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Journal of English and Arabic Language Teaching
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 24070998     EISSN : 24071005     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English and Arabic Language Teaching, JEALT (Online ISSN 2407-1005 | Print ISSN 2407-0998), is a scholarly refereed journal originally founded at the Language Development Center of State Islamic University of Sultan Syarif Kasim Riau. JEALT has established itself as an excellent source for the latest developments in the field, both theoretical and pedagogic, including improving standards for teaching English and Arabic as foreign language in Indonesia and around the world.
Arjuna Subject : -
Articles 92 Documents
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THE INFLUENCE OF ISLAMIC GOLDEN AGE ON MODERN SCIENTIFIC THOUGHT: A COMPREHENSIVE LIBRARY RESEARCH Riyawi, Mohd. Rafi; Sutarmo, Sutarmo
Journal of English and Arabic Language Teaching Vol 16, No 2 (2025): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The Islamic Golden Age, spanning approximately from the eighth to the fourteenth century, was a period of remarkable intellectual and scientific achievement that played a significant role in shaping the foundations of modern science. This study aims to examine the major contributions of Muslim scholars across key disciplines, including mathematics, astronomy, medicine, chemistry, and philosophy, and to analyze their influence on the development of modern scientific thought and methodology. Particular attention is given to the emergence of empirical observation and experimentation, most notably in the works of Ibn al-Haytham (Alhazen), whose methodological approach laid important foundations for the modern scientific method. The study highlights seminal contributions such as algebra developed by Al-Khwarizmi, advances in optics by Ibn al-Haytham, and medical innovations by Ibn Sina (Avicenna) and Al-Razi (Rhazes), all of which significantly advanced scientific knowledge. Furthermore, the paper examines the role of the translation movement, through which Islamic scientific texts were transmitted into Latin, facilitating the flow of knowledge to Europe and contributing to the intellectual developments of the Renaissance and the Scientific Revolution. Finally, this study explores the enduring impact of Islamic scholarship on contemporary scientific approaches, technological development, and educational practices, underscoring the lasting legacy of the Islamic Golden Age in modern science and technology.
THE EFFECT OF TALKING STICK TECHNIQUE ON STUDENTS’ SPEAKING ABILITY Nurdiana; Zelly Putriani; Afrizal; Salsabila Zahra
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study aimed to determine the effect of using the Talking Stick technique on the speaking ability of the eighth-grade students at SMPN 9 Pekanbaru. The researcher used a quantitative method with a quasi-experimental research design in this study. The population of this study was the eighth-grade students which had the total was 348 students. The researcher used convenience sampling to obtain samples. The sample in this study was 77 students from two classes: 37 students in the experimental class (VIII.5) and 40 students in the control class (VIII.8). In collecting the data, the researcher used an oral test as a pre-test and post-test to determine students' speaking ability. The data analysis technique was the T-test using the SPSS 23 version. The researcher found that sig. (2-tailed) was 0.000. It can be stated that 0.000.
THE CORRELATION BETWEEN LEARNING STYLES AND PERCEIVED LISTENING COMPREHENSION OF ENGLISH DEPARTMENT STUDENTS Rizky Gushendra; Rika Rahmi
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The purpose of this study was to investigate the correlation between students’ learning styles and their perceived listening comprehension in the English Education Department at State Islamic University of Sultan Syarif Kasim Riau. This study was a quantitative correlational research. The sample consisted of 105 students selected by using a simple random sampling technique. In collecting the data, the researcher distributed two questionnaires to the respondents. The first questionnaire consisted of 30 items to identify students’ learning styles, while the second questionnaire consisted of 21 items to identify students’ perceived listening comprehension. The researcher used descriptive statistical analysis and Pearson Product-Moment Correlation through IBM SPSS Statistics version 25. The findings showed that visual learning style was the most commonly used learning style among the students. The Pearson Product-Moment Correlation analysis showed that the sig. (2-tailed) values for visual, auditory, and kinesthetic learning styles were 0.000, 0.001, and 0.003, respectively, which were lower than 0.05. In conclusion, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted, indicating that there was a significant positive correlation between students’ learning styles and their perceived listening comprehension.
