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Pemberdayaan Taman Baca Masyarakat Sebagai Wahana Pendidikan Literasi Anak di Dusun Tibu Kesambik Dwimaulani, Astrid; Budi Setiawan; Risviana; Anggun Trisnani; Lia Fitriani; Wahyu Aji Saputra; Elvina Dewi Nur Muslimah; Lalu Solihat Mubarrokah; Rosidatul Aini; Samsul Lutfi; Asri Aulia Al Hamdi; Lina Lustina
JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Vol. 6 No. 1 (2025)
Publisher : Politeknik Piksi Ganesha Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v6i1.2156

The empowerment of the Haqqul Yakin Community Reading Garden (TBM) in Tibu Kesambik Hamlet, Lepak Timur Village, aims to improve children's literacy through the KKN Bina Desa program. This TBM empowerment program employed a three-stage implementation method, namely: preparation stage, implementation stage, and evaluation stage. There were several activities that were carried out such as open book donations, labeling, arranging bookshelves, and literacy assistance in reading and writing. As a result, book donations enrich the reading collection, while labeling and arranging shelves make it easier for children to choose books. Literacy assistance increases children's interest in reading and writing. This program has also succeeded in raising public awareness of the importance of literacy, providing a positive impact on the development of literacy culture in remote areas.

Enhancing EFL Young Learners"™ Writing Proficiency Through Local Content: A Classroom Action Research Dwimaulani, Astrid; Setiawan, Budi; Risviana, Risviana
Journal of English Education Program Vol 6, No 1 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i1.87825

This study aims to explore the effectiveness of implementing local content in developing EFL learners"™ descriptive text writing skills. The approach used in this study was classroom action research. The steps taken in this classroom action research were planning, action, observation, and reflection. The research process utilized two cycles. In the first cycle, students"™ descriptive writing skills were assessed. After a period of instruction using this approach, a post-assessment was conducted to measure students"™ improvement in writing skills. The test scores were then analyzed using a percentage formula. Only 38% of the students were in the "good" category in the first cycle. However, in the second cycle, there was a significant increase of 73% after the implementation of local content in the writing learning process. The use of local content makes students more interested and enthusiastic in developing their ideas, so that they are more creative in describing existing material. Therefore, students are automatically more passionate about learning new vocabulary and deepening their grammatical understanding. It can be concluded that teaching descriptive texts to young EFL learners using local content can improve their writing proficiency.

Exploring the Cognitive and Social Benefits of Reading Skills Among 6th Semester Students of English Education at Hamzanwadi University Usuluddin, Usuluddin; Dwimaulani, Astrid; Seftiana, Nisa; Wati, Laila
Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i8.8547

Reading is one of the four language skills that are very important to master, as it contributes not only to academic success but also to cognitive and social development. This study aims to explore the cognitive and social benefits obtained from reading skills among 6th semester students of the English Language Education Program at Hamzanwadi University. Using qualitative descriptive methods, data was collected through questionnaires (closed-ended and open-ended questions) validated by linguists and semi-structured interviews that had been tested for reliability. The research population was all semester 6 students of the English Education Study Program, Hamzanwadi University, which amounted to 120 students, with a sample of 12 students selected using purposive sampling techniques based on consistent reading activities. Data analysis uses thematic analysis through coding, categorization, and theme development stages. The findings show four main themes: (1) the improvement of critical thinking skills, (2) the development of vocabulary and language structure, (3) the improvement of social skills and participation, and (4) the formation of independent learning habits. This study concludes that reading skills significantly promote cognitive enrichment through improved analytical and linguistic skills, as well as improving students' ability to interact meaningfully with others in and out of the classroom. The implications of the study point to the need for the development of a more comprehensive reading curriculum and learning strategies that emphasize cognitive and social aspects in English language education.

