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All Journal Journal of Languages and Language Teaching JISIP: Jurnal Ilmu Sosial dan Pendidikan JOLLT Journal of Languages and Language Teaching JURNAL ILMIAH GLOBAL EDUCATION NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Alinea: Jurnal Bahasa, Sastra, dan Pengajaran DEVOTE: Jurnal Pengabdian Masyarakat Global Innovative: Journal Of Social Science Research INSANTA: JURNAL PENGABDIAN KEPADA MASYARAKAT BEGIBUNG: Jurnal Penelitian Multidisiplin BEGAWE: Jurnal Pengabdian Masyarakat
Hendra Suryadi
Institut Pendidikan Nusantara Global
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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Analysis Spoof Text Production Ability of Class XI High School Students with Problem-Based Learning (PBL) Approach Yulandari, Evi Safitri; Suryadi, Hendra
Journal of Languages and Language Teaching Vol. 10 No. 1 (2022): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i1.4277

Abstract

There are 13 types of texts in English, but English teachers rarely teach spoof texts because most teachers are more focused on descriptive text, procedure text, etc. So, students' understanding of spoof texts was very low, even most students don’t know what the spoof text is, and they are not accustomed to producing texts. The Problem Based Learning approach was chosen to make it easier for teachers to help students produce texts. Therefore, this present study aims to analyze students’ abilities in producing spoof texts by using a problem-based learning approach. This research used qualitative descriptive and selected class XI students as a sample of this research. Data collection in this study used the following instruments: observation, interviews, and questionnaires to analyze the data in descriptive qualitative form. Based on the results, this study can conclude that the level of students’ ability to produce spoof texts after applying the Problem Based Learning Approach at the post-test is a complete category. It was proved that an average score of 73.9 and the highest score of 86. The percentage test of students' completeness was 78%, i.e., 14 of 22 students are included in the complete category. In comparison, 22% are not included in the complete category, meaning that students still need improvement.
Improving Academic Writing Skills in EFL Contexts among University Students in the Fifth Semester Yulandari, Evi Safitri; Suryadi, Hendra
Innovative: Journal Of Social Science Research Vol. 5 No. 3 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i3.19689

Abstract

Kemampuan menulis akademik merupakan keterampilan penting yang harus dikuasai mahasiswa, khususnya dalam konteks English as a Foreign Language (EFL). Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi mahasiswa semester lima dalam pengembangan keterampilan menulis akademik serta strategi pengajaran yang efektif untuk meningkatkan kemampuan tersebut. Metode penelitian yang digunakan adalah studi kasus kualitatif dengan melibatkan 25 mahasiswa dan 1 dosen pengampu mata kuliah Academic Writing di Institut Pendidikan Nusantara Global. Data dikumpulkan melalui wawancara, observasi kelas, analisis dokumen tulisan mahasiswa, dan jurnal reflektif. Hasil penelitian menunjukkan bahwa mahasiswa menghadapi kesulitan dalam organisasi teks, penggunaan bahasa akademik, integrasi sumber, dan pengelolaan kecemasan menulis. Di sisi lain, strategi seperti scaffolding, umpan balik berkelanjutan, penggunaan teknologi, dan refleksi diri terbukti efektif dalam mendukung perkembangan menulis akademik mahasiswa. Studi ini menekankan pentingnya pendekatan berbasis proses dan genre dalam pengajaran menulis, serta perlunya dukungan institusional yang berkelanjutan. Dengan menciptakan lingkungan pembelajaran yang suportif dan terstruktur, dosen dapat membantu mahasiswa EFL mengatasi hambatan dalam menulis dan membangun kepercayaan diri mereka sebagai penulis akademik.
Emotionally Intelligent Teaching Method: Integrating Social-Emotional Learning (SEL) into EFL Pedagogy in Islamic Senior High Schools of Lombok Hendra Suryadi; Evi Safitri Yulandari; M. Reka Jaya
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 2 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

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

Abstract

This study proposes and empirically examines an Emotionally Intelligent Teaching Method (EITM) that integrates Social-Emotional Learning (SEL) principles into EFL pedagogy in Islamic Senior High Schools across Lombok, Indonesia. Drawing on Mayer and Salovey's Emotional Intelligence Theory and CASEL's five SEL competencies, this quasi-experimental mixed-method research involved 120 students and 10 EFL teachers across three schools. The treatment group received 10 weeks of SEL-infused instruction embedded in communicative tasks, reflective journals, and peer interaction, while the control group followed the standard communicative approach. Quantitative data were collected using pre- and post-tests of language performance and emotional intelligence, while qualitative data were drawn from classroom observations, teacher interviews, and student reflective logs. Results revealed significant improvement in both language achievement (Cohen's d = 0.84, p < .01) and emotional intelligence (?² = .27) in the experimental group, compared with minimal changes in the control group. Qualitative findings confirmed that integrating SEL strategies fostered student motivation, empathy, and confidence in language interaction, aligning with the Islamic values of akhlaq (character) and ukhuwah (social harmony). These outcomes underscore that embedding SEL into EFL teaching not only enhances linguistic competence but also cultivates affective and interpersonal dimensions of learning. The study contributes theoretically to ELT by expanding task-based and affective pedagogy models, and practically by providing a replicable framework for emotionally intelligent teaching in religious schooling contexts.
PEMBERDAYAAN PEMUDA DESA SEDAU MELALUI PELATIHAN ENGLISH FOR TOURISM SEBAGAI UPAYA PENINGKATAN KOMPETENSI KOMUNIKASI DAN KUALITAS PELAYANAN DESA WISATA Hendra Suryadi; Suparlan; Mul Muliadi
BEGAWE: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2026): BEGAWE: Jurnal Pengabdian Masyarakat, April 2026
Publisher : Lembaga Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begawe.v4i1.386

