cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Faizal Risdianto
Contact Email
register@uinsalatiga.ac.id
Phone
+6282138192095
Journal Mail Official
register@uinsalatiga.ac.id
Editorial Address
Jl. Lingkar Salatiga Km. 02, Pulutan, Sidorejo, Salatiga 50716 Central Java, Indonesia Phone (0298) 323706, 323433, Fax (0298) 323433
Location
Kota salatiga,
Jawa tengah
INDONESIA
REGISTER JOURNAL
Published by Universitas Islam Negeri Salatiga
ISSN : 19798903     EISSN : 2503040X     DOI : https://doi.org/10.18326/register.v17i2.250-278
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Register Journal is the Journal of English for Islamic Educational Institutions and Moslem Communities
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 186 Documents
 15   16   17   18   19 
Indonesian and Australian Students' Multimodal Perceptions on Master’s English Curriculum for Global Competition: A Comparative Study Purnomo, Maslathif Dwi; Basri, Muhammad Hasan; Manik, Nazaruddin
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.236-259

Abstract

The Master’s English curriculum in postgraduate English language education programs is essential for developing the linguistic competence, academic expertise, and professional skills required in today’s globalized era. This research compares the curricula at Indonesian Islamic Higher Education institutions and Australian universities to identify similarities, differences, and their implications for producing competitive graduates.  The study aims to align English education with global standards while integrating Islamic values. Key objectives include analyzing program structures, specializations, and content; identifying strengths and gaps; exploring innovative curricular practices; and proposing recommendations to enhance English curricula that promote both international relevance and Islamic identity. Employing a qualitative-comparative approach, this study utilized literature reviews, curriculum document analysis, stakeholder interviews, students and faculty surveys, classroom observations, and focus group discussions to gather diverse perspectives and practices. Findings reveal significant differences in pedagogical strategies, curriculum design, and philosophical orientations between the two contexts. A key area of divergence lies in how global academic standards are incorporated and balanced with Islamic educational principles. While both systems aim to prepare students for international competitiveness, Indonesian Islamic institutions focus on maintaining religious values, whereas Australian universities prioritize global benchmarks, highlighting a complex interplay between cultural identity and global educational demands. Drawing on these results, the study proposes strategic directions for curriculum development in Indonesian Islamic higher education, emphasizing the need to enhance graduates’ global competence while preserving religious and cultural integrity. The research provides valuable insights for policy formulation, curriculum innovation, and discussions on the internationalization of Islamic education.
Gamified Flipped Classroom for Teaching EFL Productive Skills: Exploring Teachers’ Practices and Challenges in an Islamic University Wardani, Niasisca Agustia; Saefurrohman, Saefurrohman; Balinas, Elvira S.
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.286-318

Abstract

This study explores the implementation of a gamified flipped classroom model by English as a Foreign Language (EFL) teachers at an Islamic university to teach productive skills, specifically speaking and writing. The research aimed to explore the practical application of this model as well as the challenges and opportunities encountered by teachers and students. A qualitative case study design was employed, focusing on a university language enrichment program. Data collection involved preliminary and semi-structured interviews with two EFL teachers and four undergraduate students, in addition to non-participant classroom observations. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to analyze the data. The findings indicate that teachers utilized familiar digital platforms, such as WhatsApp and a Learning Management System (LMS), to deliver pre-class flipped content, allowing classroom time to be dedicated to collaborative, gamified activities. This approach fostered student engagement, motivation, and confidence, particularly in group tasks. Despite the presence of challenges such as technological limitations and varied learner readiness, the model effectively transformed teachers into facilitators and created a student-centered environment that supports productive language development. The study concludes that the success of a gamified flipped classroom is dependent on thoughtful planning, accessibility to digital resources, and differentiated instruction. Furthermore, it contributes to the understanding of blended pedagogical models in higher education EFL settings.
Developing Digital English-Speaking Materials for Students at Islamic Senior High School Widyastuti, Friska; Santaria, Rustan; Sukirman, Sukirman
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.319-340