Exploring the Cognitive and Social Benefits of Reading Skills Among 6th Semester Students of English Education at Hamzanwadi University Usuluddin, Usuluddin; Dwimaulani, Astrid; Seftiana, Nisa; Wati, Laila
Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i8.8547

Reading is one of the four language skills that are very important to master, as it contributes not only to academic success but also to cognitive and social development. This study aims to explore the cognitive and social benefits obtained from reading skills among 6th semester students of the English Language Education Program at Hamzanwadi University. Using qualitative descriptive methods, data was collected through questionnaires (closed-ended and open-ended questions) validated by linguists and semi-structured interviews that had been tested for reliability. The research population was all semester 6 students of the English Education Study Program, Hamzanwadi University, which amounted to 120 students, with a sample of 12 students selected using purposive sampling techniques based on consistent reading activities. Data analysis uses thematic analysis through coding, categorization, and theme development stages. The findings show four main themes: (1) the improvement of critical thinking skills, (2) the development of vocabulary and language structure, (3) the improvement of social skills and participation, and (4) the formation of independent learning habits. This study concludes that reading skills significantly promote cognitive enrichment through improved analytical and linguistic skills, as well as improving students' ability to interact meaningfully with others in and out of the classroom. The implications of the study point to the need for the development of a more comprehensive reading curriculum and learning strategies that emphasize cognitive and social aspects in English language education.

AUTHENTIC ASSESSMENT OF SPEAKING SKILL IN EFL CLASS: AN ANALYSIS ON ENGLISH TEACHERS’ ASSESSMENT PROCESS Maysuroh, Siti; Fikni, Zahratul; Dwimaulani, Astrid; Miraja, Khaerunnisa
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.632

The objectives of this study are to find out and determine the dominant type of authentic assessment used by teachers, the activity of authentic assessment implemented by teachers, the advantages and disadvantages of using authentic assessment in speaking class.This study used qualitative methods which employed interview, observation, and documents to collect the data. Using the purposive sampling technique, three English teachers at MA NW Perian under Yayasan Pondok Pesantren Pendidikan Darul Muttaqien (YP3DM) NWDI Perian were chosen as the participants of the study. The results of this research showed that (1) the dominant type of authentic assessment used in assessing speaking was performance based assessment; (2) the dominant authentic assessment activities used in assessing speaking were discussion, role-play and debate activity; (3) all of the English teachers agreed that using authentic assessment helped their students demonstrate and perform their true abilities without cheating; and (4) the most disadvantages felt by teachers in implementing authentic assessment in speaking class is that it consumes a lot of time because the teacher must complete the assessment everyday in every activity.

Teaching English to Students with Autism Spectrum Disorder (ASD) Maysuroh, Siti; Dwimaulani, Astrid; Wati, Laila; Nurhayati, Nurhayati; Yusri, Nurul
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.863

Students with autism spectrum disorder (ASD) typically show a unique pattern in their language learning. This fact has been documented in a number of earlier investigations. However, it was discovered that Indonesian teachers and educational institutions were insufficiently prepared to fulfill the needs of their students, both in terms of teaching strategies and the material development. This study then aimed at examining appropriate strategies of teaching English to ASD students as well as finding out the challenges faced by teacher in teaching English in the classroom. The research design of this study was case study research with qualitative approach. The participant of this study was English teacher at SLBN 01 Lombok Timur chosen using purposive sampling. The researchers used documentation, in-depth interviews, and observation to acquire data. The results revealed that the teacher faced some challenges in teaching ASD students, such as lack of focus and concentration during teaching and learning process and speech delay. To address these issues, the teacher and school principle used some strategies to teach children with autism, namely developing oral language comprehension and developing lesson plan with visual media to help the student learn English as a foreign language

English Language Teachers’ Knowledge toward the Implementation of Independent Learning Surayya, Ayu; Prasetyaningtum, Ari; Dwimaulani, Astrid
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1515

Independent Learning emphasizes student autonomy, critical thinking, and creativity, positioning teachers as facilitators in the learning process. English teachers, tasked with implementing this approach, must align their content knowledge and pedagogical understanding with its learner-centered principles. The study adopts a small scale quantitative survey which distributed to 35 sample of English teachers across elementary, junior, and senior high schools in Indonesia that invited by a Telegram and Whatsapp Group invitation and sampled insidentaly. The findings indicate that while most English teachers hold strong beliefs in the importance of Independent Learning, their knowledge of its principles remains shallow, creating a disconnect between endorsement and practical implementation. Thus, this findings aim to provide insights into teachers’ cognitive and affective dimensions influencing policy implementation, offering theoretical advancements in education and practical implications for professional development, policy formulation, and classroom practices. By examining the intersection of teachers' knowledge and beliefs, this research seeks to support effective integration of Independent Learning in English language education, fostering an environment conducive to holistic student development.

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