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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Englisia Journal Langkawi: Journal of The Association for Arabic and English Journal of Education and Teaching Learning Journal Of Academia In English Educations (JADEs) Studies in English Language and Education International Journal of Education and Humanities

Fakhrurrazi M. Amin

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Author-ID : 2519286

Arts Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Articles

Exploring EFL Writing Teacher Confidence as A Response to Emergency Remote Teaching: A Preliminary Survey using TPACK Framework Hanna Sundari; Fakhrurrazi M. Amin; Nur Syamsiah; Anita Anita
Langkawi: Journal of The Association for Arabic and English Vol 7, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i2.2761

Online remote teaching has been implemented to curb the spread of corona virus (Covid-19) pandemic. Due to this unprecedented situation, EFL writing teachers should immediately adjust their teaching approaches through utilizing technology. Given the fact that the utilization of technology is ubiquitous in language teaching, rapid changing into full online teaching certainly brings some adaptations. Teachers have to handle full online learning and apply technology tools they apparently have never used before within a very short time preparation. This current study explored EFL writing teachers’ confidence, including their perceptions, in response to emergency remote teaching during Covid-19 pandemic as an initial survey. Twenty-two teachers who teach academic writing courses from nine universities in Indonesia took part in a survey through online questionnaire modified from EFL TPACK assessment by Baser, Kopcha, and Ozden (2016). Descriptive and thematic approaches were used as data analysis. The findings show that the EFL writing teachers’ confidence ranged between somewhat confident to fairly confident in the seven areas of technology, content, and pedagogy. They believe that competences they have are sufficient in managing online EFL academic writing course during emergency remote teaching. Nonetheless, when technology is integrated to other areas, the confidence levels seemingly decrease. Awareness of technical material and pedagogic technological knowledge received the lowest scores from all fields. Integration of technology in the process of language teaching, requires teachers to always improve their TPACK abilities through various ways, and this must also be supported by adequate facilities and infrastructure.

Emergency remote teaching during COVID-19 crisis: An analysis of EFL students’ engagement in Aceh Fakhrurrazi M. Amin; Zulfitri Zulfitri
Englisia: Journal of Language, Education, and Humanities Vol 9, No 2 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.11722

To prevent the spread of the coronavirus (Covid-19) and its pandemic, emergency remote teaching must be implemented. This has brought significant problems and difficulties for students due to this unusual circumstance, EFL students must learn to adapt their abilities. Because of the widespread use of technology in education, the quick transition to complete online learning necessitates some adjustment. EFL students must be able to handle online learning that is performed through technology integration and utilizing technological tools they have never used before in a short period of time. In response to emergency remote teaching, this study examined how engaged EFL students are, as well as their perceptions of such engagement. One hundred ninety-one students from four state Islamic universities in Aceh filled out an online questionnaire adapted from McColskey (2012). Both descriptive and thematic methods were used to analyze the data. EFL students demonstrated their level of engagement in all three categories of engagement: behavioral, emotional, and cognitive engagement. Positive responses and feelings of satisfaction were shown during emergency remote teaching. It indicates that EFL students have a better grasp of how to use technology in education. It is essential to constantly enhance their skills and have enough equipment and infrastructure to facilitate online learning.

Integrating Technology into Education: Students' Attitudes toward Online Learning Mahyiddin Mahyiddin; Fakhrurrazi M. Amin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7, No 1 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

The increasing spread of the COVID-19 encouraged learning systems to switch from traditional to online learning. It has brought significant problems and difficulties for students. The swift shift to fully online learning demands some adaptation. Students must learn to adapt their abilities because of the increasing use of technology in education. This study explored students' attitudes towards online learning and the reasons for their attitudes. A survey of 191 students from four State Islamic universities in Aceh was conducted online. A descriptive research framework was chosen, and a survey approach was used to collect data to gain knowledge of the situation and answer research questions. Students showed a positive attitude and satisfaction toward online learning during Covid-19. Even they realized how to handle technological tools applied during teaching and learning. Integrating technology into education does not challenge students as technical support and facilitates education to be easier. Keeping up with technology and infrastructural upgrades is vital to support online learning. The recent study has certain limitations. The small number of participants leads to incomplete data. Therefore, it is necessary to include more people to examine education in general.

Students Problem in Translating Pragmatic Equivalency Fakhrurrazi M. Amin
JADEs Journal of Academia in English Education Vol 1 No 1 (2020): JADEs- Journal of Academia in English Educations
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

The objective of the study is to analyze students’ problem in pragmatic equivalence from Source Language to Target Language. The research applied qualitative method, data collected through questionnaire, interview, and observation. To process the data, interactive model of Miles and Huberman was applied to find out the result of the research. The subject of the study was the sixth semester students of English Education Department who are taken a translation class. The result showed that there are several problems faced by students on pragmatic equivalence from Source Language to Target Language in translation class. Those problems are coherence process, implicature/idiom, language structure, quality and velocity. And they faced the problem with many factors including on lack of understanding and mastering the material while translation learning occurs. Based on these finding it can be concluded that has faced the problem in pragmatic equivalence.

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Fakhrurrazi M. Amin; Hanna Sundari
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

Exploring Students’ Reading Interest Through Tiktok Multimodal Literacy Fakhrurrazi M. Amin
Journal of Education and Teaching Learning Vol 5 No 2 (2023): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v5i2.1326

This research aims to explore students' interest in reading by utilizing the TikTok application as a teaching tool for English. The study adopts a qualitative research design to gather data in the form of written or spoken expressions and observed behavior. Data collection methods include observation, interviews, and document analysis. The findings reveal that students exhibit a strong interest in using the TikTok application as a medium for reading. They perceive TikTok as a positive platform due to its multimodal nature, combining language with visual, auditory, and spoken elements in a comprehensive manner. Given its effectiveness in enhancing students' interest in reading, TikTok can be employed as a medium for teaching and learning reading in educational settings.

A Correlational Study Between Students’ Learning Motivation, Vocabulary Mastery And Pronunciation Fakhrurrazi M. Amin
JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 2 No 1 (2023): May : IJOLEH
Publisher : CV. Eureka Murakabi Abadi

The aim of this research is to find out whether there is significant correlation between the students’ learning motivation, vocabulary mastery and pronunciation skill at SMPN 5 Langsa. The method of this research is quantitative with correlational design. The research object of this research is 55 students. The data were collected by applying test and questionnaire. Indeed, based on the result of the research, it showed that there is a positive correlation between students’ learning motivation and pronunciation skill at SMPN 5 Langsa, there is a positive correlation between students’ vocabulary mastery and pronunciation skill, and there is a positive correlation between students’ learning motivation, vocabulary mastery and pronunciation skill. It can be concluded that students’ learning motivation gives contribution to both their vocabulary mastery and their pronunciation skill. Additionally, when students have high motivation in learning, it can be beneficial to them in order to improve their vocabulary mastery and their pronunciation skill.

Co-Authors Anita Anita Hanna Sundari Mahyiddin Mahyiddin Nur Syamsiah Zulfitri Zulfitri

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