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All Journal English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies Al Ishlah Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra International Journal of Community Service Learning Voices of English Language Education Society PROJECT (Professional Journal of English Education) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Community Service and Empowerment Transformatif: Jurnal Pengabdian Masyarakat Research and Development in Education (RaDEn) Jurnal Pendidikan Progresif
Khoiriyah, Khoiriyah
English Education, Faculty Of Teacher Training And Education, University Of Muhammadiyah Malang, Malang, Indonesia
Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Implementation of CLIL Program in Islamic Affiliated Primary School: Teaching Assistants Project Rafika Rabba Farah; khoiriyah khoiriyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3691

Abstract

English teaching at primary school needs some improvement, particularly in its giving exposure and contextualizing English content. Content and Language Integrated Learning (CLIL) approach can be an effective way to the success of English teaching at the primary school level. Thus, this community service aims at empowering SD Aisyiyah Kota Malang with teaching thematic lessons through CLIL concepts by infusing Islamic content. The strategies implemented were formulated in five stages: need analysis, professional development workshop to school teachers and teaching assistants, syllabus and material design, implementation, and evaluation. Results show that school teachers and teaching assistants were able to integrate CLIL approach observed from the syllabus and material design. Also, students were all enthusiastic and engaged during the classroom activities. This community service implies that teaching assistants can foster English learning engagement for primary school graders.
Students’ Preference of Speaking Activities in Online ESP Classes Sartika Otodu; Khoiriyah Khoiriyah
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.2644

Abstract

This study aims to find out the students’ preferences for online classroom activities in English for Specific Purpose (ESP) speaking skills and the benefits that the students get from their preferred activities. Eighty-five students of the Psychology Department ranging from 17 to 22 years old, were proportionally selected to involve filling in the questionnaire and 10 students were interviewed. The findings show that there were several online learning activities both in synchronous or asynchronous mode including conducting a discussion by using video conference (zoom, google meet, etc.), conducting online task or quizzes, making a self-introduction video, conducting asynchronous discussion through learning platforms (canvas/LMS, google classroom, Edmodo, etc.), watching a Youtube video, making video project about a topic, and making a video about digital storytelling. Yet, the most favourable ofthe students’ preferences of online classroom activities in ESP speaking skills is discussion activities by using video conferences such as Zoom and Google Meet (Mean=3.3). Those activities were beneficial for students to improve students’ vocabulary, creativity, and speaking skills as well. In conclusion, t     he use of video conferencing such as Zoom and Google Meet was considthe most preferable learning activities for speaking skills, followed by quizzes, watching Youtube, and other online learning activities. The students perceived that online speaking activities could improve their speaking skills. In addition, the implication of the study will be further discussed as well.
English Teaching Assistant Program for Elementary School Teachers Farah, Rafika Rabba; Khoiriyah, Khoiriyah; Wicaksono, Bayu Hendro
International Journal of Community Service Learning Vol. 8 No. 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v8i1.75602

Abstract

To help the teaching and learning process, community service is carried out in two programs: designing digital student workbooks and assisting English language learning by integrating English for Young Learners activities. This study aims to report on implementing the English teaching assistant program for elementary school teachers. Descriptive research is used to describe activities that are expected to improve the teaching and learning process in the two partner schools. The subjects of this research were three elementary school teachers and six volunteer teachers from Indonesian students. This type of research is qualitative research. In collecting data, this research used interview and observation methods. The instruments used in this research include a list of interview questions for elementary school teachers and observation sheets to record the activities of English teaching assistants in the classroom. The approach used is descriptive because this research aims to describe an existing phenomenon: the English teaching assistant program for elementary school teachers at the Kuala Lumpur Indonesian School. Thus, the results of implementing the program show that community service has been carried out effectively to meet the needs of partner schools. Furthermore, teachers and school coordinators highlighted their positive feedback regarding the program results, indicating that the project team was successful in implementing the teaching assistant program in partner schools. In this way, the intended program presented to the community can be implemented effectively and is expected to continue in future partnerships.
Developing mobile augmented reality in picture book for teaching English for young learners Naajihah Mafruudloh; Finaty Ahsanah; K. Khoiriyah
Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i2.33722

Abstract

An effective language and learning process must contain interactive, fun, challenging, motivating aspects and provide more space for students to develop their creativity and independence, according to students' talents and interests; thus, appropriate teaching media can be as assisting tools. When selecting media, you need to consider several things, namely learning objectives, effectiveness, easy to obtain, students, use, not rigid, cost, and quality. One of the developments in learning media that is currently still new is learning media using Augmented Reality. This research aims to develop Augmented Reality-based text book learning media for English language learning. Developing text-book media using an application with a barcode scanner on text-books. This application displays 4D images or animations that have sound and movement so that it will help students to understand English texts. The research method used is the research and development method (Research & Development) while the product development model used is the ADDIE model (Analysis, Design, Development, Implementation, & evaluation. After developemnt anf evalution phase, the findings reveals that the outcome of teaching material product is deemed highly valid and appropriate for teaching English to yong learners, especially for primary school in this research context, as it was supported by the result of validation phase with media experts, subject matter experts, and student trials. Additionally, reflecting on the result of this study, the pedagogical implications of this result discussed further in this research.
Teaching English to Young Learners: Professional development trainings for primary school teachers in implementing Kurikulum Merdeka Estu Widodo; Khoiriyah Khoiriyah
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 2 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i2.1466

