Register Journal https://ejournal.uinsalatiga.ac.id/index.php/register <p><img style="width: 25%; float: left; margin-right: 20px;" src="https://ejournal.uinsalatiga.ac.id/public/journals/11/cover_issue_79_en_US.png" alt="cover image" /></p> <div class="aimcolumn aimright"> <p style="text-align: justify;"><a href="https://journalregister.iainsalatiga.ac.id/index.php/register/index">REGISTER JOURNAL</a>, <a href="https://portal.issn.org/resource/ISSN-L/1979-8903" target="_blank" rel="noopener">1979-8903</a> (PRINT)- <a href="https://portal.issn.org/resource/ISSN/2503-040X" target="_blank" rel="noopener">2503-040X</a> (ONLINE), <em>The </em><em>Journal of English for Islamic Educational Institutions and Moslem Communities</em> aims to provide a dedicated platform for the dissemination of research, best practices, and innovative approaches related to the teaching and learning of 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.</p> <div class="aimcolumn aimleft"> <p style="text-align: justify;"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">This journal has been published every </span><strong><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">June</span></strong><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}"> and </span><strong><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">December</span></strong><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}"> by </span><a class="editor-rtfLink" href="https://draft.blogger.com/" rel="noopener" data-original-attrs="{&quot;data-original-href&quot;:&quot;https://www.uinsalatiga.ac.id/&quot;,&quot;target&quot;:&quot;_blank&quot;}">Universitas Islam Negeri Salatiga</a><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}"> Indonesia and accredited by the Indonesian Ministry of Research, Technology and Higher Education (RistekDikti) of the Republic of Indonesia in SINTA (</span><a class="editor-rtfLink" href="https://sinta.kemdikbud.go.id/journals/profile/1767" target="_blank" rel="noopener" data-original-attrs="{&quot;data-original-href&quot;:&quot;https://sinta.kemdikbud.go.id/journals/profile/1767&quot;,&quot;target&quot;:&quot;_blank&quot;}" data-sider-select-id="15a72dca-e38f-4d8d-afcf-698297f01a20"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">Achieving SINTA 2</span></a><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">) since <strong>April 7, 2022</strong>. The recognition was published in the Director Decree </span><a class="editor-rtfLink" href="https://ejournal.uinsalatiga.ac.id/index.php/register/accredstatus" target="_blank" rel="noopener" data-original-attrs="{&quot;data-original-href&quot;:&quot;https://drive.google.com/drive/folders/1Lgpm5zey3jI5c0RGze3y5ZR7U_fV6aSv&quot;,&quot;target&quot;:&quot;_blank&quot;}" data-sider-select-id="8bdb8e96-cf5e-4f7a-a2dd-34700ec39b62">(SK No. 105/E/KPT/2022)</a><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">, effective until <strong>2025</strong>. This journal was successfully indexed in CLARIVATE ANALYTICS, </span><a class="editor-rtfLink" href="https://draft.blogger.com/" rel="noopener" data-original-attrs="{&quot;data-original-href&quot;:&quot;https://mjl.clarivate.com/cgi-bin/jrnlst/jlresults.cgi?PC=MASTER&amp;ISSN=1979-8903&quot;,&quot;target&quot;:&quot;_blank&quot;}"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">Emerging Sources Citation Index (ESCI)</span></a><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}"> of Web of Science in </span><strong><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">June 2019</span></strong><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">. It was also successfully indexed in <a href="https://draft.blogger.com/" rel="noopener" data-original-attrs="{&quot;data-original-href&quot;:&quot;https://hjrs.hec.gov.pk/index.php?r=site%2Fresult&amp;id=1020298#journal_result&quot;,&quot;target&quot;:&quot;_blank&quot;}">Pakistani HJRS Journal indexing</a>.<br /></span></p> <p style="text-align: justify;"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">Intending to improve the quality of the Journal since 19th October 2016, this journal officially cooperated with<strong> ELITE Association Indonesia</strong> (The Association of Teachers of English Linguistics, Literature &amp; Education). See <a href="https://drive.google.com/file/d/1vXdoIQB2qxxEumBcbJOTK4w7cT6Z1X8K/view" target="_blank" rel="noopener">The MoU Manuscript</a>.</span></p> <p style="text-align: justify;">Concerning the new change in focus and scope that emphasizes REGISTER JOURNAL as <em>the Journal of English for Islamic Educational Institutions and Moslem Communities</em>, since 2024, this journal has collaborated with the Professional Community in English research and teaching called <a href="https://sites.google.com/view/iareltii2025/home" target="_blank" rel="noopener"><strong>IARELTII</strong></a> (<em>Indonesian Association on Research in English Language Teaching at Islamic Institutions</em>)<em> </em> whose main target is research, teaching, and development of Islamic English.</p> <p style="text-align: justify;"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}"><strong>IMPORTANT NOTES</strong>: </span></p> <p style="text-align: justify;"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">1. The Editor makes no PDF of LoA (Letter of Acceptance). LoA is issued solely as an accepted paper notification via the official E-mail of REGISTER JOURNAL: <strong>register@uinsalatiga.ac.id.