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Assessment of English Language Learning in 2013 Curriculum Bulan, Arif; Suryaman, Maman; Nurhasanah, Enung; Mardiah, Mardiah; Hasan, Hasan
International Journal for Educational and Vocational Studies Vol 2, No 1 (2020): January 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i1.2036

This study aims to determine: (1) the implementation of the 2013 curriculum in the assessment of English learning conducted by teachers; (2) the implementation of the 2013 curriculum English learning assessment in terms of national examination results; (3) the implementation of the 2013 curriculum English learning assessment in terms of teacher stratum. This research is a survey research using a quantitative approach and supported by a qualitative approach. This research was conducted in 16 state high schools in Sleman Regency. The samples in this study were 34 English teachers, all of them had taught based on the 2013 curriculum. Data collection in this study used questionnaires, observations, document analysis and interviews. The data analysis technique used is quantitative and qualitative descriptive techniques. The results of this study indicate that: (1) the implementation of the 2013 curriculum in learning assessment gets an average score of 3.5 (very good). Learning assessment is carried out based on education assessment standards in the 2013 curriculum. (2) implementation of learning assessments that are in accordance with the 2013 curriculum in schools that have low, medium, and high national examination scores is included in the excellent category with an average percentage of 87.45%; (3) the implementation of learning assessment that is in accordance with the 2013 curriculum in terms of the stratum of teachers, that non-civil servant teachers implement higher learning assessment than civil servant teachers.

PELATIHAN DESAIN BAHAN AJAR DIGITAL TERINTEGRASI KOMPETENSI SOSIAL-EMOSIONAL UNTUK MENGATASI PERUNDUNGAN DI SEKOLAH PESISIR Purwati, Diana; Bulan, Arif; Budiman, Budiman
E-Amal: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 3: September-Desember 2024
Publisher : LP2M STP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/eamal.v4i3.3684

The training on designing digital teaching materials integrated with Social-Emotional Competence (SEC) aims to enhance teachers' competencies in developing effective teaching materials and integrating SEC into the learning process to address bullying in coastal schools. This study was conducted at SMPN 1 Hu'u, involving 40 teachers as participants. The community service activity consisted of several stages: planning, implementation, monitoring, and evaluation. The training included two days of intensive activities and one day of mentoring, where teachers were trained to design digital teaching materials that not only support academic learning but also foster students' social-emotional competence. The results of the training showed a significant improvement in teachers' skills in creating digital teaching materials and a deeper understanding of the importance of integrating SEC to address bullying in the school environment. This study confirms that such training is effective in empowering teachers to create a more inclusive and supportive learning environment

Assessment of English Language Learning in 2013 Curriculum Bulan, Arif; Suryaman, Maman; Nurhasanah, Enung; Mardiah, Mardiah; Hasan, Hasan
International Journal for Educational and Vocational Studies Vol. 2 No. 1 (2020): January 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i1.2036

This study aims to determine: (1) the implementation of the 2013 curriculum in the assessment of English learning conducted by teachers; (2) the implementation of the 2013 curriculum English learning assessment in terms of national examination results; (3) the implementation of the 2013 curriculum English learning assessment in terms of teacher stratum. This research is a survey research using a quantitative approach and supported by a qualitative approach. This research was conducted in 16 state high schools in Sleman Regency. The samples in this study were 34 English teachers, all of them had taught based on the 2013 curriculum. Data collection in this study used questionnaires, observations, document analysis and interviews. The data analysis technique used is quantitative and qualitative descriptive techniques. The results of this study indicate that: (1) the implementation of the 2013 curriculum in learning assessment gets an average score of 3.5 (very good). Learning assessment is carried out based on education assessment standards in the 2013 curriculum. (2) implementation of learning assessments that are in accordance with the 2013 curriculum in schools that have low, medium, and high national examination scores is included in the excellent category with an average percentage of 87.45%; (3) the implementation of learning assessment that is in accordance with the 2013 curriculum in terms of the stratum of teachers, that non-civil servant teachers implement higher learning assessment than civil servant teachers.

Need Analysis for Developing English Teaching Materials Using the Eco-ELT Approach to Enhance Environmental Literacy Among High School Students in Dompu Regency Bulan, Arif; Ramadhan, Risca Ariska; Wahyuni, Nur
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 1 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i1.417

This research aims to analyze the need for developing English teaching materials using the Eco-ELT (Ecological English Language Teaching) approach to increase environmental literacy among high school students in Dompu Regency. There are three main focuses in this research: (1) students' English learning characteristics, (2) students' English learning needs, and (3) obstacles faced by teachers in implementing environment-based learning. The research method used is a qualitative descriptive method, with data collection through interviews. The research results show that students have various learning characteristics which are influenced by motivation, teaching methods, and the availability of learning resources. Students need relevant, contextual and interactive learning materials to improve practical skills in English. In addition, it was found that teachers face a number of obstacles, including a lack of adequate facilities, resources and professional training. Thus, this research concludes that there is an urgent need to develop English language teaching materials based on Eco-ELT. This approach not only helps in improving students' English language skills but also fosters environmental awareness and literacy among high school students in Dompu Regency. The implications of these findings can be the basis for developing more effective and sustainable curriculum and learning strategies.