Abstract

Limited learning is the critical gap in English-speaking materials for Islamic senior high schools in Indonesia, which is that students must struggle, including a lack of vocabulary, grammatical errors, pronunciation difficulties, and poor fluency. Although current research has focused on all educational levels, there remains a notable scarcity of materials integrating Islamic values within communicative English teaching frameworks. The research aims to develop digital English-speaking materials that embed Islamic values into pedagogically sound language learning activities while emphasizing authentic communicative competence as the primary objective. The research employed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model through a Research and Development approach. Data were collected through needs analysis, expert validation, classroom observations, and student questionnaires at MA Al-Falah Lemahabang. The developed e-book encompasses seven fundamental public speaking aspects integrated with Quranic verses and Islamic themes, including the Five Pillars of Islam, Ramadhan, charity, halal food ethics, and Islamic greetings. Based on the results of the research that thematic coherence between Islamic content and communicative tasks expands language learning by providing authentic contexts for giving opinions, describing, and narrating. Expert validation confirms that moral elements complement rather than overshadow language-learning goals. However, critical limitations include predominantly text-based digitization rather than truly interactive multimodal resources, single-site implementation restricting generalizability, and tensions between religious contextualization and activities requiring critical analysis or disagreement. The materials successfully balance linguistic objectives with value-based outcomes, contributing to improved speaking competence, cultural sensitivity, and critical intercultural competence. Future development should incorporate multimedia elements, interactive simulations, explicit integration of critical discourse skills, multi-site implementations, and longitudinal studies to ensure Islamic content enhances rather than constrains authentic language use.
Nurturing Heutagogy: Implementing Montessori Philosophy in English Language Acquisition within an Islamic School Context Jinabe, Megan; Margana, Margana; Sukarno, Sukarno; Sugirin, Sugirin
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.260-285

Abstract

The Montessori method has become a trend in Early Childhood Education, particularly in terms of the students’ language acquisition within the Self-Directed Learning (SDL) framework. While SDL, as proposed in heutagogy, is theoretically ideal for language learning, practical implementations in a faith-based culture are not well understood. Therefore, this research analyses the teaching of the English language in a new educational context: a Montessori classroom in Indonesia that incorporates Islamic principles. Utilizing a qualitative case study approach, this research identifies the synergistic conditions that foster language development and describes the observable pathways of language acquisition within this context. Evidence gathered from classroom observations and teacher interviews identified three pillars that underpin success in this particular classroom environment: (1) radical autonomy, which offers personally meaningful language input; (2) a low anxiety classroom, which encourages spontaneous language production; and (3) a synergistic Islamic classroom environment, which strengthens self-discipline and independence in contrast to the Islamic faith. A specific four-stage sequence of acquisition was identified within this meticulously designed environment. The integration of Islamic character-building with Montessori pedagogy underscores the holistic development of the child and the language itself. This research adds value by addressing pedagogical needs at the cultural level, and, in doing so, establishes a conceptual framework that outlines the stepwise progression of learners within a framework of self-determination.
Young Learners’ Early Linguistic Stage: Phonological Processes in Islamic Kindergarten Kirana, Khalida; Susanto
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.369-390

Abstract

This study aims to identify the factors influencing pronunciation ability and to analyze the types of phonological processes performed by young learners of English. Employing a qualitative case study design, this research involved three students aged 4 to 5 years from Khalifah Kindergarten, an Islamic early childhood education institution in Tulungagung, where English instruction is integrated with Islamic values in the curriculum. Data collection methods included classroom observations, interviews, and audio recordings. Data analysis was conducted following Miles and Huberman’s interactive model. The findings reveal that several factors influence young learners’ ability to pronounce English vocabulary, including early exposure to the language, parental support, the use of learning media, flexible timing, motivation, and the school environment. The analysis identified various phonological processes performed by the subjects, such as decentralization, centralization, epenthesis, palatal fronting, cluster simplification, liquidization, vowel alteration and consonants addition. Notably, decentralization and centralization emerged as the most frequently used processes, indicating that vowel sound modification is a prevalent strategy among children as they adjust their articulation skills. The theoretical implications of these findings align with Khan and Lewis’ phonological processes theory and reinforce the language acquisition theory of Piaget, Vygotsky, and Krashen, demonstrating that children's phonological development is influenced by cognitive maturity and social interaction. Empirically, this research contributes to the advancement of effective learning methods and enriches the understanding of foreign language acquisition in early childhood.
Emotional AI in EFL Classrooms: Redefining Human–Machine Affect in ELT Research at Islamic University Rachmawati, Dwita Laksmita; Maruf, Nirwanto; Fadhilawati, Dian
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.341-368

