20 possible ELT research topics on REGISTER JOURNAL

 

*20 possible ELT research topics on REGISTER JOURNAL*

 

REGISTER JOURNAL, 1979-8903 (PRINT) – 2503-040X (ONLINE) is an OPEN ACCESS, ESCI WoS, SINTA 2 Indexed double-blind, peer-reviewed Journal of English for Islamic educational institutions and Muslim communities. Aim and Scope: REGISTER JOURNAL, the Journal of English for Islamic Educational Institutions and Muslim Communities, aims to provide a dedicated platform for disseminating research, best practices, and innovative approaches related to teaching and learning English within Islamic educational contexts. The Journal focuses on enhancing the quality of English education in Islamic schools, colleges, universities, and other educational institutions while also considering Muslim learners' unique cultural, religious, and linguistic needs.

Based on the updated Focus and Scope of the Register Journal (Journal of English for Islamic Educational Institutions and Muslim Communities), here are 20 possible linguistics research topics:

 

Here are 20 potential manuscript titles suitable for submission to the REGISTER JOURNAL, aligned with its focus on English education in Islamic educational institutions and Muslim communities:

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Curriculum Development

1. Designing an Integrated English Curriculum for Islamic Boarding Schools: Balancing Language Skills and Religious Values
2. Curriculum Innovation for English Learning in Madrasahs: A Framework for Faith-Based Education

Teaching Methodologies

3. Task-Based Language Teaching in Islamic Contexts: Challenges and Adaptations
4. Blending Islamic Teachings with Communicative Language Teaching in EFL Classrooms
5. The Role of Project-Based Learning in Enhancing English Proficiency among Muslim Learners

Language Acquisition

6. Second Language Acquisition Among Young Muslim Learners: A Socio-Cultural Perspective
7. Influence of Qur’anic Arabic on English Vocabulary Acquisition in Bilingual Madrasah Students

Assessment and Evaluation

8. Developing Faith-Sensitive English Assessment Tools for Islamic Schools
9. Evaluating Speaking Skills in Islamic Junior High Schools: An Alternative Assessment Approach

Materials Development

10. Designing English Learning Materials with Islamic Content for Primary School Students
11. Culturally Relevant English Textbooks: Integrating Islamic Themes into EFL Materials

Cultural and Religious Considerations

12. Navigating Cultural Sensitivity in English Language Instruction for Muslim Learners
13. Islamic Values in English Classrooms: Teacher Perceptions and Practices in Islamic Higher Education

Educational Policy and Administration

14. Policy Analysis of English Language Education in Indonesian Islamic Schools
15. Implementing Bilingual Education Policy in Pesantren: Impacts and Insights

Innovative Practices and Case Studies

16. Using Islamic Storytelling in English Classes: A Case Study from a Rural Madrasah
17. Mobile-Assisted Language Learning in Pesantren: Opportunities and Limitations

Community and Muslim Parental Involvement

18. Muslim Parental Involvement in English Education: A Case Study from Urban Madrasahs
19. Engaging Parents in English Language Learning: A Collaborative Model for Islamic Schools

Interdisciplinary or Broader Perspectives

20. Bridging Language and Faith: A Critical Review of English Education in Muslim Communities Worldwide

 

IARELTII

 https://sites.google.com/view/iareltii2025/monthly-forum?authuser=0

IARELTII (Indonesian Association on Research in English Language Teaching at Islamic Institutions)  whose main target is research, teaching, and development of Islamic English.

The **Indonesian Association on Research in English Language Teaching at Islamic Institutions (IARELTII)** is a scholarly and professional organization that focuses on advancing research, pedagogy, and curriculum development related to English language teaching within Islamic educational contexts across Indonesia. Its core mission is to promote the integration of **English language education with Islamic values and perspectives**, fostering what is often referred to as **"Islamic English"**—a contextualized approach to English language teaching that aligns with the identity, ethics, and worldview of Islamic institutions.

Simple sentence expansion by Dr. Faizal Risdianto

 

https://drive.google.com/file/d/1i0Rv_Hv73tNTp89vVjjT0_wTgarmoYoq/view?usp=sharing

LEBAY but it is OK, guys and fully understood: the compilation of students' self-dedication in graduating paper

1. For myself, ****************, thank you for being strong until now, still choosing to try, and celebrating yourself. Those who did not give up, no matter how difficult the obstacles of college or the thesis writing process were and who were able to stand tall when hit by existing problems. Thank you, myself. May I remain humble. This is just the beginning of life. Keep it up. You can do it.

