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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal Indonesian EFL Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan ELLITE: Journal of English Language, Literature, and Teaching BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN CONCEPT Jurnal Abdimas Serawai Proceedings Series on Social Sciences & Humanities JEPAL (Journal of English Pedagogy and Applied Linguistics) Journal of Pedagogy and Education Science Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Education and Pedagogy Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal
Winarto, Eline Rozaliya
English Education Department, Faculty Of Teacher Training And Education, Universitas Muhammadiyah Cirebon, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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The Effectiveness of Teacher Professional Education Program in English Teaching Novi Berliana Sukoco; Dila Charisma; Eline Rozaliya Winarto
Proceedings Series on Social Sciences & Humanities Vol. 18 (2024): Proceedings of International Student Conference on Education (ISCE) 2024
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v18i.1257

Abstract

This study aimed to document the alumni of the Teacher Certification Program at the two of Universities in Cirebon regarding the effectiveness of the PPG program in preparing professional English teachers. The design was a survey under the quantitative approach. The program's effectiveness was assessed based on four main aspects: Learning Materials, Learning Evaluation, Lesson Planning, and Learning Media. This study involved all PPG alumni in the academic year 2023, with a total of 50 respondents. Data were collected through a Google Form-based survey that adopted the PPG program evaluation questionnaire. In terms of learning materials, 71% of alumni stated that the PPG helped them improve their mastery of the material and teaching quality, as well as making them feel more prepared to teach effectively. Conversely, only 29% agreed. Regarding learning evaluation, 59% of alumni strongly agreed that the PPG enhanced their ability to evaluate student learning, understand various evaluation methods, and boost their confidence in conducting evaluations, while the rest agreed. In the aspect of lesson planning, 63% of alumni strongly agreed that the PPG enhanced and developed their ability to design engaging and varied lessons. Concerning learning media, 63% of alumni also strongly agreed that the PPG helped them improve the use of learning media, student engagement, and understanding of effective ways to use learning media to support the student learning process. This research showed that 72% of alumni believed that the PPG program had a significant impact on enhancing teacher professionalism, with the greatest impact seen in the aspects of professional and pedagogical competence. This study also indicated that there are several aspects that need to be considered by PPG organizers for future program improvements.
Conversational Implicature Analysis on Fast Five Movie Sudrajat, Muhamad Donny; Winarto, Eline Rozaliya; Adiantika, Hanif Nurcholish
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1048

Abstract

Movie is a medium that can easily attract human attention, in terms of image quality and storyline. However, not everyone is aware of the hidden meaning in conversation between the actors.  This research was conducted to explore the hidden meaning of the conversation in Fast Five movie. The objective of this research is to find out and analyse the types of conversational implicature in Fast Five movie. Fast Five movie was directed by Justin Lin and released in 2011. The method used in this research is descriptive qualitative method. Researcher employ himself as a research instruments by collecting, observing and analyzing the data. This research are expected to increase people’s ability to understand the hidden meaning of a conversation. Conversational implicature is divided into 2 categories, particularized implicature and generalized implicature. Besides, generalized implicature consists of indefinite implicature and scalar implicature. The result of this research are 10 data regarding Particularized Implicature, 4 data regarding Generalized Implicature, 5 data regarding Indefinite Implicature and 7 data regarding Scalar Implicature. The percentage obtained from the 4 types of Conversational Implicature are 39% found in Particularized Implicature, 15% found in Generalized Implicature, 19% found in Indefinite Implicature and 27% found in Scalar Implicature.
Collaborative Strategic Reading in Teaching Narrative Text in MTs Pembangunan Kuningan Atla, Vany Septiyanti Putri; Winarto, Eline Rozaliya
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1050

Abstract

The objective of this research is to find out the implementation of collaborative strategic reading (CSR) in teaching narrative text at MTs Pembangunan. CSR is a teaching approach that integrates reading strategies with group collaboration to improve text understanding skills. The study involved students from several classes at the high school level who were given CSR training in the context of reading narrative texts. The method used in this research is the qualitative-descriptive method. The results of the research show that the implementation of CSR significantly improves students reading comprehension. In addition, students showed higher involvement and motivation in reading narrative texts through CSR methods compared to traditional methods. The findings indicate that the implementation of CSR carried out by English teachers is relevant to the theory by Klinger and Vaughn (1996) regarding the steps in CSR strategies.
PELATIHAN BAHASA INGGRIS MELALUI BIMBINGAN BELAJAR UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM MEMAHAMI BAHASA INGGRIS Eline Rozaliya Winarto; Frhiesty Dewi L.H; Putri Alma
BAKTIMU : Jurnal Pengabdian Kepada Masyarakat Vol 2 No 2 (2022)
Publisher : Universitas Muhammadiyah Ahmad Dahlan Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37874/bm.v2i2.517

