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All Journal CONCEPT Devotion: Journal of Research and Community Service Al-Mu'awanah Jurnal Pengabdian Masyarakat J-LEE - Journal of Law, English, and Economics SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT JR-ELT (Journal of Research in English Language Teaching)
Soali, Muhammad
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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MEME INTEGRATION IN ENGLISH WRITING INSTRUCTION Krisbiantoro, Benny; Soali, Muhammad
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v7i1.64

Abstract

The research method for utilizing memes in English writing instruction involves several steps, beginning with the identification and selection of relevant memes aligned with learning objectives. These memes aim to foster creativity and enhance students' comprehension of English content. Following this, writing activities integrated with memes are designed and implemented to stimulate critical thinking and expression in diverse contexts. The method's effectiveness is evaluated by analyzing students' writing quality pre and post-meme incorporation, along with gathering feedback to assess its success in enhancing English comprehension. The findings highlight the significance of meme integration in engaging students effectively, stimulating creativity, and enhancing comprehension. Moreover, the memes consistently prompted improved critical thinking and expression among students in various contexts, contributing to enhanced language proficiency and originality. However, educators should curate memes thoughtfully to ensure relevance and educational value, with ongoing professional development crucial for maximizing the method's potential. In conclusion, meme integration has proven to be a dynamic pedagogical tool, enhancing student engagement, critical thinking, and writing skills, yet necessitating careful curation and continual educator development for its effective implementation.
Enhancing Digital Literacy for Young Learners: Pengenalan Teknologi Digital dan Bahasa Inggris untuk Siswa PAUD dan TK Tri Pujiani; Soali, Muhammad; Ida Dian Sukmawati
Jurnal Pengabdian Masyarakat - PIMAS Vol. 4 No. 1 (2025): Februari
Publisher : LPPM Universitas Harapan Bangsa Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/pimas.v4i1.1778

Abstract

This community service program aims to enhance digital literacy among young children through interactive and educational activities. The program includes the introduction of basic technology, such as the use of computers and related devices, as well as the development of children's vocabulary through images, stories, and games. Additionally, the program focuses on improving speaking and listening skills, encouraging children to actively speak and listen attentively. The introduction of digital storytelling plays a key role in building children's imagination and fostering an interest in both technology and books. Furthermore, the program seeks to cultivate a love for reading by introducing picture books, both in physical and digital formats. Through this approach, it is expected that children will be better prepared for the digital era and develop essential skills for their daily lives
Enhancing intercultural competence and global engagement through COIL: A narrative literature review Rakhma, Shafia Aulia; Kafah, Aulia Zilmi; Soali, Muhammad
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i1.6713

Abstract

This study investigates the impact of Collaborative Online International Learning (COIL) on enhancing intercultural competence, digital literacy, and global citizenship among higher education students. Using a narrative literature review supported by the frameworks of social constructivism, transformative learning, and technological determinism, this research synthesizes findings from 22 peer-reviewed studies. The results show that COIL promotes inclusive international learning by enabling cross-cultural collaboration without physical mobility. It also highlights COIL’s potential to democratize access to global education, support the development of 21st-century competencies, and foster reflective, interculturally aware learners. However, challenges such as technological inequality, time zone coordination, and institutional readiness remain significant. The study concludes that with strategic implementation and ongoing support, COIL can evolve into a sustainable and transformative model for global learning in higher education. Keywords: COIL; Global Awareness; Learning Materials; Global Learning; Intercultural Competence; Virtual Collaboration  
PELATIHAN TOEFL ONLINE MELALUI MEDIA YOUTUBE UNTUK SANTRI PONDOK PESANTREN DARUSSALAM PURWOKERTO Pujiani, Tri; Nisa, Khoirun; Soali, Muhammad
Al-Mu'awanah: Jurnal Pengabdian kepada Masyarakat Vol 1 No 2 (2020): Desember 2020
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/almuawanah.v1i2.8051