2. For myself, ****************, for my dedication and struggle in starting, working on, and completing this thesis.

3. To myself who is very extraordinary, who can survive and fight until now, hopefully always be grateful for the grace that has been given by Allah SWT. Allah SWT give, always be enthusiastic in the process, and never try to give up.

4. To myself for proving that I can do it.

5. Finally, to the girl in the mirror. For all the nights you thought about quitting but kept going anyway. For proving that IMPOSSIBLE was NEVER in your vocabulary. You did this, ******************.

The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms

 The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms primarily involves three types of sentence forms: imperative, interrogative, and declarative. These forms are used to give instructions, commands, requests, or suggestions during teaching and learning activities13.

Types and Usage of Directives

• Teachers use directive speech acts mainly in three types:

  • Commands (most frequent) to attract attention, elicit responses, or instruct students

  • Requests to politely ask students to perform actions

  • Suggestions to advise or recommend actions to students2

• Directives can be performed in two ways:

  • Direct directives, which are explicit and straightforward

  • Indirect directives, which are more polite or implicit2

Gender Differences

While the search results do not explicitly compare male and female teachers’ directive structures, research on EFL teacher directives generally highlights that the structure of directives does not significantly differ by gender but rather depends on teaching style and classroom context. Both male and female teachers use imperative, interrogative, and declarative forms to manage classroom interaction and guide students12.

Features of Directive Speech Acts in EFL

• Imperative forms dominate as they are clear and efficient for classroom management and instruction.

• Interrogative forms are often used to check understanding or elicit student responses.

• Declarative forms can be used to provide information or indirect commands.

• Spoken directives often complement written instructions, clarifying and elaborating on task requirements through repetition, paraphrasing, and exemplification, which enhance student comprehension5.

Implementation of Gallery Walk Technique to Improve Integrated Reading-Writing Skills

 Implementation of Gallery Walk Technique to Improve Integrated Reading-Writing Skills

Overview

The Gallery Walk technique is an interactive, student-centered instructional strategy where learners move around the classroom to engage with various texts, images, or prompts displayed at different stations. This approach has been shown to significantly enhance both reading comprehension and writing skills by fostering active learning, collaboration, and critical thinking12456.

How Gallery Walk Integrates Reading and Writing

• Reading Component:
  Students visit stations around the room, each featuring a different text, image, or prompt. They read and analyze the material, often answering questions or summarizing main ideas. This process encourages deeper engagement with the text and the use of metacognitive, cognitive, and socio-affective strategies, which are essential for reading comprehension136.

• Writing Component:
  After reading and discussing the materials at each station, students are tasked with writing activities such as summaries, responses, or creative pieces based on what they have read. They may also collaboratively compose texts, revise drafts, or provide written feedback on peers' work245.

• Collaborative Learning:
  The technique leverages social constructivism, as students interact, discuss, and share ideas in groups, which enhances both their understanding of the reading material and their ability to express ideas in writing16.

Typical Steps in Gallery Walk for Integrated Reading-Writing

Jigsaw Technique in Teaching Vocabulary Mastery on Descriptive Text

 Jigsaw Technique in Teaching Vocabulary Mastery on Descriptive Text

Overview

The Jigsaw technique is a cooperative learning strategy that divides students into groups, with each member responsible for learning and then teaching a segment of the material to their peers. This method has been shown to be effective in enhancing vocabulary mastery, particularly in the context of descriptive texts.

Implementation in Teaching Vocabulary on Descriptive Text

• Group Formation and Task Assignment

  • Students are divided into small groups, and each group is given a different segment or aspect of the descriptive text (e.g., different paragraphs, vocabulary sets, or features of the text).

  • Each member of a group becomes an "expert" on their assigned segment, focusing on understanding the vocabulary and content in depth87.

• Expert Group Discussions

  • Students from different groups who have the same segment meet in "expert groups" to discuss and master the vocabulary and content of their segment.

  • They clarify meanings, pronunciation, and usage of new vocabulary, often using dictionaries or teacher guidance87.

• Teaching Peers

  • Students return to their original groups and teach their segment, including the vocabulary, to the other group members.

  • This peer-teaching reinforces vocabulary retention and comprehension, as students must both understand and explain the words in context87.