Abstract

Pembelajaran bahasa Inggris di sekolah-sekolah Desa Benteng Kecamatan Camba Kabupaten Maros dirasa belum menyenangkan dan metode-metode yang  digunakan pun  masih terasa   sangat  kurang. Hal ini disebabkan oleh kuranganya sumber daya manusia sebagai tenaga pengajar yang memiliki bidang keahlian bahasa Inggris. Pengabdian ini berusaha mengungkap kurangnya fasilitas serta media pembelajaran yang membuat siswa-siswi di Desa Benteng kurang memahami pembelajaran Bahasa Inggris dan menyebabkan siswa-siswi menjadi kurang percaya diri dalam pelafalan bahasa Inggris. Dalam melaksanakan kegiatan Bimbingan Belajar Bahasa Inggris, Penulis melakukan beberapa tahap sebagai berikut: (1) Penulis merumuskan rancangan materi yang akan diajarkan, materi yang dibawakan berfokus pada vocabulary atau kosakata Bahasa Inggris. (2) Penulis menentukan media dan metode pembelajaran, media pembelajaran yang digunakan adalah papan tulis, spidol, buku, dan pulpen. Pelaksanaan program bimbingan belajar ini dilakukan di Desa Benteng, Kecamatan Camba, Kabupaten Maros, Sulawesi Selatan. Program ini dilaksanakan sebagai salah satu cara untuk meningkatkan kemampuan para siswa-siswi dalam memahami pembelajaran Bahasa Inggris. Setelah melakukan bimbingan belajar Bahasa Inggris dapat disimpulkan bahwa kegiatan Bimbingan Belajar ini dapat menumbuhkan rasa percaya diri siswa untuk belajar Bahasa Inggris. Hal ini dapat dilihat dari keaktifan siswa dalam diskusi dan menjawab pertanyaan. Kegiatan ini juga mampu menumbuhkan rasa semangat belajar siswa. Kata kunci : Bimbingan belajar, Bahasa Inggris, Pendidikan
Pelatihan disiplin positif bagi guru SMP untuk menciptakan lingkungan belajar yang inklusif dan empatik : dari hukuman ke pemahaman Winarto, Eline Rozaliya; Aprianti, Fitri; Adha, Irka Fitri; Putry, Rizki Aprillia Nabila
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 4 (2025): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i4.32270

Abstract

Abstrak Penerapan pendekatan disiplin yang bersifat menghukum masih banyak ditemukan dalam praktik pengelolaan kelas, meskipun pendekatan tersebut sering kali menimbulkan dampak negatif terhadap hubungan guru dan siswa serta tidak efektif dalam jangka panjang. Oleh karena itu, disiplin positif menjadi alternatif yang relevan untuk menciptakan lingkungan belajar yang mendidik, aman, dan menghargai martabat peserta didik. Pelatihan disiplin positif merupakan upaya strategis dalam mendukung terciptanya lingkungan belajar yang aman, empatik, dan mendidik. Kegiatan pelatihan dilaksanakan melalui pemaparan konsep, studi kasus, diskusi kelompok, serta evaluasi sebelum dan sesudah pelatihan (pre-test dan post-test). Hasil menunjukkan adanya peningkatan signifikan pada pemahaman guru mengenai perbedaan antara hukuman dan disiplin positif, pentingnya menyusun kesepakatan kelas bersama siswa, serta penerapan konsekuensi logis yang mendidik. Guru juga mulai memahami pentingnya komunikasi yang empatik dan konsisten sebagai landasan hubungan yang sehat dengan siswa. Refleksi dari para peserta menunjukkan adanya perubahan paradigma dari pendekatan otoriter menuju pola pembinaan yang lebih dialogis dan partisipatif. Pelatihan ini menjadi titik awal yang penting dalam membangun budaya sekolah yang lebih manusiawi dan mendukung perkembangan karakter siswa secara holistik. Kata kunci: disiplin positif; pelatihan guru; lingkungan belajar inklusif; komunikasi empatik; pendidikan karakter Abstract Punitive disciplinary measures are still widely used in classroom management practices, despite the fact that they frequently harm teacher-student relationships and are unproductive in the long run. As a result, positive discipline becomes an important alternative for creating an instructive, safe, and dignified learning environment for pupils. Positive disciplinary training is a systematic endeavor to help create a secure, sympathetic, and informative learning environment. The training activities included idea presentations, case studies, group discussions, and evaluations both before and after the training. The findings reveal a significant improvement in instructors' comprehension of the distinction between punishment and positive discipline, the significance of reaching class agreements with students, and the use of educational logical consequences. Teachers are increasingly starting to see the need of compassionate and regular communication as the cornerstone for a strong connection with pupils. The participants' reflections show a paradigm shift from an authoritarian approach to a more dialogic and participative mentoring model. This training is a vital first step toward developing a more humane school culture and supporting children' overall character development. Keywords: positive discipline; teacher training; inclusive learning environment; empathetic communication; character education
Embracing Digital Tools: Understanding Teachers' Attitudes on ICT Integration in Classroom Learning Charisma, Dila; Winarto, Eline Rozaliya; Raman, Arumugam; Sirniawati; Jahni, Intan
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001015