THE CORRELATION BETWEEN STUDENTS’ TIKTOK USE AND VOCABULARY MASTERY Harum Natasha; Salsabila
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study aims to examine the correlation between sixth-semester students’ habit of exploring TikTok as a social media platform and their vocabulary mastery in the English Education Department at UIN Sultan Syarif Kasim Riau. The study involved 30 students selected using simple random sampling from a population of 119 students. Data was collected through a questionnaire measuring TikTok usage habits and a multiple-choice vocabulary test. Results from the Pearson product-moment correlation test indicate a significant relationship between students’ social media habits and vocabulary acquisition, with a significance value of 0.000 < 0.05. These findings suggest that regular engagement with TikTok, particularly English-language content, may contribute positively to vocabulary development. The study highlights the potential of integrating digital media platforms such as TikTok into language-learning strategies, while also noting the need to balance informal learning with academic language acquisition. Future research could explore specific content types that most effectively support vocabulary growth.
STUDENTS’ PERCEPTIONS OF USING ANIMATION VIDEO IN LISTENING COMPREHENSION AT MA CENDEKIA BANGSA PEKANBARU Riri Fauzana; Siti Nabiilah Syazlika
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This research aimed to describe students’ perceptions of using animation video in listening comprehension at MA Cendekia Bangsa Pekanbaru. The study employed a descriptive quantitative design and involved 44 tenth-grade students in the 2025/2026 academic year selected through total sampling. Data were collected through a 20-item questionnaire organized into five aspects: perceived usefulness, perceived ease of understanding, student engagement, motivation and interest, and perceived effectiveness. The questionnaire used a four-point Likert scale and was tested through Pearson Product Moment validity and Cronbach’s Alpha reliability analysis. All items were valid, and the reliability coefficient was 0.826, indicating that the instrument was reliable. The data were analyzed using descriptive statistics by calculating percentages and mean scores. The findings showed that students had positive perceptions of using animation video in listening comprehension, with an overall mean score of 3.04. Motivation and Interest and Perceived Effectiveness obtained the highest mean scores (3.09), followed by Perceived Usefulness (3.02), while Perceived Ease of Understanding and Student Engagement each obtained a mean score of 3.00. These findings indicate that animation video positively supports listening comprehension by enhancing students’ understanding, engagement, motivation, and learning experience.
STUDENTS’ PERCEPTIONS OF ENGLISH ONLINE LEARNING Mainar Fitri; Sensia Miranda Alfasari; Mirawati
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

Students have different perceptions of learning English via online. This research aimed to describe how students' perceptions of English online learning. This research used a quantitative approach using quantitative descriptive research design and survey method. The data in this research were obtained from a questionnaire with 30 college students at a state Islamic university in Riau Province, Indonesia as a sample of the research chosen by using simple random sampling technique. Overall, the results of this research indicated that the students’ perception of online English learning is negative with an average score of 28.8% which consist of 5 aspects: accessibility (with the percentage of 22%), independent learning (with the percentage of 21%), equality (with the percentage of 21%), effectiveness learning (with the percentage of19%), and communication (with the percentage of 17%). In conclusion, the students have negative perception of learning English via online class.
ARTIFICIAL INTELLIGENCE IN ACADEMIC WRITING: CHALLENGES FACED BY ENGLISH LECTURERS IN MAINTAINING ACADEMIC INTEGRITY AND COGNITIVE ENGAGEMENT Muhammad Taufik Ihsan
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed the teaching and learning of writing in higher education. Although previous studies have extensively examined students' perceptions of AI-assisted writing tools, relatively limited attention has been devoted to the experiences and challenges encountered by lecturers responsible for teaching writing courses. Therefore, this study investigates the challenges faced by English lecturers in response to the increasing use of AI in students' writing assignments. Employing a qualitative phenomenological approach, the study explores lecturers' experiences related to pedagogical practices, academic integrity, assessment methods, technological adaptation, and administrative responsibilities. Data were collected through semi-structured interviews, classroom observations, and document analysis and were subsequently analyzed using thematic analysis. The findings reveal five major challenges. First, lecturers experience considerable difficulty in distinguishing between students' original work and AI-generated texts. Second, excessive dependence on AI reduces students' engagement in the writing process and limits opportunities for developing critical-thinking skills. Third, conventional assessment methods have become increasingly ineffective, prompting lecturers to adopt more process-oriented approaches. Fourth, lecturers face increasing administrative and professional responsibilities as they continuously adapt their instructional strategies to technological developments. Finally, the study highlights the growing importance of AI literacy among both lecturers and students. The findings suggest that the principal challenge confronting lecturers is not preventing students from using AI but ensuring that these technologies support rather than replace cognitive engagement in the learning process. This study contributes to the growing body of literature on AI-assisted writing by emphasizing the perspectives of lecturers and providing practical recommendations for the ethical and effective integration of AI into higher education.
