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All Journal LET: Linguistics, Literature and English Teaching Journal SALEE: Study of Applied Linguistics and English Education Journal of Digital Learning and Distance Education International Journal of English Learning and Applied Linguistics (IJELAL) Mu'adalah: Jurnal Studi Gender dan Anak
Rahman, Muhammad Arinal
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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PROJECT BASED LEARNING: A REVIEW OF LITERATURE ON ITS OUTCOMES AND IMPLEMENTATION ISSUES Handrianto, Ciptro; Rahman, Muhammad Arinal
LET: Linguistics, Literature and English Teaching Journal Vol 8, No 2 (2018)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.477 KB) | DOI: 10.18592/let.v8i2.2394

Abstract

Project-Based Learning is gaining popularity in development projects and pedagogic development. The objective of the use the PBL in a classroom is to give students a meaningful experience in learning. This paper will discuss the PBL based on constructivism theory and experiential theory were discussed to give the idea constraint to the use of the PBL. Furthermore, the study will also discuss the implementation of PBL. It is found that some studies have showed positive effect and also it may develop students? critical thinking and learning attitudes. However, there are several issues regarding the implementation like students acknowledge that the knowledge of today's limited technology changes has prevented them from producing good design ideas.  
Navigating Bilingualism: Exploring Language Dynamics in Indonesian Children Reluctant to Speak With Parents Using Foreign Language Rahman, Muhammad Arinal
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1202

Abstract

Despite the acknowledged benefits of bilingualism in children's language development and executive functioning, a significant gap persists in understanding instances where bilingual children actively avoid using their acquired language skills with their parents. This study addresses this gap by examining the factors contributing to the reluctance of Indonesian children proficient in foreign languages to speak them with their parents. Through qualitative exploration deeply embedded in the participants' cultural and linguistic context, the research focuses on parental influence and intergenerational dynamics. This theme underscores parents' pivotal role in shaping bilingual children's language choices and preferences, revealing insights into their tendency to avoid speaking a foreign language. The complex dynamics of language dominance and exposure in bilingual families, influenced by factors such as parental beliefs, language policies, and the broader sociocultural context, are explored. The interplay between parental guidance and a child's preferences underscores the intricate nature of language dynamics within the family. Additionally, the study examines how navigating multicultural environments within bilingual families significantly impacts bilingual children. This unique case sheds light on how parental influence and cultural exposure jointly shape a child's bilingual language preferences, providing a nuanced understanding of language choices within a family setting.
FOSTERING ORAL PROFICIENCY THROUGH STORY COMPLETION IN LANGUAGE DEVELOPMENT UNIT CLASS Nor, Hidayah; Aulia, Insan; Rahman, Muhammad Arinal
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 2 (2024): Promoting the Phenomenon in Literature, Linguistics and English Instruction
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i2.11161

Abstract

The purpose of this descriptive qualitative study was to investigate the application of the storycompletion technique to foster students’ speaking proficiency and to pinpoint the difficulties thatarise when doing the activities. An English tutor from Antasari State Islamic University's LanguageDevelopment Unit, group 31, who works with eighteen students of different majors selected basedon the purposive random sampling technique, participated in the study. Semi-structured interviewsand observations were used to gather the data then analyzed by using Miles and Huberman’s theorywhich consisted of data reduction, data display, and drawing the conclusion. The results provide astep-by-step procedure for applying the story completion technique, which includes determining thevocabulary and grammar that students have acquired, choosing an appropriate topic, evaluatingstudents' fluency in the target language, a suitable story topic is chosen, the class is arranged in acircle, the story is started, and it ends after a few sentences. Students then take turns continuing thestory, adding one to three sentences at a time. They are also free to add new characters, events, anddescriptions to the story, and it continues until a logical conclusion or student intervention occurs.Apart from that, the study brought to light several obstacles, including choosing stories that studentscan relate to, handling big class sizes, handling time limits, addressing personal issues, as well asevaluating and giving feedback to students. The knowledge gathered from this study helps to clarifyhow the story completion technique is used to develop speaking skills and offers helpful suggestionsto language teachers on how to deal with the difficulties encountered while applying this technique.All things considered; the study's findings have a great deal to offer language teachers throughoutthe globe in terms of practical advice on how to improve language acquisition using interactivestorytelling techniques while resolving typical challenges that arise in bilingual settings.
Exploring the Interplay between Writing Practices and Identity Formation in Academic Contexts Rahman, Muhammad Arinal; Handrianto, Ciptro; Kenedi, Ary Kiswanto; Ilhami, Aldeva; Ghafar, Zanyar Nathir
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 12 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i12.238