Abstract

TOEFL adalah salah satu tes yang banyak digunakan di negara-negara yang bukan penutur asli Bahasa Inggris untuk mengukur kemampuan berbahasa Inggris mereka. Sertifikat TOEFL sangat penting untuk beberapa keperluan seperti syarat pengajuan beasiswa, mendaftar kuliah baik di dalam maupun di luar negeri, melamar kerja, syarat kenaikan jabatan, dan lain-lain. Mengingat pentingnya sertifikat tersebut, maka pengetahuan tentang TOEFL dan skor yang tinggi pun sangat diperlukan. Meskipun demikian, mendapatkan skor yang tinggi tidaklah mudah bagi semua orang. Setidaknya itu yang diungkapkan santri Pondok Pesantren Darussalam dalam wawancara personal. Oleh karena itu, solusi yang ditawarkan adalah pemberian pelatihan TOEFL online melalui media YouTube mengingat keadaan sekarang ini dimana covid-19 telah mewabah di seluruh dunia dan semua warga dianjurkan untuk di rumah saja. Dari kegiatan pelatihan TOEFL yang dilaksanakan dari tanggal 10 September hingga 25 November 2020, diperoleh hasil bahwa terdapat peningkatan yang sigfikan dalam score TOEFL para santri sebelum dan seduah kegiatan. Kedepannya diharapkan hasil dari pengabdian ini bisa menambah wawasan santri tentang tips dan trick untuk menaklukan TOEFL sehingga dapat meraih skor yang tinggi yang pada akhirnya dapat membuka peluang yang lebih luas bagi mereka.
EXPLORING STUDENTS’ PERCEPTIONS OF ICT-INTEGRATED PROJECT-BASED LEARNING IN AN EFL CRITICAL LISTENING COURSE Soali, Muhammad; Hepriansyah, Azwan
J-LEE - Journal of Law, English, and Economics Vol. 7 No. 1 (2025): JLEE VOL 7 NO 1
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effectiveness of ICT-based Project-Based Learning (PjBL) in enhancing critical listening skills among fourth-semester students of the English Language Education program at Universitas Harapan Bangsa. In response to the growing demand for 21st-century skills and the integration of digital tools in language learning, the research applies a qualitative method through classroom-based observation, documentation, and interviews. Findings reveal that students not only showed improved comprehension and engagement in listening tasks but also developed higher-order thinking skills, collaboration, and digital literacy. ICT tools such as podcasts, video-based tasks, and interactive platforms were found to be instrumental in facilitating authentic and meaningful learning experiences. The use of PjBL also allowed students to take ownership of their learning, promoting autonomy and self-efficacy. Despite challenges such as varying digital proficiencies and time management issues, the results highlight the potential of ICT-integrated PjBL to transform traditional listening instruction into a more interactive, student-centered process. This study contributes to the body of knowledge on language pedagogy by offering empirical insights into how ICT and project-based methodologies can foster critical listening in higher education settings. Keywords: ICT integration, Project-Based Learning, critical listening, digital literacy, EFL learners, language pedagogy
Penguatan Keterampilan Abad ke-21 melalui Joyful Learning dalam Pembelajaran Bahasa Inggris di Sekolah Menengah Pujiani, Tri; Soali, Muhammad; Sukmawati, Ida Dian; Andari, Novi
Jurnal Pengabdian Masyarakat - PIMAS Vol. 4 No. 3 (2025): Agustus
Publisher : LPPM Universitas Harapan Bangsa Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/pimas.v4i3.1977

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan komunikasi Bahasa Inggris siswa SMA melalui penerapan joyful learning berbasis metode role play. Kegiatan dilaksanakan di SMA Muhammadiyah 1 Purwokerto dengan melibatkan siswa kelas XII dan kelas unggulan Bahasa Inggris dalam pembelajaran interaktif bertema “Ordering Food at the Restaurant.” Rangkaian kegiatan mencakup pembukaan, ice breaking, penyampaian materi, praktik, produksi, dan refleksi. Hasil kegiatan menunjukkan bahwa metode role play mampu mendorong partisipasi aktif siswa, menumbuhkan kepercayaan diri, serta menciptakan suasana belajar yang menyenangkan dan bermakna. Selain itu, kegiatan ini juga mendukung pengembangan keterampilan abad ke-21 seperti komunikasi, kolaborasi, berpikir kritis, dan kreativitas. Kolaborasi antara perguruan tinggi dan sekolah mitra turut memperkuat relevansi pembelajaran Bahasa Inggris dalam konteks kehidupan nyata. Pendekatan ini diharapkan dapat menjadi inspirasi untuk diterapkan di lingkungan pendidikan lainnya.
The Implementation of Task-Based Language Teaching to Develop Students’ Grammar Accuracy Soali, Muhammad; Ashadi , Ashadi; Hepriansyah, Azwan
Devotion : Journal of Research and Community Service Vol. 4 No. 4 (2023): Devotion: Journal of Research and Community Service
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/devotion.v4i4.456