• Integration and Synthesis

  • After all segments are shared, the group reconstructs the full descriptive text, now with a deeper understanding of the vocabulary and overall meaning.

  • Activities such as rearranging scrambled sentences or matching vocabulary to pictures can further reinforce learning3.

Effectiveness and Benefits

• Improved Vocabulary Mastery

Implementation of Role-Play Technique in Improving Integrated Listening-Speaking Skills

Implementation of Role-Play Technique in Improving Integrated Listening-Speaking Skills

Overview

Role-play is a dynamic teaching technique where learners act out scenarios, taking on specific roles to simulate real-life communication. This method is widely recognized for its effectiveness in developing both listening and speaking skills in an integrated manner, allowing learners to practice language use in contextually meaningful ways723.

Steps for Effective Implementation

Select Relevant Scenarios
Choose situations that reflect real-life contexts relevant to learners, such as team meetings, customer service interactions, making appointments, or job interviews723. This ensures engagement and practical language use.

Define Roles and Objectives
Clearly outline the roles each participant will play and the objectives of the exercise. Provide situation cards or scripts if needed, especially for less confident learners7.

Prepare Learners
Discuss the scenario, possible dialogues, and appropriate vocabulary. Talk about non-verbal communication-like facial expressions and body language-and how these signal active listening78. Provide opportunities to rehearse or develop scripts beforehand.

Conduct the Role-Play
Divide learners into groups or pairs, distribute role cards, and set a time limit for each role-play session. Encourage participants to stay in character and use open-ended questions to promote dialogue78.

Observation and Feedback
Assign an observer to each group who provides positive criticism and suggestions for improvement after the exercise. Immediate feedback helps learners reflect on their listening and speaking performance738.

Reflection and Discussion
After the role-play, facilitate a group discussion to analyze what worked well, what could be improved, and to reinforce learning points. Encourage learners to share their experiences and insights738.

How Role-Play Integrates Listening and Speaking

GAYA KEBAHASAAN DAN TATA TULIS PENYUSUNAN TUGAS AKHIR FTIK UIN SALATIGA

 

GAYA KEBAHASAAN DAN TATA TULIS  PENYUSUNAN TUGAS AKHIR FTIK UIN SALATIGA

A.       Bahasa dan Tata Kutip

1.     Bahasa

Gaya kebahasaan dan tata tulis penyusunan Tugas Akhir yang harus diperhatikan adalah sebagai berikut.

a.     Gaya penulisan.

b.     Keefektifan dan kecermatan penggunaan kalimat.

c.     Kesinambungan dalam dan antar paragraph sehingga kohesif dan koheren.

d.     Ketepatan pemakaian ejaan dan tanda baca.

e.     Ketepatan menulis rujukan dan daftar pustaka.

Gaya penulisan merupakan bagian penting dalam penulisan karya ilmiah. Gaya penulisan Tugas Akhir juga menggunakan gaya penulisan karya ilmiah. Dalam menuliskan kalimat kalimat tidak menampilkan orang pertama dan orang kedua (saya, aku, kami, kita, engkau, kamu, dan sebagainya), tetapi dibentuk menjadi kalimat pasif. Pada penyajian kata pengantar, aku, saya diganti dengan penulis. Selain itu skripsi tidak menggunakan kata yang tidak jelas (mungkin, kadang-kadang, selalu, sering, dan sebagainya). Keefektifan dan kecermatan penggunaan kalimat merupakan bagian yang dapat menggambarkan kemampuan seorang penulis dalam menyampaikan informasi secara

tepat dan cepat. Ketidakcermatan dalam penulisan Tugas Akhir, diantaranya adalah:

a.          kalimat tidak memiliki subyek (S) atau predikat (P), padahal sebuah kalimat sekurang-kurangnya memiliki subjek (S) dan predikat (P);

b.         kalimat mempunyai dua satuan pikiran atau lebih yang tumpang tindih, padahal seharusnya hanya memiliki satu satuan pikiran;

c.          keterangan kalimat diletakan tidak tepat;

d.         subjek didahului kata depan, sehingga bagian yang pokok di dalam kalimat itu menjadi kabur;

e.          anak kalimat tidak logis (salah nalar);

f.           kalimat tidak mempunyai induk kalimat karena semua bagiannya adalah anak kalimat; dan

g.         kalimat bermakna ganda. Kalimat seperti itu perlu disunting agar ide yang dimaksudkan dapat tersampaikan.

h.         Penggunaan kata sambung sebagai awalan kalimat

Kaidah selingkung yang disepakati dalam penulisan ilmiah di lingkungan FTIK

UIN Salatiga, meliputi cara merujuk dan menuliskan daftar pustaka. Adapun ketentuannya adalah sebagai berikut.