Abstract

This qualitative research analyses the determinants that influence the attitudes of teachers toward integrating Information and Communication Technology (ICT) in teaching-learning. Based on the observation that teacher perception is the success factor of technology enhanced learning, this research would like to identify main drivers and barriers influencing ICT adoption. This study used qualitative methods to gather data, done through semi structured interviews and observing classrooms with 38 teachers of various subjects in different grade levels at a state junior high school in Indonesia and analysed the results thematically relating patterns and connections. Results show that teacher intentions to integrate ICT are affected by three main factors: usefulness, ease of use of digital resources and training in being able to make effective use of such resources, along with support at an infrastructural level. Teachers who attended in-service training and were supported by the institution as they integrated ICT became more self-assured and able to incorporate ICT tools that made it possible for them to be successful teachers. In contrast, obstacles including lack of infrastructure, time limitations and the absence of administrative support were identified as obstacles to successful implementation. The study concludes that enhancing teachers’ positive attitudes toward ICT requires targeted professional development programs, supportive leadership, and equitable resource distribution. These findings have practical implications for schools, teacher education institutions, and policymakers committed to fostering inclusive and sustainable ICT integration within the education system.
APPLYING GENDER DIFFERENCES IN PHONOLOGICAL AWARENESS TO ENHANCE STUDENTS’ READING ABILITY Winarto, Eline Rozaliya; Aprianti, Fitri
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8216

Abstract

Phonological awareness is the first stage in enhancing kids' reading skills. Phonological awareness provides the foundation for youngsters to associate written letters with their voices, which will help them understand the reading process. Primary school reading abilities provide the groundwork for subsequent reading success. The research technique that utilized to conduct study on phonological awareness and reading ability of male and female primary school pupils is a research method that combines quantitative and qualitative data, commonly known as the Mixed-Method. To obtain quantitative data, this method employs one experimental group, whereas to obtain qualitative data, classroom observation, questionnaires, and interviews conducted on experimental. The subjects of this study were low-grade male and female pupils at primary schools in Cirebon. A basic random sampling procedure is used to determine the samples. There were four types of data gathering procedures used in this study: phonological awareness, observation, questionnaires, and interviews.  This study leads to several findings. First, the findings are broadly consistent with previous research in the field of PA in primary children. The study discovered a consistent developmental trajectory in the majority of the PA tasks in favor of primary children. In addition, females outperformed males in some PA subtests. In order to eliminate obstacles to advancing their reading abilities, elementary students must be trained on PA exercises.
Literacy for Peace: A Program to Prevent Bullying and Promote Positive Character in Elementary School Winarto, Eline Rozaliya; Siti Nuraeni, Rani; Mayasari, Ria; Khairana, Rika; Hildayanti, Rima; Septiana, Risna; Meilin, Rizka Karima
JURNAL ABDIMAS SERAWAI Vol. 5 No. 2 (2025): Jurnal Abdimas Serawai (JAMS)
Publisher : Program Studi Administrasi Fakultas Ilmu Sosial dan Ilmu Politik Universitas Muhammadiyah Bengkulu 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jams.v5i2.8167

