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All Journal English Review: Journal of English Education Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal) ANUFA ASEAN Journal of Educational Research and Technology
Fajriah, Yustika Nur
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHER’S SCAFFOLDING IN ACADEMIC READING AND WRITING BY USING SMALL GROUP DISCUSSION IN UNIVERSITY LEVEL Rahmiadji, Asti; Hendardi, Henda; Meilani, Zihan Fauziah; Fajriah, Yustika Nur
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.48

Abstract

The using of scaffolding in many teaching subjects has been used by teachers. Many lectures use scaffolding to embrace the students and make easier the learning. Lectures also use micro-scaffolding and macro- scaffolding for teaching. Previous study said that using scaffolding has advantages and disadvantages. However, this article attempts to find out the result of using scaffolding in Academic Reading and Writing in classroom. This study using qualitative with case study as a path to gain the information, with an English lecturer in one of university in Garut. This study also used non-participant observation as instrument and gathering the information using inductive analysis. The finding indicate that scaffolding make the classroom interact each other
THE DIFFERENCES BETWEEN THE 2013 CURRICULUM AND THE MERDEKA CURRICULUM: TEACHER’S UNDERSTANDING Afgany, Dea Marwah; Fajriah, Yustika Nur; Nursalam, Hafidatun; Soni, Mohammad
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal)
Publisher : IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i3.78

Abstract

Curriculum change is conducted as an effort to raise the standard of education. In Indonesia context, the education curriculum has been shifted from the 2013 Curriculum to the Merdeka Curriculum. This change brings out some pros and cons in which some teachers support this alteration, meanwhile, others say no to this change. In response to that claim, this research aimed to analyze the differences between the 2013 Curriculum and the Merdeka Curriculum from the teacher’s understanding. To achieve that goal this qualitative research was conducted through the use of semi- structured interviews as the data collection. The data were collected from an English teacher in one of the senior high schools in Garut, West Java. The result showed that the respondent has quite understood the difference between the 2013 curriculum and the Merdeka curriculum in the aspect of the general characteristics of the curriculum and the learning method used. Even the findings revealed that understanding of the curriculum can be captured more for the Merdeka curriculum than the 2013 curriculum, meaning that there are many aspects of the 2013 curriculum that the teacher has implemented but she still does not fully understand. In spite of these findings, the teacher claims that there are challenges such as insufficient infrastructure or supporting factors of facilities to help her in conducting the Merdeka curriculum
INTEGRATING MULTIMODAL TEXTS IN GENRE-BASED APPROACH: TEACHER’S AND STUDENTS’ CHALLENGES AND BENEFITS Hidayat, R. Rizkiki Azkia; Fajriah, Yustika Nur; Nugraha, Irsyad
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal)
Publisher : IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i1.224

Abstract

Integrating multimodal text in Genre-Based Approach (GBA) is demanded in our recent era as well as the curriculum. Teachers and students will definitely experience challenges and benefits in the teaching and learning process. Thus, this study aimed to find out the challenges and benefits of integrating multimodal text in GBA. A qualitative study was employed as the methodology. This research was conducted at a public senior high school in West Java, involving one English teacher and 36 students from the twelfth grade as a research participant. The data was collected by classroom observation and interviews. The results were analyzed using inductive analysis by dividing the findings into two main themes, the challenges and the benefits experienced by the teacher and students. The research shows that major challenges that students and the teacher faced, included difficulties with resource accessibility, technical proficiency, time allocation, and preparation stage. As for the benefits, the results point to enhanced communication creativity, improved critical thinking abilities, accommodated differences in student learning styles, and increased engagement among students as essential advantages. In conclusion, integrating multimodal text in GBA provides more benefits than challenges for both the teacher and students. Therefore, it is recommended to integrate multimodal text in GBA, especially in teaching English
Navigating Complexity: Authentic Materials and Writing Development in a Pioneer School Program Humairah, Nenden Nur; Fajriah, Yustika Nur; Ar, Ismiati Annur Husnaeni; Janwar, Asyilla Agustina Mustika; Rahim, Norani Abd
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2614

Abstract

This study aims to explore the use of authentic materials in teaching writing within the School Mover program. Through a project-based learning approach, the research demonstrates that integrating authentic materials—such as news articles, social media posts, and song lyrics—significantly enhances students’ writing skills in Class VIII B of the 1st state junior high school in Garut, West Java, Indonesia. The use of authentic materials not only makes the learning process more engaging and relevant but also increases students’ motivation and participation. The findings reveal improvements in students’ ability to organize ideas logically, use appropriate vocabulary, and apply correct grammar. Additionally, support from teachers and peer feedback played a crucial role in the successful implementation of authentic materials. Although students initially faced challenges in understanding complex texts, strategies such as text simplification and the use of visual aids helped them overcome these obstacles. This study recommends further use of authentic materials in various educational contexts to improve students’ language skills.
Penguatan fondasi keterampilan berbicara bahasa Inggris dasar siswa SMP melalui pemanfaatan buku EXIST Fajriah, Yustika Nur; Pratiwi, Ma’rifah Nur; Rachmani, Rafsya; Grizela, Winda; Purbo, Zamtrio; Al-awwal, Rijal Hengki Adil; Irsyad, Muhammad Zanuar
Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Vol. 6 No. 2 (2025)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jp2m.v6i2.23606

