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ARIF RAHMAN
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Journal : Journal of Language and Literature Studies

 1 
The Use of Picture-Based English Materials to Improve Students’ Vocabulary Mastery for States Elementary Schools Muhsinin; Arif Rahman; Ahmad Javed Hassan; Said Malika Tridane Manu
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1795

Abstract

The research aimed to find out improving students’ vocabulary mastery by using pictures. This research was conducted by using Classroom Action Research (CAR). The subject of this research was grade III of MIN 2 Mataram 2023/2024 academic year which consisted of 35 students consisting of 20 female and 15 male. The object of this research was to improve the students’ vocabulary mastery through pictures. This researcher was conducted in two cycles which each consists’ of planning, acting, observing,  and  reflecting.  The  data  were   gathered  through  qualitative  and quantitative  data.  The  qualitative  data  were  gained  by  analyzing  the  test  and observation  result.  Then,  quantitative  data  were  obtained  from  the  students’ vocabulary score of pre-test and post-test. Based on the result of this research showed that there was a development on the students’ vocabulary mastery, it can be seen if the score of students who got >73 grew up. It can be seen from the mean score of pre-test were 61.31, the mean score of post-test 1 was 72.39, and the mean score of pot-test cycle 2 was 82.39. In addition, there were 12 students (31,57%) who passed Minimum Mastery Criterion (KKM) in the post test of cycle 1. Meanwhile, in the cycle 2, there were 23 students (89, 4%) who passed Minimum Mastery Criterion (KKM). so the criteria of success was achieved. Then, from the result of observation it showed that there was improvement of positive responses in the teaching-learning process of vocabulary through pictures as media and it also showed that the students were motivated in teaching-learning process during the implementation of pictures.
Questioning Strategies in the English Classroom Interaction: An Effort in Improving EFL Learners’ Language Skills Hulmayadi Rahman; Arif Rahman; Lalu Ari Irawan
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1796

Abstract

Questioning strategies provide students with necessary springboards for communication. To encourage the students engagement and thinking in English Language learning, teachers’ need use different types of questioning strategies. Therefore, this research aims to explore the teacher’s questioning Strategies use in the English classroom interactions. The current study was focused on identifying the types of questioning strategies used by the English teachers in the English classroom interaction and finding out the teacher and students’ perception on using questioning strategy in the classroom interaction. This research used descriptive qualitative research. The technique of collecting data used by the researcher was observation and interview towards the English teachers. The instrument of this research are taken field note, transcription, interview and observation note. The results of the study shows that teachers employed several questioning strategies in the classroom, including rephrasing, simplification, repetition, decomposition, and probing. These strategies were used for various purposes based on the functions associated with each strategy. This study further indicates that based on the data interview most of the students agree with the implementation of questioning strategy during teaching and learning process.  Moreover, students believe that the uses of this strategy improve their understanding of the materials and recall the previous English material especially in the beginning of the class. In addition, all of teachers give positive response to use of questioning strategies practice in English class. This is because the questions presented in the class by teachers to students are very important to examine the students understand the material provided.
Investigating EFL Police Officers’ Learning Needs and Problems in English Listening and Speaking Skills: An English Specific Purposes (ESP) Context I Made Ivan Prima Nugraha; Arif Rahman; Rimajon Sotlikova
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1800

Abstract

This research delves into the imperative nature of English speaking and listening competencies for tourist police officers and travel agents, crucial for efficacious communication with international tourists. Specifically, it focuses on the English linguistic needs and challenges faced by Mataram Police Officers (MPOs) stationed at the Mataram Town Police Station's counter. Adopting a qualitative methodology, the study employs questionnaires and interviews to gather data, involving a cohort of 15 police officers from Mataram as participants. The findings illuminate that MPOs necessitate enhancement in their English listening and speaking abilities across several critical functions. These include extending greetings and assistance, soliciting personal information, understanding tourists' issues and desires, and providing details on accommodations, travel, transportation, emergency services, directions, and advice on safety, travel, and shopping. The study reveals that for effective participation in English training programs, MPOs emphasize the need for proficiency in basic conversational English, advocating for the study of English textbooks and practical dialogue exercises. It is suggested that English training sessions be conducted over weekends, with each session lasting 1.5 hours, spanning a three-month period. The preference for instructors includes Thai teachers alongside native English speakers. The research further identifies the primary challenges in listening and speaking faced by the MPOs. Listening difficulties are predominantly attributed to the varied English accents, the challenge in capturing main ideas, and understanding fundamental expressions. Conversely, the speaking impediments involve articulating basic expressions, constructing complete sentences, and the pronunciation of English vowels. This study not only highlights the linguistic gaps in the professional capabilities of MPOs but also proposes targeted educational interventions to bridge these gaps, underscoring the significance of tailored English language training in enhancing the tourism policing experience.
Teaching Strategies Applied by EFL Teachers at Inclusive Classroom: An Learning Experince Learnt from Inclusive Classes Neliyam Tiraeni; Lalu Ari Irawan; Arif Rahman
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1801