2.     Cara Merujuk

Perujukan dilakukan dengan menggunakan nama akhir dan tahun yang ditulis di dalam kurung. Jika ada dua penulis, perujukan dilakukan dengan cara menyebut nama akhir kedua penulis tersebut. Jika penulisnya lebih dari tiga orang, penulisan rujukan dilakukan dengan cara menulis nama akhir dari penulis pertama tersebut diikuti dengan dkk. untuk orang Indonesia dan et al. untuk orang asing.

Jika nama penulis tidak disebutkan, yang dicantumkan dalam rujukan adalah nama lembaga yang menerbitkan, nama dokumen yang diterbitkan, nama koran, atau nama majalah yang dirujuk itu, sejalan dengan kaidah penulisan daftar pustaka yang dirujuk.

Untuk karya terjemahan, perujukan dilakukan dengan cara menyebutkan nama penulis aslinya. Rujukan dari dua sumber atau lebih yang ditulis oleh penulis yang berbeda dicantumkan dalam satu tanda kurung dengan titik koma (;) sebagai tanda pemisahnya.

Cara merujuk ada dua macam yakni cara merujuk kutipan langsung dan kutipan tidak langsung.

3.     Cara Merujuk Kutipan Langsung

Kutipan yang berisi kurang dari empat baris ditulis di antara tanda kutip ("...") sebagai bagian yang terpadu dalam teks utama, dan diikuti nama penulis, tahun terbitan, dan nomor halaman. Jika nama penulis ditulis secara terpadu dalam teks, nama itu diikuti tahun dan nomor halaman pustaka yang dirujuk. Tahun dan nomor halaman itu ditulis di dalam tanda kurung. Jika nama penulis tidan disebutkan dalam teks, nama, tahun terbitan, dan nomor halaman itu ditulis di dalam tanda kurung. Jika ada tanda kutip dalam kutipan, digunakan tanda kutip tunggal ('...'). Lihat contoh berikut:

a.    Nama penulis terpadu dalam teks.

Contoh:

Menurut Maududi (1984:29), "jalan hidup yang benar untuk manusia ialah hidup dalam ketaatan kepada Allah".

b.    Nama penulis tidak disebut dalam teks. Contoh:

Jadi, "sistem politik Islam itu didasarkan atas tiga prinsip, yaitu tauhid, risalah, dan khalifah" (Maududi, 1984:37).

c.     Tanda kutip dalam kutipan. Contoh:

Dengan demikian, "orang tidak perlu lagi berbangga-bangga dengan 'gelar palsu' yang disandangnya itu" (Agustian, 2001:253).

Pedoman Penyusunan TA FTIK UIN Salatiga 2025

 

https://drive.google.com/file/d/1L8_8SdXUvl69_EDevoS8mrRILmowOkC4/view?usp=sharing

Mnemonic Technique in Vocabulary Mastery

 Definition and Purpose

Mnemonic techniques are memory-enhancing strategies designed to help learners remember information more effectively and efficiently, particularly when learning new vocabulary135. These techniques work by associating unfamiliar words with familiar concepts, images, or patterns, making the new information easier to recall.

Types of Mnemonic Techniques

Several mnemonic techniques are commonly used to improve vocabulary mastery, including:

• Rhyme-Keys

• Acronyms

• Peg Word System

• Loci Method

• Keyword Method

Among these, the keyword method is widely recognized as particularly effective for vocabulary learning12.

How the Mnemonic (Keyword) Technique Works

Difference Between Validity and Reliability in Quantitative Research

Difference Between Validity and Reliability in Quantitative Research

Validity and reliability are two foundational concepts in quantitative research, each addressing different aspects of data quality:

Validity refers to the extent to which a research instrument or method accurately measures what it is intended to measure. In other words, a valid study truly reflects the concept or variable it aims to assess. For example, if a survey is designed to measure job satisfaction, validity ensures that the questions actually capture the essence of job satisfaction, not something else7.

