main themes regarding students’ perceptions of the English materials: understanding of the materials, material suitability, skill difficulty, and students’ motivation in learning using the materials. Overall, students perceived the materials as relevant and useful for their academic needs, although differences were found in levels of comprehension, difficulties in certain language skills, particularly listening and writing, and fluctuating learning motivation. Therefore, this study suggests that English teaching materials should be continuously developed and adapted to better suit students’ needs and the educational context of the institution.
INTERLANGUAGE IN SOUND: SYLLABLE-STRUCTURE MODIFICATION IN ENGLISH PRONUNCIATION AMONG INDONESIAN PESANTREN LEARNERS Dian Fajrina Mubarokah; Faiz Rizki Muhammad; Dinar Dipta; Haida Umiera Hashim
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.24

Abstract

This study investigates syllable-structure modification in the English pronunciation of 11th-grade students at one of pesantrens institution in East Java. It aims to identify modification types in monosyllabic, disyllabic, and trisyllabic words, determine the most frequently affected syllable positions (onset, nucleus, and coda), and examine these modifications from a Second Language Acquisition (SLA) perspective. Using a descriptive qualitative design, data were collected through pronunciation tasks and semi-structured interviews. The findings show that pronunciation modification occurs systematically, reflecting learners’ developing interlanguage phonology. Four major modification types were identified: substitution, epenthesis, deletion, and cluster reduction. Substitution was the most dominant type, while nucleus modification occurred most frequently, indicating persistent difficulty in vowel production. From an SLA perspective, these patterns are influenced by first-language transfer, phonotactic constraints, and learners’ tendency to assimilate unfamiliar English sounds into existing phonological categories. Increased modification in longer words also suggests the role of cognitive processing limitations. Despite substantial English exposure in the pesantren environment, the persistence of these patterns indicates that input alone is insufficient without explicit phonological awareness and corrective feedback. This study highlights the importance of integrating phonological instruction with SLA-informed approaches to support pronunciation development in EFL contexts.
THE POWER OF FYP: TIKTOK’S IMPACT ON ENGLISH LANGUAGE EXPOSURE AMONG GENERATION Z WITHIN PESANTREN ENVIRONMENT Pynkan Kartike Putri; Fadhilah Ramadhani; Dwi Wara Wahyuningrum; Zeny Luthvia; Ervin Yudianto; Faiz Rizki Muhammad
International Journal of Research on English Teaching and Applied Linguistics Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v7i1.12354

Abstract

In the digital era, digital platforms have significantly transformed the learning landscape, particularly for Generation Z, including those within the Pesantren sphere, a generation that has grown alongside digital technology despite years of boarding school life. Among these platforms, TikTok stands out as one of the most influential, especially in shaping language acquisition by introducing new vocabulary, idioms, and grammatical structures, thereby impacting the evolution of English. This study examines English-language TikTok content, focusing on the widely used For You Page (FYP) tag, to explore its influence on both language trends and learners. Employing a descriptive qualitative approach, the research highlights Gen Z users' experiences through open-ended questionnaires and interviews, while thematic analysis is applied to interpret their stories. The findings reveal that TikTok contributes to noticeable changes in English, particularly in vocabulary and structures. Moreover, this study provides insights into how future generations may adapt to these linguistic shifts through this research of TikTok’s perceived impact on language learning.
Co-Authors Aisyah Nur Zahra Alfika Nurhayati Alifah Yasmin Arina Fatya Mansikana Atina Hilyataki Aura Afifah Azizah Aufa Dian Fajrina Mubarokah DINAR DIPTA Dwi Wara Wahyuningrum Ervin Yudianto Fadhilah Ramadhani Flora Nugrahani Haida Umiera Hashim Haris Munandar Pynkan Kartika Pynkan Kartike Putri Regina Putri Siti Lathifa Tarisha Oktavia Vivia Afrisca Zeny Luthvia