Abstract

The term inclusion in the field of education is broadly defined as the incorporation of students with disabilities or those with special needs into general classrooms. In this regard, inclusive education represents a concept of education with the aim of fulfilling human rights in terms of education without any sense of discrimination. Therefore, this study aimed to explore the pedagogical strategies used by teachers to teach English in inclusive classrooms. This study applies a descriptive qualitative method embracing the data collection techniques;  observation, interviewing, and note-taking. The subject of this research was English teachers in the 9th grade of SMP IT Al Qimah. To analyze the data from observation, and interview, this study used data condensation, data visualization, and conclusion/verification. The results of this study show that English teachers at the immersion level apply two strategies when teaching English: active learning strategy and cooperative learning strategy. The problem that teachers encounter is the difficulty in choosing learning materials and controlling students' moods. To solve problems related to teaching English in inclusive classrooms, teachers should share and discuss with after-school teachers about students' abilities and learning goals. In addition, to enrich skills and knowledge dealing with the problems in teaching English in inclusive classes, teachers need to read many reference materials. Based on the result of the study, it is suggested that the teacher provide a smart solution besides, only sharing with shadow teachers and finding out a lot of references dealing with teaching strategies for inclusive students. Those solutions provide teachers with a lot of new insight and creativity to overlook the problems.
Teachers’ Challenges on ICT Implementation Using Google Meet as Teaching Media in English Language Teaching Cukup Wibowo; Arif Rahman; Jumadil; Hwang, Huang Yann
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1932

Abstract

The integration of Information and Communication Technology (ICT) in education has significantly transformed the teaching and learning process, particularly in language instruction. Among the various ICT tools, Google Meet has emerged as an innovative solution to enhance engagement and effectiveness in English language teaching, especially for young learners in junior high schools. This study aims to describe the English language teaching methods employed by English teachers to utilize Google Meet in junior high schools and identify the factors that hinder its use in the classroom. The research was conducted with English teachers at junior high schools, employing a descriptive qualitative method. Data were collected through teacher interviews and in-class observations, embracing both observational techniques and interviews. The gathered data were analyzed qualitatively through processes of reduction, data visualization, and comprehensive data analysis. To ensure the reliability of the data, researchers used triangulation methods. The findings of the study indicate that the use of Google Meet in junior high schools in Mataram is extensive, particularly with the implementation of the 2013 Curriculum and the Merdeka Curriculum. Google Meet is employed for various purposes, from managing attendance to student activation and scoring systems. To support the integration of Google Meet and reduce uncertainties in the teaching-learning process, schools have provided facilities such as Wi-Fi, projectors, sound systems, and individual Google Meet accounts for each class. Despite these advancements, the study identified several factors and conditions that limit the use of Google Meet. These include time constraints, as each teaching subject is allocated only one hour per week, and established classroom practices that may resist the adoption of new technologies.
Implementing Diagnostic Assessment in Designing Differentiated Learning for English Language Learning at the Junior High Schools Badrun Kholid; Arif Rahman; Lalu Ari Irawan
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1934

Abstract

The Merdeka Curriculum is an educational framework in Indonesia that emphasizes core subjects, personality development, and student skills. It integrates various assessments, including diagnostic, formative, and summative, to tailor education to individual student needs. Diagnostic assessments, in particular, are used to identify students' strengths and weaknesses, facilitating personalized learning experiences. Therefore, this study focuses on the implementation of diagnostic assessments in designing differentiated learning modules for English language learning in junior high schools in East Lombok. The purpose of this study is to investigate how teachers use diagnostic assessments to identify students' learning profiles, interests, and readiness, and how they subsequently design and implement differentiated teaching modules. This qualitative study involves interviews and observations with teachers who are implementing the Merdeka Curriculum. Data were collected through participatory observations and in-depth interviews to understand the practical application. The study revealed that teachers use three main tools for diagnostic assessment: the Quizizz application, the Akupintar.id website, and questionnaires. These tools help identify students' learning profiles and interests at the beginning of the school year. The research also identified five steps to develop differentiated learning modules: assessing students' needs, setting learning objectives, designing learning activities, incorporating different learning styles, and conducting regular formative assessments. Additionally, seven steps were found to be crucial for implementing differentiated learning, including classroom layout, use of varied learning materials, flexible teaching approaches, and regular assessment and feedback. The study can be concluded that the implementation of diagnostic assessments in the Merdeka Curriculum significantly aids in designing effective differentiated learning modules. This approach helps cater to individual student needs, enhancing their learning experiences and outcomes.
Improving Students’ Writing Skills in Composing Descriptive Texts with Clustering Technique: A Lesson Learned from Vocational Schools Jamaluddin; Jupri; Arif Rahman; Hassan, Ahmad Javed
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1943

