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All Journal English Review: Journal of English Education JEES (Journal of English Educators Society) Elementary: Jurnal Ilmiah Pendidikan Dasar JELLT (Journal of English Language and Language Teaching) Indonesian EFL Journal Numeracy : Jurnal Ilmiah Pendidikan Matematika Edulitics (Education, Literature, and Linguistics) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika JOURNAL OF ENGLISH FOR ACADEMIC British: Jurnal Bahasa dan Sastra Inggris English Language in Focus (ELIF) Kontribusia : Research Dissemination for Community Development Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Didaktika: Jurnal Pemikiran Pendidikan Community Empowerment DedikasiMU: Journal of Community Service Journal of English Development Journal of Digital Learning and Distance Education JEELS (Journal of English Education and Linguistics Studies) Innovative: Journal Of Social Science Research TELL - US JOURNAL Argopuro: Jurnal Multidisiplin Ilmu Bahasa Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Argopuro : Jurnal Multidisiplin Ilmu Bahasa Journal Education English Review: Journal of English Education Indonesian EFL Journal
Slamet Asari
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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EVALUATING THE EFFECTIVENESS OF PBL IN ENHANCING SPEAKING SKILLS IN NON-FORMAL EDUCATION Saripi, Samid; Asari, Slamet
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.11166

Abstract

This study examines the impact of Project-Based Learning (PBL) on enhancing speaking skills among Paket C students at Pusat Kegiatan Belajar Masyarakat (PKBM) Husnan Limboto, a non-formal educational institution in Indonesia. The research adopts a mixed-methods approach, integrating both qualitative and quantitative methods to evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills in non-formal education settings. This approach ensures a comprehensive understanding of the phenomena by combining numerical data with contextual insights, the study developed and evaluated PBL materials aimed at improving fluency, coherence, and pronunciation. A mixed-methods approach was employed, combining quantitative assessments with qualitative feedback from students and teachers. The results showed significant improvements in students' speaking proficiency, with fluency increasing from a mean score of 3.2 to 4.5 (a 40.6% improvement), coherence rising from 3.0 to 4.3 (43.3% increase), and pronunciation improving from 2.8 to 4.1 (46.4% increase). Student motivation and engagement also saw considerable gains, with motivation scores increasing from 3.1 to 4.6 (48.4%) and engagement from 3.0 to 4.7 (56.7%). These improvements underscore the effectiveness of PBL in fostering speaking skills in a non-formal education setting. However, the study also highlights challenges such as insufficient technological resources and the need for professional development for teachers to fully implement PBL. Recommendations include addressing infrastructure issues, providing more training for educators, and developing cost-effective PBL models for resource-limited environments. Future research should explore the long-term impact of PBL on students' academic and professional success.
MODEL PENDAMPINGAN PENGUATAN LITERASI DAN NUMERASI BERBASIS PEMBELAJARAN MENDALAM BAGI SEKOLAH MENENGAH DI KABUPATEN GRESIK Fauziyah, Nur; Asari, Slamet; Maruf, Nirwanto
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 10 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i10.%p

Abstract

Peningkatan kualitas pendidikan di Indonesia memerlukan penguatan kemampuan literasi dan numerasi peserta didik sebagai fondasi kompetensi abad 21. Artikel ini memaparkan Model Pendampingan Literasi dan Numerasi berbasis Pembelajaran Mendalam bagi sekolah menengah di Kabupaten Gresik. Program pendampingan melibatkan empat sekolah sasaran dengan 75 guru, dilaksanakan melalui workshop, lesson study, dan pendampingan berkelanjutan untuk memperkuat kapasitas guru dalam menyusun modul ajar berbasis literasi dan numerasi. Model lesson study terdiri dari tiga siklus plan–do–see, yang memungkinkan guru merencanakan, mengimplementasikan, dan merefleksikan pembelajaran secara kolaboratif dengan dosen pendamping. Instrumen pengumpulan data mencakup lembar observasi, angket guru, tes literasi dan numerasi siswa, serta dokumentasi kegiatan. Hasil evaluasi menunjukkan bahwa guru mampu meningkatkan pemahaman dan keterampilan dalam menerapkan pembelajaran mendalam, menghasilkan modul ajar yang tervalidasi, serta membangun komunitas belajar guru yang solid. Capaian siswa mengalami peningkatan signifikan, dengan skor rata-rata literasi naik dari 51,9 menjadi 60,4 dan numerasi dari 47,5 menjadi 56,0, dengan uji t berpasangan menunjukkan perbedaan signifikan (p 0,05). Program ini juga mendorong terbentuknya kolaborasi formal antara MGMP dan perguruan tinggi, sehingga menciptakan ruang reflektif bagi guru untuk terus meningkatkan praktik pembelajaran. Temuan ini menegaskan bahwa model pendampingan berbasis pembelajaran mendalam efektif dalam meningkatkan kompetensi guru dan siswa, serta memiliki potensi keberlanjutan untuk memperkuat mutu pendidikan di sekolah menengah.
CODE SWITCHING IN EFL CLASSROOM: A NARRATIVE INQUIRY INTO TEACHERS’ EXPERIENCES AND PERCEPTIONS Maruf, Nirwanto; Asari, Slamet; Nabillah, Indiarti Yasmin
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.5842