Reliability refers to the consistency or repeatability of measurements. A reliable instrument yields the same results under consistent conditions. If a test is administered to the same group multiple times and produces similar results each time, it is considered reliable67.

My Portofolio

 Below is a selection of my published papers:

• Yudhanto, S., & Risdianto, F. (2022). The Pragmatics and Semiotics Analysis of Vinyl Record Cover Art in They Fell From The Sky's Album DECADE. Journal of Pragmatics Research, 4(2), 167-178. DOI | Full text

• Norwanto, N., & Risdianto, F. (2022). The Norm Establishment in WhatsApp Group Conversations. Journal of Language and Literature, 22(2), 504-517. DOI | Full text

• Risdianto, F., Sumarlam, S., Wiratno, T., & Djatmika, D. (2022). Attitudinal Analysis of Kompas Online & Republika Concerning the Relocation of Indonesia’s Capital City News. International Journal of Science and Applied Science: Conference Series, 6(1), 195-209. DOI | Full text

• Risdianto, F., Machfudz, M., Sagimin, E. M., Hanafi, H., & Jumanto, J. (2023). Politeness and Impoliteness Strategies in Lecturer-Student Communication Within Cyberpragmatic Chats. Journal of Pragmatics Research, 5(1), 107–134. Full text

• Hambali, A. J., Risdianto, F., & Rahma, S. S. (2024). Rethinking Expressive Speech Act Realization in the Comments Section on YouTube Channels. Journal of Pragmatics Research, 6(1), 52–73. DOI

• Risdianto, F., Sumarlam, S., Djatmika, D., & Wiratno, T. (2024). Appraisal and Ideology Realization in Indonesian State Capital Relocation News Texts. International Journal of Society, Culture & Language, 12(2), 74-88. DOI | Full text

• Risdianto, F., Nugroho, H., Sunardi, S., & Arkida, T. (2024). Realization of Appraisal and Ideology in the Ferdy Sambo Case in Editorial Texts: Kasus Sambo Isih Dawa and Ganjaran Murwat Tumrap Kejujuran in Panjebar Semangat Magazine. Indonesian Journal of EFL and Linguistics, 9(1), 133-149. DOI | Full text

Currently, I serve as the Head of the Publication Center and Journal House (Rumah Jurnal) at Universitas Islam Negeri Salatiga. I have experience as a National Indonesian Journal Assessor and an Associate Editor for DOAJ. Since 2017, I have been a senior member of the Indonesian Journal Volunteer Association (RJI) and have also worked as a SINTA University-Level Verifier and Mendeley Advisor. Additionally, I am frequently invited as a speaker for journal accreditation workshops at national and international levels.

20 possible linguistics research topics on REGISTER JOURNAL

Focus and Scope: REGISTER JOURNAL, 1979-8903 (PRINT) – 2503-040X (ONLINE) is an OPEN ACCESS, double-blind, peer-reviewed Journal of English for Islamic educational institutions and Muslim communities. Aim and Scope: REGISTER JOURNAL, the Journal of English for Islamic Educational Institutions and Muslim Communities, aims to provide a dedicated platform for disseminating research, best practices, and innovative approaches related to teaching and learning English within Islamic educational contexts. The Journal focuses on enhancing the quality of English education in Islamic schools, colleges, universities, and other educational institutions while also considering Muslim learners' unique cultural, religious, and linguistic needs.

Based on the updated Focus and Scope of the Register Journal (Journal of English for Islamic Educational Institutions and Muslim Communities), here are 20 possible linguistics research topics:

1. Integrating Islamic Values in English Language Curricula: A Content Analysis of Secondary School Textbooks
2. The Role of Religious Identity in English Language Learning Motivation among Muslim Students
3. Teaching English through Qur’anic Themes: A Task-Based Learning Approach
4. Culturally Responsive English Teaching: Addressing Muslim Students’ Religious Sensitivities
5. Evaluating the Effectiveness of Bilingual Education in Islamic Boarding Schools (Pesantren)
6. Digital Tools and Islamic Content Integration in English Language Teaching
7. Professional Development Needs of English Teachers in Islamic Educational Institutions: A Case Study
8. Code-Switching and Language Choice among English Teachers in Islamic Schools
9. An Appraisal of English Textbooks Used in Muslim Communities: Do They Reflect Islamic Cultural Values?
10. Language Policy in Islamic Universities: Balancing Global Competence and Religious Identity

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