Abstract

Kemampuan berbicara bahasa Inggris masih menjadi persoalan yang belum terselesaikan, khususnya di daerah dengan banyak keterbatasan sumber daya. Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan berbicara siswa terkait pemahaman dan penyampaian instruksi sederhana berbahasa Inggris. Kegiatan dilaksanakan di salah satu SMP negeri di Kabupaten Garut, melibatkan 51 siswa kelas IX. Metode yang digunakan meliputi analisis kebutuhan, validasi instrumen pre-test dan post-test, validasi media (buku EXIST berbasis multimodal dan konseptual), serta demonstrasi penggunaan buku tersebut. Hasil menunjukkan peningkatan signifikan dalam kemampuan siswa memahami dan menyampaikan instruksi sederhana berbahasa Inggris dalam konteks sehari-hari. Hal ini didukung oleh nilai p=0.000039, yang mengindikasikan efektivitas intervensi.Pemanfaatan buku EXIST berbasis multimodal dan konseptual secara efektif mendukung penguatan fondasi keterampilan berbicara berbahasa Inggris di lingkungan dengan sumber daya terbatas. Temuan ini mengimplikasikan potensi besar buku EXIST sebagai model pembelajaran yang adaptif dan efektif untuk direplikasi atau diadopsi di sekolah-sekolah lain dengan karakteristik serupa, berkontribusi pada pemerataan kualitas pendidikan bahasa Inggris.
Enhanching Digiital Literacy and Introduction AI Application for Learning Purposes Soni, Mohammad; Fajriah, Yustika Nur; Nugraha, Irsyad; Nurjamin, Lucky Rahayu; Adiansyah, Adi; Isnawati, Isnawati
Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 03 (2024): Indonesian Journal of Community Empowerment (August)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v5i3.961

Abstract

The importance of digital literacy and AI integration, aims to explore effective strategies in implementing digital literacy and introducing AI applications in the context of learning that can overcome current and future challenges. The purpose of this community service activity is to provide students with an understanding of improving digital literacy. This community service activity is carried out through lectures, collaboration, and mentoring to directly implement the use of information systems to increase learning motivation using AI applications for students of MAN 5 Garut. The results of this community service activity can be identified that through the practice of AI applications for students that can improve digital literacy.
BOOSTING STUDENTS' IDEAS THROUGH TEXT MODELLING: A CLASSROOM ACTION RESEARCH ON DISCUSSION WRITING Fajriah, Yustika Nur; Rachmani, Rafsya; Vinh, Hoang Thi Tuong
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11838

Abstract

This study explores the use of Modeling of the Text (MoT) within the Genre-Based Approach (GBA) to enhance students' ability to construct well-supported arguments in discussion texts. Despite the recognized potential of MoT as an explicit teaching method, it remains underexplored in academic research. This Classroom Action Research, conducted over two cycles, involved 39 students, with a focus on 6 participants from a senior high school in West Java, Indonesia. Data were collected through classroom observations and text analysis. Findings from Cycle 1 indicated that while students were familiar with the structural components of discussion texts, they struggled with developing arguments, integrating evidence, and formulating a clear stance. However, in Cycle 2, the introduction of Toulmin’s Argumentation Model, counter-argument practice, and explicit teaching led to significant improvements in their writing. These interventions helped students construct more coherent arguments, engage in critical reasoning, and incorporate supporting evidence more effectively. Based on these results, the study advocates for teaching approaches that go beyond structural awareness to include targeted instruction on argumentation strategies, stance formulation, and the integration of research and digital literacy skills. Additionally, it suggests adopting differentiated instruction to address diverse student needs. The study concludes by recommending further research to examine the long-term effects of these instructional strategies on students’ writing proficiency.
AI-Based Training: ‘Speaking with Stimuler’ Program at SMAN 11 Garut Nugraha, Irsyad; Fifian, Fifian; Ghandy, Ghandy; Hilda, Hilda; Dya, Dya; Hemalia, Hemalia; Nurjamin, Lucky Rahayu; Suparman, Asep; Fajriah, Yustika Nur
Indonesian Journal of Community Empowerment (IJCE) Vol 6 No 1 (2025): Indonesian Journal of Community Empowerment (Februari)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v6i1.1068