Abstract

Kurikulum Merdeka, which is the latest educational curriculum, includes English as one of the subjects given at the elementary school level. This community service initiative was conducted in response to the challenges faced by elementary schools in implementing the Merdeka Curriculum, particularly concerning English language instruction. At SD Negeri Tunggulwulung 2, English is currently offered only once a week as an extracurricular activity, which has been deemed insufficient and ineffective in achieving the curriculum's goals. Several issues were identified through initial observations and focus group discussions with school principals and teachers, including the limited teaching techniques employed by homeroom teachers, the lack of appropriate English learning resources in classrooms, and the need to enhance the overall quality of English instruction for young learners. The objectives of this community service are addressing these issues by providing professional development training and creating a guidebook for teachers regarding teaching techniques for teaching English to young learners. The study implied a notable improvement in teachers’ knowledge of techniques for teaching English to Young Learners. Thus, after the PD series, several objectives were achieved based on the evaluation including: 1) Increased teacher competence and knowledge of English language teaching techniques appropriate for young learners, 2) Enhanced teaching confidence; many teachers reported greater confidence in planning and delivering English lessons, and the use of teaching EYL manual book, and 3) The specially developed teacher guidebook was effectively utilized as a practical reference.
Assisting 10-week CLIL enrichment program for Islamic-affiliated primary school students K. Khoiriyah; Rafika Rabba Farah; Puji Sumarsono
Journal of Community Service and Empowerment Vol. 5 No. 1 (2024): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v5i1.29991

Abstract

Teaching English to Young Learners starts to reach growth as parents want their children to be competent in one of the 21st-century skills, which is being communicative. Having the ability to communicate in one foreign language, particularly English, is considered important for many parents whose children study at Islamic-affiliated schools, other than Arabic skills. However, English teaching at the primary school level is still limited in terms of its teaching duration, they learn only for 90 minutes per week. Therefore, this community service aims to provide more opportunities for primary graders at SD Aisyiyah Kota Malang to learn English through the Content Language Integrated Learning (CLIL) enrichment program which was done in weekend classes that lasted for ten consecutive meetings. The methods implemented were analyzing students’ learning needs, designing science-based topics as teaching material, developing materials, implementing the learning design through 10-week teaching, and evaluating the program. Results show that the content of the subject at the school was taught in English. Some materials designed for this project were about science, thus, in this program students discussed the topic of science in English. Also, the content was designed by integrating Islamic elements, the topics were animals mentioned in the Quran such as camel, whale, bird, donkey, and crow. At the end of the session, this activity gained a positive response from students, the content teacher, the homeroom teacher, and the school principal. This indicates that the community service which was designed in the form of an enrichment program for weekend classes was effectively run.
The Students’ Perception Towards the Implementation of Online Classroom Interaction in ESP Class Farah Anita Firdaus; Nina Inayati; Khoiriyah Khoiriyah
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

The Students’ Perception Towards the Implementation of Online Classroom Interaction in ESP Class. There are several aspects contributing to the effectiveness of online learning. One of which is interaction. Interaction commonly is divided into three types, such as teacher-students, students-students and students-content interaction. This study aims to analyse the students’ perception about online interaction as well as the challenges of online interaction faced by the students in ESP class. A descriptive quantitative method was used. 125 respondents were selected from students of Management Department in semester two. To collect the data, the researcher adapted online survey questionnaire using Google Form and online semi-structured interview using a video conference. The researcher calculated 20 items of questions based on each respondent and question item answered. Based on the results of this study, it is revealed that the average score of all question items calculated based on each respondent and each question item answered is 76,10%. It was found that students were satisfied with the online interaction such as they were appreciated the instructions given by the teacher, they were excited to have an experience with other students in online discussion, and they preferred the idea of using audio for listening during online interaction. However, students reported that the only major problem found was the lack of internet connection. Meanwhile, other problems also encountered such as less interaction and no direct communication with the teacher which hinder their experience to have effective online interaction. Keywords: ESP, student’s perception, online interactionDOI: http://dx.doi.org/10.23960/jpp.v14.i2.202461
Empowering Early Childhood EFL Teachers: A Service-Learning Model for TEYL Professional Development in Indonesia Khoiriyah Khoiriyah; Estu Widodo
Transformatif: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026)
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tranformatif.v7i1.14648

Abstract

TEYL in pre-primary education has received increasing attention for its contributions to children’s early language development, cognitive growth, and future global communication skills. In the Indonesian EFL context, however, implementation remains limited by teachers’ insufficient English proficiency, lack of pedagogical training, low confidence, and minimal access to structured materials and exposure. This community service program employed a service-learning approach, defined as applying knowledge and expertise through active engagement with the community. In this context, the community service program is objected to address the teachers’ challenges in teaching English to very young learners as well as enhancing their teaching competence. The framework followed four sequential stages including concentrated experience, reflective observation, abstract conceptualization, and active experimentation. Overall, the program was designed carefully based on the need analysis, and successfully enrich the teachers’ competence. This result of the survey also consistently indicate that teachers perceived the professional development workshop as highly effective in enhancing their understanding and readiness to apply the knowledge into their day-to-day teaching practice. Hence, this community service was expected to enhance the teachers’ competence especially in teaching English to very young learners.
Flipping the classroom to enhance EFL students Khoiriyah Khoiriyah
Journal on English as a Foreign Language Vol 11 No 1 (2021): Issued in March 2021
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2010

Abstract

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students
Co-Authors Alimin Adi Waloyo Almathea Virdhausya Aljasysyarin Bayu Hendro Wicaksono Estu Widodo Farah Anita Firdaus Finaty Ahsanah Hartono Hartono Jarum Jarum Kharisma Naidi Warnanda S Luciana Anggraeni Mafruudloh, Naajihah Masyhud Masyhud Nina Inayati Nina Inayati Nurjalia Kairoty Puji Sumarsono Rafika Rabba Farah Rafika Rabba Farah Sartika Otodu Soeparto, Soeparto