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Nurdin Amin
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Jl. Bintara Pineung, No 27. Desa/ Kelurahan Pineung, Kecamatan Syiah Kuala, Kota Banda Aceh,
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INDONESIA
JIEELT
Published by Barkah Publishing
ISSN : 30902894     EISSN : 30902894     DOI : 10.63228
Core Subject : Education,
Education
Journal of Innovation in English Education and Language Teaching is a peer-reviewed, on-line academic journal devoted to research in the field of Education, Teaching, and Teacher Training. The journal is published twice a year in April and October. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be REJECTED. Please submit your article through the online submission of this journal. Submitted writing should normally range from 4,000 to 6,000 words, although up to 7,000 words will be accepted under exceptional circumstances. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching" : 5 Documents clear
Exploring Students’ Academic Procrastination at Indonesian Senior High School in Indonesia Siti Faradilla; Safrul Muluk; Rahmi Rahmi; Fatayatul Hahani
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/wn8txy24

Abstract

Academic procrastination has been considered one of the most prevalent issues hampering students’ academic achievement. It is the intentional postponement of academics and activities, despite the procrastinator’s awareness that this is detrimental to the learning process. To delve into this particular issue, the researchers examined the causes of academic procrastination and the strategies provided by teachers to deal with students’ academic procrastination. A qualitative approach was utilized to investigate the issue by using an interview data collection technique. The investigation was conducted at Senior High School 7 Banda Aceh, Indonesia. Three teachers and 5 students were involved in this qualitative research. Findings indicated that two factors caused students’ procrastination, internal and external factors, are poor time management, students’ health condition, social media addiction, and task aversiveness. Teachers implement several strategies to deal with these conditions, including giving motivation, setting up a better schedule or time management, and collaboration between teachers and parents
The Impact of Reflective Practice on Developing Pedagogical Skills for Future Islamic Education Teachers in Islamic Higher Education Maskur; Mashuri
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/h0hn7536

Abstract

Reflective practice has become more and more important in the professional development of lecturers especially in Islamic education. This study aims to look into how Islamic education lecturers engage with reflective practices and how these practices contribute to their professional expertise and spiritual growth. Using mixed-methods approach, the research combines quantitative data from 100 Islamic education students with qualitative insights from lecturers. The findings show that reflective practices such as journaling, self-assessment and peer discussion are widely seen as useful tools to improve teaching effectiveness. However, practical challenges such as heavy workloads and lack of institutional support impede the implementation of these practices. The study also highlights the duality of reflection in Islamic education context where professional growth is intertwined with spiritual values. Practices rooted in ilm (knowledge) and tazkiyah (self-purification) not only enhance pedagogical skills but also deepen sense of purpose in teaching. To address these challenges, the study suggests the Holistic Reflective Integration Model (HRIM). This framework encompasses professional, ethical and spiritual dimensions of reflective practice. HRIM stresses the need for strong institutional support to make reflective practices effective and sustainable. By using this model, Islamic education institutions can create an environment that fosters both professional and spiritual growth of lecturers.
Digitalizing makhārij al-ḥurūf: Leveraging Praat for English Pronunciation Improvement in Islamic Education Maskur; Azizah; Fithriyah
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/xg74jc84

Abstract

This research investigates the integration of Praat technology with makhārij al-ḥurūf to enhance English pronunciation skills among students of Islamic education. The primary objective is to assist students in differentiating between long and short vowels in English through acoustic analysis using Praat, with a particular focus on duration and formant visualization. By addressing nuanced phonemic distinctions, such as the contrasts between "sheep" and "ship," the study also explores students' perceptions and challenges associated with adopting digital pronunciation techniques, including the application of Praat and digitalized makhārij al-ḥurūf. The study employed a quasi-experimental design in which one group was taught via traditional methods (control group) and the other experimental group was taught using methods that integrated Praat into instruction (experimental group). Statistical analysis indicated substantial differences between the two groups, the experimental one showed similar trends for increased scores in accuracy (80%), fluency (85%), and clarity (75%); all higher than the control group. The Likert-scale survey further indicated that experimental students perceived greater comfort and motivation when learning pronunciation with technological means. The proposed Digital-Articulatory Alignment (DAA) theory is a sequel to the traditional articulatory knowledge of Makhārij al ḥurūf but conveyed through the modern understanding of acoustic toolkits such as that of Praat. Through this novel framework, we bridged traditional practices with technology to deliver pronunciation instruction in a more engaging and impactful manner. Specifically, the results cannot be generalised to non-Islamic educational or cultural environments. Future research might adapt this method to wider locations, investigate the creation of AI-based solutions that combine articulatory and acoustic analysis, and study the residual effects on pronunciation abilities and motivation for learning. This is a new perspective on combining the traditional pronunciation teaching context in Islamic education with technology
STEAM Approach: A Classroom Action Research as an Effort to Increase Early Childhood Creativity Syabudin Gade
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/gb11sy17

Abstract

Every early childhood has different development. This development can be given intervention in several aspects. One aspect of development that can be intervened in the development of early childhood is the aspect of creativity. This study aims to improve the creativity of early childhood by implementing the STEAM approach. This study is a classroom action research with the Kemmis & Mc Taggart design using four steps, namely planning, action, observation and reflection. The subjects of this study were kindergarten students. Data were obtained using observation and test techniques. The data obtained were then analyzed using descriptive statistical techniques. The results of the study indicate that the STEAM approach can improve the creativity of kindergarten students
The Use Of Web 2.0 Application In Learning: Investigating The Use Of Chatgpt In Improving Students’ Work Dwirahma Fadhlika Anjani; Fatayatul Hanani Safrul
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 1 (2024): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/dbx4a227

Abstract

This study examines the perceptions of students regarding the use of ChatGPT to enhance their homework performance and explores strategies for its optimal application. The integration of artificial intelligence (AI) in education, particularly ChatGPT, has provided students with tools to overcome common academic challenges, such as difficulty understanding instructions and managing time effectively. Despite its potential, the ethical and practical implications of its usage remain underexplored. The study addresses two key questions: (1) What are students' perceptions of using ChatGPT for completing their homework? (2) How does the use of ChatGPT affect students' homework performance? A qualitative approach was adopted, utilizing semi-structured interviews with eight students from Ar-Raniry State Islamic University who had experience using ChatGPT for academic purposes. Students perceive ChatGPT as a valuable tool for generating ideas, improving writing quality, and breaking down complex concepts into simpler terms. It enhances efficiency, allowing faster task completion and better comprehension of study materials. However, concerns about the reliability of responses and overreliance on AI, which could undermine critical thinking and creativity, were raised. ChatGPT contributes positively to academic performance when used as a supplementary tool rather than a replacement for independent learning. Students emphasize the importance of ethical usage to maintain academic integrity and ensure meaningful learning. These findings suggest that ChatGPT has the potential to support education when integrated responsibly, offering valuable insights for educators and institutions seeking to optimize AI tools in academic contexts

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