Abstract

This research aims to find out; (1) whether task-based language teaching can develop students’ grammar accuracy; and (2) whether the implementation of Task-Based Language Teaching can develop class condition in grammar class of the second-grade students of English Department of Universitas Harapan Bangsa. The method used in this research is classroom action research. It was conducted in two cycles from October to December 2021 at the first-grade students of English Department of Universitas Harapan Bangsa. The research result shows that the use of Task-Based Language Teaching can develop the students’ grammar accuracy. The students succeed to make sentences in various tenses with correct form and meaning. The results of all cycles conducted as follows; the average score of post-tests in cycle I is 64, and post-test in cycle II is 73. The class condition also became better since the method was applied. They are more active joining the learning process. They applied the language rules they learned communicatively in the spoken and written forms. This condition made them aware of their ability to use the standard language in the communication. In conclusion, task-based language instruction can improve the classroom environment and the students' grammar proficiency. Both the academic performance and the learning environment of the students are benefited by this approach.
AN ERROR ANALYSIS OF NON- ENGLISH STUDENTS DEPARTMENT IN ANSWERING LISTENING SECTION IN TOEFL Soali, Muhammad; Pujiani, Tri
J-LEE - Journal of Law, English, and Economics Vol. 2 No. 1 (2020): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/j-lee.v2i01.593

Abstract

Abstract Several universities in Indonesia apply the TOEFL test as one of the graduation requirements by considering the importance of mastering English for students, either continuing higher education levels or as a requirement for applying for jobs. Each university has a different standard score as a requirement for graduation. Some universities use the TOEFL test to measure the ability of their students in English. In practice, many students experience difficulties. This study aims to determine the most difficult part of the TOEFL listening comprehension and to determine the factors that make it difficult for students to do listening. 25 seventh semester students of Nursing Study Program participated in this study selected by using random sampling techniques. Descriptive qualitative method was used in this research. The results of this study indicate that the difficulties experienced by students based on the content of their listening material are difficulties in choosing synonyms of keywords, double negative expressions, idioms, main idea of ​​the paragraph, and detailed information. Difficulties related to listeners are excessive anxiety, difficulty in concentration while listening, difficulties regarding vocabulary meaning, difficulty in drawing conclusions on conversations. Meanwhile, the factors that affect students' difficulty in doing TOEFL listening comprehension test questions are low level of self-confidence, low mastery of English vocabulary, low mastery of the skills tested on the TOEFL test, inability in time management, and lack of intensity of practice on the TOEFL test. Kata Kunci: TOEFL listening, listening difficulty, listening comprehension, listening test. Abstrak Sebagian universitas di Indonesia menerapkan tes TOEFL sebagai salah satu persyaratan kelulusan dengan pertimbangan pentingnya penguasaan Bahasa Inggris untuk mahasiswa. Beberapa universitas menggunakan tes TOEFL untuk mengukur kemampuan siswanya dalam Bahasa Inggris. Dalam praktiknya mahasiwa mengalami kesulitan, terutama pada listening comprehension. Penelitian ini bertujuan untuk mengetahui elemen tersulit dari TOEFL listening comprehension dan mengetahui faktor yang membuat mahasiswa kesulitan dalam mengerjakan listening comprehension. 25 mahasiswa semester tujuh Program Study S1-Keperawatan menjadi partisipan dalam penelitian ini dengan menggunakan teknik random sampling. Metode qualitative deskriptif digunakan dalam penelitian ini. Hasil dari penelitian ini menunjukkan bahwa kesulitan yang dialami siswa berdasarkan konten listening material nya adalah kesulitan dalam memilih synonym of keyword, double negative expressions, idioms, main idea of the paragraph, dan detail information. Kesulitan yang berkaitan dengan listener yaitu kecemasan yang berlebihan, kesulitan berkonsentrasi saat mendengarkan, kesulitan perihal makna vocabulary, kesulitan mengambil kesimpulan percakapan. Sedangkan faktor yang mempengaruhi mahasiswa kesulitan dalam mengerjakan soal test TOEFL listening comprehension yaitu rendahnya tingkat kepercayaan diri, rendahnya penguasaan vocabulary Bahasa Inggris, rendahnya penguasaan terhadap skills yang diteskan dalam tes TOEFL, ketidakmampuan dalam manajemen waktu, dan minimnya intensitas latihan mengerjakan test TOEFL. Keywords: listening, kesulitan listening, listening comprehension, test listening
Students' Self-Assessment in Writing Class Krisbiantoro, Benny; Soali, Muhammad; Wirasto, Anggit
J-LEE - Journal of Law, English, and Economics Vol. 4 No. 2 (2022): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/j-lee.v4i02.979