REALIZING GENRE PEDAGOGY IN LITERATURE-BASED LESSON PLANS: A QUALITATIVE DOCUMENT ANALYSIS OF EFL PRE-SERVICE TEACHERS AT A PUBLIC UNIVERSITY IN INDONESIA Riza Amelia
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study examined how genre pedagogy was realized in literature-based lesson plans developed by EFL pre-service teachers. Employing a qualitative document analysis, the study analyzed five lesson plans collaboratively developed by Semester 6 pre-service teachers enrolled in an English Education program at a public university in Riau, Indonesia. The analysis was guided by the Teaching and Learning Cycle (TLC) proposed by Martin and Rose (2008) and Rose and Martin (2012), focusing on the pedagogical realization of Building Knowledge of the Field, Modelling of the Text, Joint Construction, and Independent Construction. The findings revealed that all lesson plans incorporated the four stages of the TLC, indicating that the participants generally understood the overall instructional sequence of genre pedagogy. The lesson plans were observed to activate prior knowledge, contextualized literary texts, and engaged students in collaborative and independent learning activities. However, the pedagogical purposes of individual stages were realized to varying degrees. For example, explicit genre instruction, teacher-guided joint text construction, and opportunities for independent genre production received comparatively limited attention. These findings suggest that the lesson plans have reflected the Teaching and Learning Cycle (TLC) but only partially realized the pedagogical principles of genre pedagogy. The study contributes to the literature by highlighting teaching and learning cycle aspects of genre pedagogy that may require greater emphasis in preparing EFL pre-service teachers to design literature-based instruction.
Rules versus Empathy: When Primary School Admission Age Requirements Meet the Child-Friendly School Approach Liesma Zalianty
Journal of English and Arabic Language Teaching Vol. 15 No. 2 (2024): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The minimum age requirement for primary school admission constitutes one of the administrative criteria within the student admission policy, aiming to ensure regulatory certainty while supporting children's readiness to participate in formal education. Nevertheless, the implementation of this policy is frequently perceived as insufficiently accommodating the diversity of children's developmental readiness, as advocated by the principles of the Child-Friendly School (CFS) approach. This study aims to examine the relationship between the minimum age requirement for primary school admission and the principles of Child-Friendly Schools, while identifying areas of convergence as well as potential tensions between the two. The study employed a qualitative library research design. Data were collected from peer-reviewed journal articles, educational regulations, and other relevant scholarly literature, and subsequently analyzed using qualitative content analysis through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the age requirement primarily functions as an administrative mechanism to ensure consistency and certainty in the student admission process. However, school readiness is inherently multidimensional, encompassing cognitive, linguistic, socio-emotional, and self-regulation competencies, and therefore cannot be adequately assessed solely on the basis of chronological age. From the perspective of the Child-Friendly School framework, student admission policies should prioritize the best interests of the child by incorporating more comprehensive school readiness assessments. Consequently, harmonizing age-based admission regulations with holistic school readiness assessment represents a crucial strategy for establishing a fair, inclusive, and child-centered admission system that accommodates the developmental needs of every child.
AN ANALYSIS OF STUDENTS’ SPEAKING FLUENCY AT THE FIRST GRADE OF MADRASAH ALIYAH MASMUR PEKANBARU Norliyang Bilianti; Nuardi
Journal of English and Arabic Language Teaching Vol. 17 No. 1 (2026): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study aimed to identify the level of speaking fluency of first grade students at Madrasah Aliyah Masmur Pekanbaru. The research employed a descriptive quantitative design and was conducted on 28 July 2025 at Madrasah Aliyah Masmur Pekanbaru. The population of this study consisted of 18 students from one class, and total sampling was applied. data were collected through a speaking test. The findings showed that the speaking fluency of the first-grade students at Madrasah Aliyah Masmur Pekanbaru was at Level 3 (Good), with an average score of 52.1 across all fluency measures, namely Speech Rate (SR), Pause Rate (PR), Disfluent Syllables (DS), and Mean Length of Run (MLR). Furthermore, 50% of the students (9 students) were classified at Level 3 (good), while the remaining 50%  (9 students) were at Level 2 (intermediate).

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