Pelatihan TOEFL bagi Pemburu Beasiswa S2 di dalam maupun di Luar Negeri untuk Mendukung Terjalannya Program Beasiswa NTB Ismail, Ismail; Rusdin, Rusdin; Purwati, Diana; Bulan, Arif
JAKAT : Jurnal Pengabdian Masyarakat Vol. 1 No. 1 (2024): Juli 2024
Publisher : JAKAT : Jurnal Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59584/jakat.v1i1.61

Dari tahun 2018 sampai tahun 2023, Provinsi Nusa Tenggara Barat (NTB) telah memogramkan BeasiswaNTB sebagai program unggulan yang bertujuan untuk meningkatkan kualitas sumber daya manusia yangada di NTB dengan mengirim putra-putri terbaik untuk melanjutkan studi ke luar negeri maupun kedalam negeri. Rumah Bahasa merupakan program dari Lembaga Pengembangan Pendidikan (LPP)Provinsi Nusa Tenggara Barat (NTB) yang dibentuk untuk mendukung terjalannya program BeasiswaNTB. Berkolaborasi dengan Dinas Pendidikan dan Kebudayaan NTB, Rumah Bahasa memberikanpelatihan peningkatan dan penguatan kapasitas berbahasa asing bagi masyarakat NTB, khususnyamasyarakat Dompu. Tujuan peningkatan bahasa asing dimaksudkan untuk membuka peluang bagi yangingin melanjutkan sekolah ke luar negeri maupun untuk keperluan peningkatan kapasitas pada tempatkerja. Pelatihan TOEFL Rumah Bahasa Kab. Dompu Batch V ini dilaksanakan mulai bulanJuli – November 2021. Adapun tahap pelaksanaan Pelatihan sebagai berikut: Pertama, tahampersiapan (meet and greet), Tes Kemampuan Awal Peserta (diagnostic Test),Pembelajaran, Tes Perkembangan Kemampuan (Try out), dan Tes Resmi TOEFL (OfficialTest). Pelaksanaan pelatihan ini berjalan lancar dan seluruh peserta sangat merasakanmanfaat dari pelatihan ini. Kemudian semoga pelatihan-pelatihan seperti ini bisa terus dilakukandi masa akan datang.

Towards English Education Sustainability: A Narrative Inquiry of an Islamic Eco-ELT School in Dompu Bulan, Arif; Wahyuni, Nur; Ramadhan, Risca Ariska; Karisma, Yana
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.80-102

This study aims to accomplish three primary objectives: (1) to identify the key elements that constitute Eco-ELT as a sustainability-oriented pedagogical practice, (2) to describe how school leaders and English teachers construct and enact these practices through their lived and narrative experiences, and (3) to explain the ecological meanings and values that sustain Eco-ELT within a local Islamic school. Drawing on in-depth interviews with the principal and an English teacher, classroom observations, and institutional documents, this study reveals that Eco-ELT is a lived practice shaped by historical, social, and environmental narratives. The findings show that Eco-ELT is rooted in a community initiative, an English course where tuition was paid with waste, which later evolved into a holistic sustainability vision. The principal’s leadership, grounded in reflective learning and community collaboration, led to programs such as SEKAM, English-area policies, and a school-wide environmental culture. Pedagogically, Eco-ELT is implemented through place-based learning, integrating grammar instruction with direct environmental observations in settings such as the Green Lab, composting areas, and thematic gardens. Students act not only as learners but also as ecological agents through roles like “language police” and daily environmental responsibilities. Despite facing challenges related to time constraints, attendance of non-boarding student, and initial skepticism from parents, the school adapts by enhancing communication and showcasing the visible transformation of students. Theoretically, this study positions Eco-ELT as a situated, narrative-driven ecological practice influenced by leadership and place. Empirically, it demonstrates how sustainability-oriented language education can be enacted in resource-constrained yet environmentally committed school contexts.

AI-Assisted Project-Based Language Learning in Indonesian Secondary Education: Enhancing Literacy and 21st-Century Competence Taufik, Taufik; Bulan, Arif; Hasan, Hasan; Marlina, Leni
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4942

The Society 5.0 era requires language education that integrates digital technology with humanistic, learner-centered pedagogy; yet in many Indonesian rural junior secondary schools, instruction remains lecture-dominated, literacy is confined to technical reading and writing, and the integration of artificial intelligence (AI) into Project-Based Language Learning (PBLL) is still underexplored. This study aims to explore how AI-based tools are integrated into PBLL to support literacy and 21st-century competence in Indonesian language instruction at SMPN 2 Woja, Dompu Regency. Employing a qualitative case study design, data were collected over three months (April–June 2025) through participatory observation (12 sessions), in-depth and focus group interviews, and documentation analysis. Participants, selected purposively, were one Indonesian language teacher, 28 eighth-grade students, and the school principal. Findings are reported as descriptive, context-bound evidence rather than causal proof. Four key results emerged: (1) AI tools such as Grammarly, Speech-to-Text, automated feedback, and educational chatbots were integrated as complements across pre-project, development, and revision phases; (2) students showed noticeable improvement in narrative and expository writing, with 21 of 28 students (75%) reaching the proficiency threshold in the final project assessment; (3) students responded positively, reporting increased motivation, autonomy, and metacognitive awareness, while voicing concerns about over-reliance; and (4) the teacher's role shifted from information provider to learning facilitator. Challenges included uneven digital literacy and limited infrastructure. The study concludes that AI-assisted PBLL is a feasible, humanistic model for Indonesian secondary language education, and recommends that teachers adopt it gradually, schools invest in infrastructure and sustained professional development, and policymakers embed equitable, ethical AI guidance within the Kurikulum Merdeka framework.

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