</strong></span></p> <p style="text-align: justify;"><span data-keep-original-tag="false" data-original-attrs="{&quot;data-preserver-spaces&quot;:&quot;true&quot;}">2. The Editor <strong>has the right to ask the contributors to omit, reformulate, or reword their manuscripts or any part thereof in a manner that conforms to the publication policy.</strong></span></p> </div> <br /> <div class="container"><a title="ISSN" href="https://portal.issn.org/resource/ISSN/2503-040X" target="_blank" rel="noopener"> <img class="indexings" src="https://sciencescholar.us/journal/public/site/images/acahya/issn.png" alt="google" width="170" height="48" /> </a> <a href="https://en.wikipedia.org/wiki/Open_access" target="_blank" rel="noopener"> <img class="indexings" src="https://sciencescholar.us/journal/public/site/images/acahya/open.png" alt="orcid" width="170" height="48" /> </a> <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="noopener"> <img class="indexings" src="https://journal.uir.ac.id/public/site/images/novri/cc-by-sa.png" alt="wos" width="170" height="48" /> </a></div> </div> UIN Salatiga en-US Register Journal 1979-8903 <p style="text-align: left;"><strong>COPYRIGHT NOTICE</strong></p> <p style="text-align: left;">REGISTER JOURNAL: <a href="https://ejournal.uinsalatiga.ac.id/index.php/register/index" target="_blank" rel="noopener">https://ejournal.uinsalatiga.ac.id/index.php/register/index</a> is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></p> <p class="page" style="text-align: left;"><strong>Copyright Notice</strong><br /> <strong> </strong><br />An author who publishes in REGISTER JOURNAL agrees to the following terms:</p> <ul style="text-align: left;"> <li>The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal</li> <li>The author can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.</li> <li>The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html">The Effect of Open Access</a>).</li> </ul> <p class="page" style="text-align: left;">Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: <a href="https://creativecommons.org/licenses/by-sa/4.0/">https://creativecommons.org/licenses/by-sa/4.0/</a>.<br /><strong>Privacy Statement</strong><br />The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal. They will not be made available for any other purpose or to any other party.</p> English Language Learning and the Identity of Muslim Undergraduate Students in Pakistan https://ejournal.uinsalatiga.ac.id/index.php/register/article/view/2415 <p>This study examines how English language learning influences the identity of Muslim undergraduate students at a private university in Pakistan, considering its significance in national, religious, and global contexts. Using a qualitative research approach, data was collected through a survey of students from a well-reputed university in Karachi. A questionnaire developed by Yihong et al. (2007) measured identity changes using a five-point Likert scale across six categories: self-confidence, additive change, subtractive change, productive change, split change, and zero change. Grounded in bilingualism, identity formation, and sociolinguistics theories, this study explores language as a cultural and religious marker, shaping self-perception and community affiliation. Findings indicate that English proficiency enhances self-confidence and global identity but also creates tensions in maintaining Islamic and cultural heritage. While most students experience additive identity changes—retaining both English and their native language—some undergo subtractive changes, weakening ties with their native culture and religious traditions. Hybrid identities emerge as students navigate between English, Urdu, and Islamic discourse, reflecting the complex role of language in shaping faith, values, and aspirations. English is perceived as a language of power and success. Yet, concerns over identity conflicts highlight the need for linguistic policies that balance English proficiency with preserving Islamic and national identity. Educators and policymakers must address these challenges to ensure a holistic bilingual education that fosters both religious and global engagement among students. </p> Sameera Sultan Copyright (c) 2025 Sameera Sultan https://creativecommons.org/licenses/by-sa/4.0 2025-04-09 2025-04-09 18 1 1 29 10.18326/register.v18i1.1-29 Probing Iranian English Teachers' Communicative Activities and Perspectives on Iran’s Fundamental Reform Document of Education https://ejournal.uinsalatiga.ac.id/index.php/register/article/view/3236 <p>In 2011, Iran’s educational system underwent a significant transformation through the implementation the Fundamental Reform Document of Education (FRDE). Alongside other revisions, the FRDE mandated reforms in English teaching practices to align with the communicative language teaching (CLT) principles. This study aims to (1) assess the communicativeness of English teaching practices in Iranian high schools using Littlewood’s (2004) continuum, (2) explore the perspectives of teachers regarding the FRDE and CLT, and (3) identify challenges in implementing the FRDE in English education. Data collection involved observing 60 English teaching sessions conducted by 15 English teachers from the first and second three years of high school. Subsequently, focus group interviews were conducted with the same teachers. The data were coded and analyzed using MAXQDA Analytics Pro 2020 and NVIVO 11. The results showed that most teaching activities used categorized by Littlewood’s (2004) as non-communicative and pre-communicative such as mechanical repetition, ask-and-answer practices, memorization and acting out conversations‎, ‎etc.