Abstract

This study investigates the use of clustering techniques to improve students' writing skills in composing descriptive texts. This study used Classroom Action Search (CAR) as the research method. This study consisted of two cycles. Each cycle consists of four steps: Planing, Action, Observation, and Reflection. The researchers conducted this study over almost a month, as each  cycle was conducted in three sessions. To collect and analyze the data, the study used information from interviews, observations, questionnaires, and  students' pre-test and post-test performance to corroborate the data collected. The results of this study indicate that using clustering techniques in teaching descriptive writing can improve students' writing skills. The students' responses showed that they were interested in learning the subject of writing  because they found it easy to write using this technique. Additionally, students' ability on  pre-test and post-test showed  significant improvement. Therefore, the average value for pre-test was 37.30. In the first cycle, the average was 71.60. On the other hand, the average for the second cycle was 80.45. This means that there was an average improvement of 34.30 points or 91.96%  from the student's score from pre-study to the first cycle, and an improvement of 43.14 points or 115.66% in the average score compared to the student's score from pre-study to the second cycle. Based on the this result, the study concluded that teaching descriptive English writing to the 10th grade of SMKN 3 Mataram students using clustering techniques can improve their writing ability.
Co-Authors Afham Gulwani Afwan Adam Ahmad Javed Hassan Albana Muhamad Almaniar, Siska Aman Simare-mare Aman Simaremare Anis Suliyani Arabiatul Adawiyah Ayesha Fatima Azhar Ahmad Azhari Badrun Kholid Bastian Lois Berkat Simanjuntak Cindy Getah Trisna June Claudyana Paridatul Jamilah Claudyana Zarmielin Sibuea Cukup Wibowo Dadang Krisdianto, Dadang Dita Fadillah Eja Armaz Hardi Ela Fatmawati A Id Esa Wasgita Fadia Ramadayanti Fauzia Hany G.A. Sri Oktaryani Gianda Putri Rengganis Halisa Saputri br. Bangun Hamonangan Ambarita Hanif Cahyo Adi Kistoro Hassan, Ahmad Javed Hulmayadi Rahman Hwang, Huang Yann I Ketut Surata I Made Ivan Prima Nugraha Ines Heidiani Ikasari Irsan Rangkuti Ita Purnama Jamaluddin Jonson Rajagukguk Juan Haga Jumadil Jupri Kisno Lalu Ari Irawan Lediana Sinurat Leni Karlina M. Maulana Hamzah M. Zulfikar Arrizky Maya NS Mega Iswati Miftahul Ihsan Mochammad Ferdian Maulana Muhamad Rafly Muhammad Ichwan Muhammad Ricky Ardian Muhammad Tri Muhammad Usman Khan Muhsinin Mukmina Setiya Ardinthiarni N. Nurjanah Nana Mulyani Nanda Hidayat Nathanael Sitanggang Neliyam Tiraeni Nimrot Manalu Nina Harni Dewi Nuradia Fitria Nurlaila , Nurlaila Osberth Sinaga Panisah Pujangga Abdillah, Pujangga Puspa Dwi Pratiwi Putri Rizky Ramadayanti Rahyuni Rahyuni Reyzales Setiawan Ria Junita Tampubolon Rika Ayu Azhari Rimajon Sotlikova Risna Purwanti Rosnelli Roy Siagian Sahala Siallagan Said Malika Tridane Manu Saidatud Dariyah Santy Fitnawati WN Saut Purba Sayid Habiburrahman SELVIANA NAPITUPULU Sherly Sigit Maulana Ismanda Sintia Prayuni Siti Masrokhah Sri Warningsih Sulistyowati , Sulistyowati surahmat Syadana Hanifah Endrairani Syawal Gultom Syrilus Alexander Alvaro Roja Szabyna Regytha Aura Gunawan Tiara Novita Sari Togu Hamonangan Triayu Rahmadiah Vanessa Septia Putri Victor Prasetya Wildansyah lubis Yamnur Mahlia Yayan Nuryana Yayat Supriatna Yessi Fitriani Yessi Sepriyani Yuniar Istiyani Yuniarto Mudjisusatyo