Abstract

Emotional Artificial Intelligence (Emotional AI) is reshaping the landscape of language education by offering learners not only cognitive assistance but also emotional support. In Islamic university contexts, where politeness, respect, and affective sensitivity play essential roles in the learning process, the emotional qualities embedded in tools such as ChatGPT present new pedagogical possibilities. This qualitative study investigates the emotional support provided by ChatGPT during English as a Foreign Language (EFL) learning among Islamic university students and examines their perceptions of ChatGPT as an Emotional AI tool in relation to learning enjoyment, self-efficacy, and resilience. The data were collected from 12 EFL students and three lecturers through semi-structured interviews, focus group discussions, and classroom observations. Thematic analysis was employed to identify recurring patterns related to students’ affective experiences and interpretations of ChatGPT’s emotional responses. The findings revealed that students perceived ChatGPT as a reassuring, patient, and non-judgmental companion that reduces anxiety, encourages risk-taking, and supports emotional stability during challenging learning tasks. Students also perceived ChatGPT as enhancing their learning enjoyment, improving their self-efficacy through personalized scaffolding, and strengthening their resilience by promoting a sense of safe failure and continued effort. Despite these benefits, some expressed ambivalence regarding the authenticity of AI-generated empathy and concerns about over-reliance on emotional AI. Overall, the study highlights the dual cognitive–emotional role of ChatGPT in EFL learning and underscores the importance of integrating Emotional AI thoughtfully in Islamic university settings to maximize affective and academic benefits.

Page 19 of 19 | Total Record : 186

 15   16   17   18   19 

Filter by Year

2008 2025


Reset
Filter By Issues
All Issue Vol. 18 No. 2 (2025): REGISTER JOURNAL Vol. 18 No. 1 (2025): REGISTER JOURNAL Vol. 17 No. 2 (2024): REGISTER JOURNAL Vol. 17 No. 1 (2024): REGISTER JOURNAL Vol. 16 No. 2 (2023): REGISTER JOURNAL Vol. 16 No. 1 (2023): REGISTER JOURNAL Vol 15, No 2 (2022): REGISTER JOURNAL Vol 15, No 1 (2022): REGISTER JOURNAL Vol 14, No 2 (2021): REGISTER JOURNAL Vol 14, No 1 (2021): REGISTER JOURNAL Vol 13, No 2 (2020): REGISTER JOURNAL Vol 13, No 1 (2020): REGISTER JOURNAL Vol 12, No 2 (2019): REGISTER JOURNAL Vol 12, No 1 (2019): REGISTER JOURNAL Vol 11, No 2 (2018): REGISTER JOURNAL Vol 11, No 1 (2018): REGISTER JOURNAL Vol 10, No 2 (2017): REGISTER JOURNAL Vol 10, No 1 (2017): REGISTER JOURNAL Vol 9, No 2 (2016): REGISTER JOURNAL Vol 9, No 1 (2016): REGISTER JOURNAL Vol 8, No 2 (2015): REGISTER JOURNAL Vol 8, No 1 (2015): REGISTER Vol 7, No 2 (2014): REGISTER Vol 7, No 1 (2014): REGISTER Vol 6, No 2 (2013): REGISTER Vol 6, No 1 (2013): REGISTER Vol 5, No 2 (2012): REGISTER Vol 5, No 1 (2012): REGISTER Vol 4, No 2 (2011): REGISTER Vol 4, No 1 (2011): REGISTER Vol 3, No 2 (2010): REGISTER Vol 3, No 1 (2010): REGISTER Vol 2, No 2 (2009): REGISTER Vol 2, No 1 (2009): REGISTER Vol 1, No 2 (2008): REGISTER Vol 1, No 1 (2008): REGISTER More Issue