Abstract

In academic settings, the relationship between writing practices and identity formation is a cornerstone of scholarly inquiry. As individuals engage in writing, they convey information and construct and negotiate their identities within disciplinary, cultural, and linguistic frameworks. This review paper provides a comprehensive synthesis of existing scholarship on the intricate relationship between writing practices and identity formation in academic contexts. Drawing upon a systematic analysis of 30 studies, the paper illuminates the complex interplay between language, culture, and academic discourse in shaping authorial identities. Key themes explored include conceptualizing writing as an act of identity construction, the challenges faced by distinct student populations in establishing authorial voices, disciplinary variations in identity formation, and pedagogical implications for academic writing instruction. The review integrates diverse theoretical frameworks, such as sociocultural perspectives, academic literacy approaches, and integrationist models, offering a nuanced understanding of the mechanisms underlying identity construction through writing. Furthermore, this review also identifies gaps and potential avenues for future research, including the need for longitudinal studies, the exploration of individual agency in identity formation, and the examination of emerging technologies and interdisciplinary collaborations. Ultimately, this synthesis adds to ongoing conversations about how writing practices affect identity formation. It does this by informing teaching methods and institutional policies that support positive identity development among diverse academic communities.
Gender Gap in the Writing Practice and Identity Experienced by Male University Students in South Kalimantan Rahman, Muhammad Arinal
Muadalah Vol. 11 No. 1 (2023)
Publisher : Pusat Studi Gender dan Anak Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/muadalah.v11i1.9193

Abstract

The gender gap between male and female teenage authors causes considerable difficulty in literature. In this work, I employed qualitative research methods to unearth the intricate narratives of personal experiences masked by quantitative research approaches. I used a semi-structured interview format to talk with the participants about their ideas in greater detail. Five university students aged 17 to 19 took part in the study. According to the findings, the absence of gender equality in the writing development of male adolescents is a contributing factor to the gender gap that exists in male adolescents' writing growth. Male and female writing abilities differ significantly, severely impacting young males' educational and professional objectives. By learning more about the writing experiences of college-bound male teenagers, I could gain insights that could be used to improve educational policy and practice. Therefore, it is essential to understand male adolescents' writing identities and provide them with a voice. Additionally, it is essential to learn more about and comprehend the policies and practices that can assist in closing the gender success gap in writing practice.
Gender Bias in Academic Writing: Challenges and Equity Strategies Rahman, Muhammad Arinal
Muadalah Vol. 12 No. 1 (2024)
Publisher : Pusat Studi Gender dan Anak Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/muadalah.v12i1.12543

Abstract

This review synthesizes existing research on the intricate relationship between gender and academic writing, exploring gendered writing styles, perceptions of writing quality, representation in academic publishing, intersectionality with other social identities, and interventions to promote gender equity. Findings reveal nuanced variations in writing practices, with female scholars tending toward more tentative styles and male scholars favoring assertive approaches. Evaluation biases persist, perpetuating gender stereotypes that impact grading and recognition. Structural inequities manifest in academic publishing landscapes, hindering diverse representation. An intersectional lens elucidates the compounding effects of gender, race, class, and disciplinary affiliations. Interventions proposed include gender-neutral guidelines, bias training, diversity initiatives, and institutional policies supporting inclusivity. While progress has been made, ongoing efforts are needed to dismantle persisting biases, address inequities, and cultivate equitable spaces valuing diverse voices in knowledge production. This comprehensive review informs future research directions and institutional strategies toward gender equity in academic writing.
Co-Authors Aulia, Insan Ciptro Handrianto, Ciptro Ghafar, Zanyar Nathir Hidayah Nor, Hidayah Ilhami, Aldeva Kenedi, Ary Kiswanto