Abstract

Bullying in schools can harm children' mental and emotional well-being and possibly result in poor character traits down the road. Bullying has negative effects on learning environments, trauma, and self-confidence. It is crucial to put bullying prevention into practice in order to address this problem. In the community, at school, and at home, literacy activities help youngsters develop morality and comprehend information. This community service was provided using an organized way during the PPL 1 Program at SDN Silih Asuh 2. Enhancing the pupils' literacy culture is the goal of this community service project. Through the "True Friends Do Not Bully" exercise, SDN Silih Asuh 2's literacy program blends character education with literacy abilities. The community service includes preparation, cooperation with guiding lectures and supervising teachers, and the execution of socializing and contests. In addition to outreach initiatives involving students in grades 1–6, this activity includes poetry, short story writing contests, posters for higher classes, and coloring pages for younger grades. Students' creativity is stimulated and literacy is improved through this practice. Students' writing abilities, creative expression, and comprehension of anti-bullying principles are all enhanced as a consequence of this set of exercises. Additionally, there are tangible results in the shape of a book that compiles the students' best poetry and short tales. Because it encourages the integrated development of students' literacy and character, this activity can be used as a model by other educational institutions.
DIFFERENTIATED INSTRUCTION IN INCLUSIVE EFL CLASSROOMS: A TWO-CYCLE CASE STUDY FROM INDONESIA Susilawati; Fitri Aprianti; Eline Rozaliya Winarto
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.111

Abstract

The implementation of inclusive classrooms is a mandated educational policy in Indonesia, requiring schools to accommodate students with diverse learning needs, including those with special educational needs (SEN). Within this framework, this study investigates how differentiated instruction (DI) is enacted in an inclusive junior high school EFL classroom in Cirebon and examines its influence on students’ academic engagement and affective experiences. This study provides the first systematic documentation of all four DI components, including content, process, product, and learning environment, across two instructional cycles in an Indonesian inclusive EFL classroom, with disaggregated analysis of student responses by learning profile. Adopting a qualitative case study design, data were collected through classroom observations, formative assessments, teacher reflections, and semi structured interviews, enabling methodological triangulation across the two cycles. The findings show that the teacher implemented multiple forms of differentiation, particularly in content and process, through strategies such as recorded word lists, peer assisted learning, group discussions, visual scaffolds, and tiered tasks. As instruction progressed, these strategies were refined to respond more consistently to students’ diverse readiness levels and learning challenges. Student experiences varied by learning profile: auditory learners showed strong academic engagement but limited affective involvement; kinesthetic learners demonstrated balanced participation; and verbal social learners benefited most from collaborative activities. Students with SEN were supported through extended time, visual aids, and peer mentoring, while independent learners responded positively to opportunities for creative autonomy. Overall, the study shows that differentiated instruction enhances equitable access to EFL learning while fostering motivation, confidence, and belonging in heterogeneous classrooms..
Madrasah Tsanawiyah Teacher’s Formative Assessment Practices in EFL Classroom Rizqiyatul Mubarokah; Susilawati Susilawati; Eline Rozaliya Winarto
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 12 No. 1 (2026): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/v12i1.2330

Abstract

This study aims to analyze the formative assessment practices implemented by English as a Foreign Language (EFL) teachers at the Madrasah Tsanawiyah level. This focus identifies the obstacles that prevent the teacher from conducting formative assessment optimally. This could relate to time constraints, large class sizes, and student diversity. The research employs a qualitative approach with a descriptive design, where data were collected through classroom observations and document analysis. The participants consisted of one EFL teacher. The findings reveal that the teacher applied four main formative assessment techniques: (1) questioning, (2) group discussions, (3) student presentations, and (4) assignments or homework. These techniques can help monitor students' learning progress and increase their participation, although their effectiveness varies depending on classroom dynamics and student characteristics. The study contributes to the broader understanding of formative assessment implementation in Islamic junior high school settings, an area that has received limited research attention compared to other educational levels. The findings of this study contribute concretely to the field in three specific ways. First, for EFL teachers at the MTs level, it provides a validated inventory of practical, low-preparation formative assessment strategies that can be immediately applied in large classrooms to enhance student speaking and writing skills. Second, for educational practitioners and curriculum developers, it identifies the specific types of feedback that most effectively boost student engagement, offering a blueprint for revising the English curriculum to include structured formative checkpoints. Third, for the Madrasah institution itself, the results highlight critical areas for professional development, enabling the school administration to organize targeted training workshops that address the real-world challenges teachers face in implementing classroom-based assessments.
Co-Authors Adha, Irka Fitri Atla, Vany Septiyanti Putri Charisma, Dila Dila Charisma Dila Charisma Dinda Tri Azhari Fitri Aprianti Fitri Aprianti, Fitri Frhiesty Dewi L.H Hanif Nurcholish Adiantika Hildayanti, Rima Jahni, Intan Khairana, Rika Kiki Nur Ais Meilin, Rizka Karima Novi Berliana Sukoco Putri Alma Putry, Rizki Aprillia Nabila Raman, Arumugam Ria Mayasari Rizqiyatul Mubarokah Septiana, Risna Sirniawati Siti Nuraeni, Rani Sudrajat, Muhamad Donny Susilawati Susilawati Susilawati Susilawati