Abstract

The educational literature has devoted considerable focus to the pedagogical utility of rubrics in encouraging student learning and facilitating instructor feedback on student performance. However, there is little study on students' usage of self-assessment criteria in a context including a second or foreign language, and even less research has looked into the variables that affect the usefulness of the assessment criteria. The study aimed to investigate (1) how students perceive the rubric's function in evaluating their writing skills.; (2) according to the students, what factors affected the rubric's effectiveness for self-evaluation in the writing class? Forty students of the tenth grade of SMK Kesatrian Purwokerto got involved in this study. The researchers employed a self-assessment rubric and students’ reflective journals to collect the data. The findings of this study were that by helping students to set goals, make plans, keep an eye on themselves, and do reflection, rubrics were beneficial in fostering students' self-learning in writing skills. Rubric factors and users impacted the efficiency of the rubric for learner self-evaluation.
STUDENTS’ PERCEPTION OF EXTENSIVE READING PRACTICE: A CASE STUDY AT UNIVERSITY STUDENTS Soali, Muhammad
J-LEE - Journal of Law, English, and Economics Vol. 5 No. 1 (2023): JUNI
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/j-lee.v5i1.1159

Abstract

Abstract This case study's goal is to examine the students’ perception with the application of extensive reading (ER) at university students. To learn more about The factors affecting the students’ success in ER class. Five EFL students of Harapan Bangsa University, Banyumas, Central Java, Indonesia, who are currently enrolled in their sixth semester as research participants selected on purpose based on three key factors, i.e. They are familiar with Extensive Reading and have taken ER courses. The information for this study was gathered using questionnaires, interviews, and diary entries from respondents. The information was then processed in accordance with Miles, Huberman, and Saldana's (2014) suggested stages of an interactive model of data analysis. There are two key conclusions from the analysis. First, the students contrasted their opinions on Extensive Reading Class. While one participant expressed joylessness and difficulty, four respondents reported enjoyment and motivation in the ER class. The students' different starting points in reading proficiency and the constrained freedom to choose what to read may all be pointed to as explanations for the finding. Second, according to the participants' perspectives, there are five elements that contribute to the success of an ER class: internal motivation, reading with initiative, a supportive reading environment, the availability of role model, and a variety of ER-based activities. Keywords: Extensive reading, Extensive reading class, Extensive reading Practice, Reading practice
Co-Authors Ashadi , Ashadi Hepriansyah, Azwan Ida Dian Sukmawati Kafah, Aulia Zilmi Khoirun Nisa Krisbiantoro, Benny NOVI ANDARI Pujiani, Tri Rakhma, Shafia Aulia Ramdania, Nofa Elok Sukmawati, Ida Dian Tri Pujiani Wirasto, Anggit