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Faizal Risdianto
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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 195 Documents
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Developing Intercultural Communicative Competence in an Early EFL Classroom: A Case Study of an Extra-Hour Conversation Program Nida, Nur Lailatun; Rini, Setia
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.130-153

Abstract

Research on English language teaching in primary school contexts has increasingly emphasized the importance of early communicative and intercultural learning. However, limited studies have examined how supplementary English programs function as micro-level language policy spaces in developing intercultural communicative competence (ICC). Situated in the Indonesian early EFL context, where English at the primary level is optional and unevenly implemented, this study investigates an extra-hour English Conversation Program in a private primary school. This article reports a qualitative case study that explores how the program operates as a micro-level language policy space in shaping students’ intercultural communicative competence, as well as their linguistic development and learning motivation. It also examines how students experience the program differently, and how teacher agency, institutional practices, and socio-cultural factors mediate participation, equity, and sustainability. Data were collected through classroom observations, teacher interviews, and analysis of instructional practices. The findings indicate that the program creates meaningful opportunities for early intercultural encounters through interactive speaking activities and exposure to authentic language use, fostering students’ confidence, willingness to communicate, and openness to cultural diversity. However, students’ participation is uneven, influenced by prior English exposure, teacher mediation, and institutional support. This study argues that the development of intercultural communicative competence in early EFL classrooms is not solely a result of increased language exposure but is shaped by locally enacted language policies and everyday classroom practices. The findings highlight the importance of designing equitable and sustainable supplementary programs to support ICC development in primary EFL contexts.
Classroom English Teaching Practices Integrating Islamic Perspectives in Muslim Minority Madrasah Contexts Himawati, Ulya; Rinjani, Ersila Devy; Yakin, El; Husna, Muhammad Ahsanul; Sakrany, Man
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.103-129

Abstract

This study explores classroom English teaching practices and the enactment of Islamic perspectives in a Muslim-minority madrasah in Phnom Penh, Cambodia. It addresses the gap between normative discussions of Islamic English Language Teaching and classroom-level evidence by examining the practical implementation of English teaching, the integration of Islamic perspectives during instruction, and the challenges faced by teachers in the classroom setting. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with the English teacher, school leaders, and selected students, and document analysis. The findings show strong alignment with the Ministry of Education, Youth and Sport (MoEYS) curriculum and textbook sequencing, resulting in predominantly textbook-centered and form-focused instruction. Islamic perspectives were most visible in classroom routines, greetings, interactional norms, and moral reminders, while they were less evident in instructional content and language-learning tasks. Classroom interaction remained largely teacher-led; student participation was more apparent in task completion than in extended communicative use of English. Interview data indicate that these patterns were shaped by contextual constraints, including mixed-ability learners, limited English foundations, curriculum demands, restricted instructional time, and limited pedagogical space for alternative materials. Overall, this study provides context-sensitive, empirically grounded insights into English teaching in Islamic educational institutions within Muslim minority settings and highlights the need for pedagogical support and flexible curriculum interpretation to strengthen integration of Islamic perspective in task and content design while maintaining alignment with national standards.
Ethical Integration of Generative AI and Students’ Motivation in Academic Writing: An Exploratory Practice in an Islamic Higher Education Context Reza Anggriyashati Adara; Irnie Victorynie; Istiqlaliah Nurul Hidayati; Abdul Rosyid; Poppy Sofia Hidayati
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.173-195

Abstract

This study investigates the ethical integration of generative Artificial Intelligence (AI) and its impact on students’ motivation and academic writing in an English for Academic Purposes (EAP) course at an Islamic higher education institution in Indonesia. The study conceptualizes Islamic values, particularly academic integrity, responsibility, and authorship, as essential competencies in second language academic writing. Forty undergraduate students were divided into experimental and control classes. In the experimental class, students collaboratively formulated classroom guidelines for responsible AI use through focus group discussions, which were implemented over seven sessions using an Exploratory Practice approach. Reflective essays written before and after AI integration were analyzed thematically, and writing performance was assessed using IELTS criteria. The findings indicate that generative AI supported surface-level writing skills such as grammar, vocabulary, and coherence; however, higher-order skills, including critical thinking, idea development, and appropriate use of references, declined when AI was employed without sufficient pedagogical guidance. Students reported increased efficiency alongside concerns about over-reliance, emphasizing that AI should function as a supportive tool rather than a substitute for individual effort. Comparisons with the control class show that conventional instruction led to steady improvement in writing, whereas AI integration produced mixed outcomes, highlighting the need for ethical guidance. The study demonstrates the importance of thoughtfully integrating AI in Islamic higher education to promote both academic proficiency and ethical responsibility, and it contributes to ELT research by linking Islamic academic values with responsible language learning and authorship practices.
Teacher Agency in Professional Development Within Islamic Junior High Schools: A Narrative-Ecological Study of EFL Teachers in Indonesia Anisah Setyaningrum; Suminto A. Sayuti; Jamilah Jamilah
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.148-172

Abstract

This study explores the experiences of English as a Foreign Language (EFL) teachers at Islamic junior high schools in Indonesia, focusing on how they navigate their professional agency within a context of strong religious values. Employing a qualitative narrative case study methodology and an ecological perspective, in-depth narratives were collected from three EFL teachers through interviews and subsequently analyzed using narrative thematic analysis. Rather than seeking broad generalizations, this small-scale study provides a nuanced and contextualized understanding of the ways in which teachers’ professional agency is shaped in their everyday practice. The findings reveal that teachers’ professional agency is shaped through the interplay of past experiences, evaluations of current conditions, and their future orientations. All these dimensions are influenced by the institutional context, particularly the culture of professional development (PD) as well as the religious and moral norms prevailing at the school. They also indicate that Islamic values play a significant role in shaping teachers’ professional practices. They encourage teachers to continue engaging in self-directed learning and continuous self-development even though access to formal PD programs remains limited. Additionally, religious principles also influence teachers’ pedagogical decisions and strengthen their commitment to supporting students’ academic and character development. However, this research also found that certain institutional expectations can limit the scope for pedagogical innovation, so teachers need to negotiate a balance between curriculum demands and the schools’ religious norms. Overall, this study underscores the importance of designing professional development programs that are contextually relevant and aligned with local values in educational practice.
Developing Students’ Academic Writing Skills: Feedback and Revising through an Intelligent Tutoring System at Siirt University Cuneyt Demir
Register Journal Vol. 19 No. 2 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

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

Abstract

This research investigated two types of feedback, AI-based and traditional teacher feedback, to improve students' academic writing skills in higher education. The research was conducted in the Department of English Language Teaching at a university in Türkiye employs comparative analyses, utilizing a pre-test and post-test design to assess improvements in students' surface-level writing skills. Sixty students, divided into two groups, received either AI-based feedback from tools like ChatGPT, Sudowrite, and Grammarly, or traditional teacher feedback on twelve essays. The study also includes a semi-structured questionnaire to gather qualitative data on students' perceptions of AI-based tools. Two tests, the Mann-Whitney U test and the Wilcoxon Signed Rank test, were utilized for the statistical analyses. The findings yielded a statistically significant difference between the AI-based feedback and teacher feedback, which empowered the potential of AI to improve students’ writing skills. The study found statistically significant differences in terms of AI-based tools and traditional teacher feedback applications. Furthermore, it was found that surface-level writing skills such as grammar, punctuation, and spelling can be greatly improved by AI-based feedback; distinctive features of AI tools are delivering concurrent personalized feedback, which is crucial to sustain the improvement. This study also includes some implications for using AI-based tools in school settings to help students develop in academic writing.

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