Abstract

This community service program was carried out at SMAN 11 Garut with the aim of enhancing students’ speaking skills through the application of Artificial Intelligence (AI) using the “Speaking with Stimuler” approach. The activity was conducted in two stages, namely the delivery of materials by the service team and a hands-on practice session facilitated by the students. The results show that the integration of AI in speaking practice contributes to improving students’ language abilities, fostering more interactive learning experiences, and reducing repetitive burdens in the teaching process. Despite several challenges such as the need for continuous training and readiness of supporting infrastructure, the program proved effective in increasing students’ enthusiasm and competence. This activity highlights the potential of AI-based learning models as an innovative method to strengthen speaking skills in the context of secondary education. Keywords: Artificial Intelligence1; Speaking with Stimuler2; language learning3; community service4
English Communication Skills Training for Students through the Communicative Language Teaching Method Soni, Muhammad; Fajriah, Yustika Nur; Nugraha, Irsyad; Nurjamin, Lucky Rahayu
Indonesian Journal of Community Empowerment (IJCE) Vol 6 No 3 (2025): Indonesian Journal of Community Empowerment (August)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v6i3.1074

Abstract

Given the challenges and needs mentioned above, English language skills training through speaking is a strategic and crucial step for students. This community service activity aims not only to improve their English skills but also to prepare them to face the challenges of an increasingly connected global world. The methods employed include role-playing and group-based projects. The results of this community service activity identified students as possessing English language skills through the CLT method, which plays a role in shifting their learning paradigm from passive and focused on mastering grammatical structures to active, communicative, and meaning-oriented. This training opens new insights into how to learn and use English. English communication skills training through the CLT method successfully equips students with language competencies that are not only theoretical but also practical and contextual. Thus, through this method, students learn to use English as a real-life communication tool that can support academic activities, social life, and prepare them for entering the global workforce.
Antusiasme dan Kreativitas Siswa Kelas X Sekolah Penggerak dalam Menulis Cerpen melalui Meniru dan Memodifikasi Nurjamin, Asep; Mulyanto, Agus; Nurjamin, Lucky R.; Fajriah, Yustika Nur
Anufa Ikaprobsi Vol 3 No 1 (2025): Juni
Publisher : Ikaprobsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63629/anufa.v3i1.106

Abstract

Rendahnya antusiasme dan kreativitas siswa kelas X dalam menulis cerpen, bahkan di Sekolah Penggerak yang seharusnya menjadi pusat inovasi pembelajaran, menunjukkan adanya permasalahan serius dalam strategi pengajaran sastra. Banyak siswa kesulitan memulai tulisan, mengembangkan alur, serta mengekspresikan ide secara orisinal, yang mengakibatkan rendahnya kualitas karya. Penelitian ini bertujuan menguji keefektifan model meniru dan memodifikasi dalam meningkatkan antusiasme dan kreativitas siswa menulis cerpen. Metode penelitian yang digunakan adalah eksperimen dengan pendekatan kualitatif-kuantitatif, melibatkan siswa kelas X di satu Sekolah Penggerak sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara, tes menulis cerpen, dan dokumentasi karya siswa, kemudian dianalisis secara deskriptif dan komparatif untuk melihat perubahan sebelum dan sesudah penerapan model. Hasil penelitian menunjukkan bahwa tahap peniruan terhadap teks teladan memberikan stimulus awal yang efektif, sementara tahap modifikasi mendorong siswa mengintegrasikan ide pribadi ke dalam kerangka cerita yang telah dipahami. Peningkatan terlihat pada aspek kohesi, koherensi, kekayaan kosakata, serta variasi ide cerita. Selain itu, antusiasme siswa meningkat signifikan, tercermin dari partisipasi aktif dalam diskusi dan kolaborasi kreatif. Kesimpulan penelitian menegaskan bahwa model meniru dan memodifikasi efektif sebagai strategi pembelajaran menulis cerpen, sekaligus relevan dengan prinsip Kurikulum Merdeka yang menekankan pembelajaran kreatif, kontekstual, dan berpusat pada siswa.
Co-Authors Adiansyah, Adi Afgany, Dea Marwah Agus Mulyanto Al-awwal, Rijal Hengki Adil Ar, Ismiati Annur Husnaeni Asep Nurjamin ASEP SUPARMAN Dya, Dya Fifian, Fifian Firdaus, Hijrin Ahmad Ghandy, Ghandy Grizela, Winda Hemalia, Hemalia Hendardi, Henda Hidayat, R. Rizkiki Azkia Hilda Hilda Humairah, Nenden Nur Irsyad, Muhammad Zanuar Isnawati Isnawati Janwar, Asyilla Agustina Mustika Meilani, Zihan Fauziah Nugraha, Irsyad Nurjamin, Aisyah Khoerunnisa Nurjamin, Lucky R. Nurjamin, Lucky Rahayu Nursalam, Hafidatun Pratiwi, Ma’rifah Nur Purbo, Zamtrio Rachmani, Rafsya Rahim, Norani Abd Rahmiadji, Asti Soni, Mohammad Soni, Muhammad Vinh, Hoang Thi Tuong