‎ Notably, there was a limited representation of real-life communicative activities or structured communication tasks, indicating a systemic misalignment with CLT goals. The interviews provided insights into the varying opinions held by the teachers regarding the FRDE and CLT. While some teachers emphasized the values, others expressed concerns about its practicality in the Iranian context due to various constraints. These included the shortcomings of the FRDE, the unfamiliarity of the Iranian teachers with the CLT principles, the emphasis on teaching to the test, and the reluctance of students and parents to engage in practices beyond those preparing them for Iran’s university entrance exam (Konkur).</p> Abbas Pourhosein Gilakjani Mitra Alizadeh Hossein Khazaee Reihaneh Sheikhy Behdani Copyright (c) 2025 Abbas Pourhosein Gilakjani; Mitra Alizadeh; Hossein Khazaee; Reihaneh Sheikhy Behdani https://creativecommons.org/licenses/by-sa/4.0 2025-05-31 2025-05-31 18 1 30 54 10.18326/register.v18i1.30-54 Innovating Indonesian Islamic Elementary English Education through A 5c Skills-Oriented Digital Game Application https://ejournal.uinsalatiga.ac.id/index.php/register/article/view/3889 <p>Today's education generally aims to equip students with the 21st-century skills necessary for their success in the face of globalization and technological advancement. These skills include creativity, collaboration, critical thinking, communication, and complex-problem solving. In the context of teaching English to young learners, particularly in Islamic elementary schools, one of the effective strategies to achieve this is by integrating a game-based approach into the classroom, as it would create an engaging and dynamic learning environment that may incorporate all the intended skills within the language learning process. However, traditional game-based approaches often rely on physical or paper-based games that lack interactivity, scalability, and integration with digital literacy — a key component of 21st-century learning. These methods also tend to be teacher-centered, limited in content variety, and less motivating for digital-native students. This study aims to develop a 5C skills-based English learning game application using Research and Development (R&amp;D) method. To achieve this, the study employed ADDIE model including needs assessment to analyze elementary school students' needs, wants, and challenges in their English language learning as the basis for developing the application, design, development, implementation, and evaluation. We collected data through interviews and questionnaires. Results of thematic and descriptive statistics analyses revealed the importance of digital game media to engage students more actively and motivate them in learning. The experiment showed a significant difference between students taught traditionally and those using digital games. This study suggests the necessity of digital games in learning English as a tool that every teacher should consider.</p> Adhan Kholis Anis Susila Abadi Rini Intansari Meilani Akhris Fuadatis Sholihah Afan Welman Al Amri Copyright (c) 2025 Adhan Kholis, Anis Susila Abadi, Rini Intansari Meilani, Akhris Fuadatis Sholihah , Afan Welman Al Amri https://creativecommons.org/licenses/by-sa/4.0 2025-06-12 2025-06-12 18 1 The Role and Impact of AI-Driven Feedback Models and Applications in EFL Vocabulary Learning and Retention: A Systemic Review https://ejournal.uinsalatiga.ac.id/index.php/register/article/view/3178 <p>Vocabulary learning is an essential part of language learning. Vocabulary Instruction Feedback is essential in achieving learning objectives, mainly in language education. Vocabulary retention in one of the key issues in developing various language skills. Vocabulary instruction feedback is essential in achieving learning objectives, mainly in language education. The present study purposes to determine the role and impact of AI-driven feedback in EFL vocabulary instruction in Islamic countries educational institution. The study used systematic review method to gather data for the present study. For this, the study reviews the various AI-driven models that can be integrated with E-learning and act a source of feedback. The findings of the review assert that AI-driven mechanisms can be integrated to enhance the vocabulary learning and retention. The analysis suggest that AI-driven feedback models can useful if they are effectively incorporated in enhancing EFL vocabulary learning. By leveraging these technologies, instructors can produce more personalized feedback and operative learning experiences that help students in their vocabulary learning and retention.</p> Dr. Raja Muhammad Ishtiaq Khan Muhammad Shahbaz Raja Zahid Farid Nouman Hamid Copyright (c) 2025 Dr. Raja Muhammad Ishtiaq Khan, Muhammad Shahbaz, Raja Zahid Farid, Nouman Hamid https://creativecommons.org/licenses/by-sa/4.0 2025-06-12 2025-06-12 18 1