Abstract

Pengembangan desa wisata memerlukan sumber daya manusia yang memiliki kompetensi dalam memberikan pelayanan kepada wisatawan, termasuk kemampuan berkomunikasi menggunakan bahasa Inggris. Desa Sedau memiliki potensi wisata alam yang cukup besar, namun kemampuan bahasa Inggris pemuda sebagai garda terdepan dalam pelayanan wisata masih terbatas. Kondisi tersebut menjadi kendala dalam memberikan pelayanan kepada wisatawan mancanegara dan mengurangi daya saing desa wisata. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi bahasa Inggris pemuda Desa Sedau melalui pelatihan English for Tourism berbasis pendekatan komunikatif (Communicative Language Teaching). Metode pelaksanaan meliputi analisis kebutuhan, penyusunan modul pelatihan, pelaksanaan pelatihan secara partisipatif, praktik lapangan melalui simulasi pelayanan wisata, serta evaluasi menggunakan pre-test dan post-test. Kegiatan diikuti oleh sekitar 20–40 pemuda Desa Sedau yang terlibat dalam pengembangan desa wisata. Hasil kegiatan menunjukkan adanya peningkatan kemampuan komunikasi bahasa Inggris peserta, khususnya dalam menyambut wisatawan, memberikan informasi objek wisata, memberikan petunjuk arah dan menjelaskan budaya lokal. Selain itu, peserta menunjukkan peningkatan rasa percaya diri dalam menggunakan bahasa Inggris selama praktik pelayanan wisata. Program ini memberikan dampak positif terhadap peningkatan kualitas sumber daya manusia desa dan mendukung penguatan daya saing Desa Sedau sebagai destinasi wisata berbasis masyarakat.
The Effectiveness of Adaptive Artificial Intelligence (AI)-Based Learning in Enhancing EFL Learners’ English Structure Mastery M. Wahyu Hadi; Hendra Suryadi; Suparlan Suparlan
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17708

Abstract

The urgency of this study stems from the growing gap in English language learning, particularly in mastering English structures such as passive voice and complex sentences, which has widened in the aftermath of the COVID-19 pandemic. EFL students often struggle to comprehend complex grammatical forms, which adversely affects their writing and speaking proficiency. Adaptive AI-based technology presents a promising solution by offering personalized, interactive, and effective learning experiences. This study aims to experimentally investigate the effectiveness of adaptive AI technology in enhancing EFL students’ understanding of English structure, specifically by comparing it to conventional teaching methods. A quasi-experimental design with a pretest-posttest control group approach was employed. The population consisted of undergraduate students majoring in English, and the sample comprised 60 students divided equally into experimental and control groups. The experimental group received instruction using adaptive AI technology, while the control group was taught using conventional methods. Data were collected through pretests, posttests, questionnaires, and interviews. Inferential statistical analysis, including MANOVA, was conducted to determine significant differences in grammar mastery between groups. The results indicated a statistically significant improvement in the experimental group's posttest scores (M = 84.70) compared to the control group (M = 74.30), particularly in mastering passive voice and complex sentences. Students also reported positive perceptions of the AI-based learning experience. This study contributes to the advancement of English language teaching and offers a scalable model for integrating adaptive AI in language education.
Improving Schoolars’ Listening Skills at SMPN 3 Gunungsari By Using The Song Suparlan; Fitri Ningsi; Hendra Suryadi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.2895

Abstract

The research aims to investigate improvement of the schoolars’ listening skills by using the song, identify the types of songs that are most effective, and examine schoolars’ responses toward song-based listening activities. This reserch used a quantitative descriptive research design and involved 28 of eigth-grade schoolars of SMPN Gunungsari. A questionnaire administered after schoolars participated in listening activities using English songs the data were collected. The questionnaire focused on schoolars’ experiences, preferences, motivation, and perceptions related to listening practice through songs. The collected data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The results of the research show that the majority of schoolars had positive attitudes toward the use of English songs in listening lessons. Most schoolars agreed that English songs helped them improve their understanding of pronunciation, vocabulary, intonation, and overall listening comprehension. Schoolars also reported higher motivation and enjoyment when learning through songs compared to traditional textbook audio materials. In addition, slow-tempo songs with clear lyrics were found to be the most effective, while fast or unclear songs caused some difficulties for schoolars. In conclusion, English songs are an effective and engaging tool for improving schoolars’ listening skills. To make a more enjoyable and effective learning environment, English teachers are encouraged to integrate suitable English songs into listening activities with appropriate guidance
Co-Authors A.A. Ketut Agung Cahyawan W Ahmad Taufik Ahmad Taufik Ahmad Zuhri Rosyidi ATIKA SALMAN PARIS Fathiaty Murtadho Fitri Ningsi Hasanah, Nurlaila Lustiyantie, Ninuk M. Reka Jaya Muh. Zaini Hasanul Muttaqin Muhammad Wahyu Hadi Muhsinun Muhsinun, Muhsinun Mul Muliadi Muslim Muslim Nuruddin, Nuruddin Rizki, Muh. Zainal Arifin Sry Anita Rachman Sukarto Sukarto Sukarto, Sukarto Suparlan Suparlan Suparlan Yulandari, Evi Safitri