Abstract

This study utilized a narrative inquiry to investigate code switching in EFL teachers’ classroom and their experiences with it. By applying this approach, the study aimed to comprehend the complex nature of code switching in language classrooms through the perspectives of the teachers who utilize it. Ten EFL teachers were selected on the purpose for the study, and data was gathered through semi-structure interviews. The results reveal that EFL teachers varied in their frequency of code switching, with some preferring to use the target language as much as possible, while others employed code switching to enhance student comprehension. Code switching was more prevalent when teaching students with lower language proficiency to facilitate understanding and communication. It was also employed to create a comfortable learning environment, clarify meaning, and address communication breakdowns. However, some teachers were concerned that excessive code switching could hinder students’ language development, and frequent code switching could negatively impact language development. These findings provide valuable perspectives on code switching in EFL classroom, informing language teaching practices and curriculum development. In summary, this study highlights the complex nature of code switching in language classrooms and emphasize the importance of balancing its usage to promote students’ proficiency in the target language.
Vocabulary development of EFL young learner after long peer interaction with video games Asari, Slamet
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1708

Abstract

The development of online games nowadays is not only for the purpose of entertaining but it can also be for English learning purpose since English language is commonly used as a language of instruction there in the games. Many researchers have developed online games on language use, one of which is English that focuses on vocabulary development and communicative language functions. This present study aims to find out or investigate the interactions and vocabularies learned by EFL learner while playing video games. The design of this research was a case study with a high school student. The data was taken from observation, videotaping peer interactions and depth interviews. The result indicated that he interacted not only with games but also with friends or teachers in English classrooms in gaining vocabulary (incidental vocabulary learning). The interaction occurred incidentally where they learned new vocabulary from interaction with video games and expressively used them in realistic situations. The data analysis relieved different words EFL Students learned from video games interaction as good as vocabulary gains. It included vocabulary support and learning patterns, spontaneous vocabulary interaction, and vocabulary improvement in video games interaction skill. As a result, this research found a potential theory that was implemented unconsciously in the observation of activities. This research can be used as a way for both teacher and student to optimize vocabulary development. HIGHLIGHTS: EFL students interacted in an incidental manner in which they learned new vocabulary through interaction with video games and expressively used it in realistic situations. The supports from peer did not appear in every interaction episode because they occurred incidentally within the real flow of the engagement and because the goal of such spontaneous talks was not to teach him the language meanings. Subject was more likely to pick up and use specific word in future scenarios with other peers. He engaged in self-regulated learning unconsciously.
PEMBELAJARAN BERDEFERENSIASI BERBASIS PROBLEM POSING : SEBUAH KAJIAN KEMAMPUAN PENALARAN MATEMATIS Zaenab, Siti; Asari, Slamet; Huda, Syaiful
Jurnal Numeracy Vol 10 No 2 (2023)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v10i2.2402

Abstract

Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian. Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation. As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. However, seen from the percentage of results of analysis of the skill of rationalizing the problems posing, students with kinesthesia learning style had higher levels of rationality of the problem Posing compared to students who had visual and auditorial learning style.
THE EFFECT OF MENTIMETER WEB – BASED APPLICATION TO EFL STUDENT’S READING SKILLS Indri, Diana Chusuma; Asmara, Candra Hadi; Asari, Slamet
Argopuro: Jurnal Multidisiplin Ilmu Bahasa Vol. 7 No. 1 (2025): Argopuro: Jurnal Multidisiplin Ilmu Bahasa
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.6734/argopuro.v7i1.11967

Abstract

ABSTRACT This study examines the impact of the Mentimeter web-based application on enhancing EFL students' reading skills. Using a pre-experimental design, 36 students from Class X-C at MAS Al-Fatich Surabaya participated in a pre-test and post-test. The findings reveal a significant improvement in students' reading skills, with the average score increasing from 81.56 to 89.00 after the treatment. Statistical analysis using a paired t-test showed a sig. (2-tailed) value of 0.000, indicating a highly significant difference between pre-test and post-test scores. The Mentimeter application effectively engaged students through interactive quizzes and real-time feedback, fostering active participation and improving comprehension. However, the study also highlights the challenge of reliance on stable internet connectivity for optimal implementation. Overall, the research concludes that the Mentimeter application is a valuable tool for improving EFL students' reading skills and offers insights for integrating technology into language learning. Keywords: Mentimeter, reading skills, EFL students, technology integration, interactive learning
EXAMINING TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS THE INTEGRATION OF TECHNOLOGY IN ASSESSMENT PRACTICES Indayani, Wahyu Restu; Asari, Slamet; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8817

Abstract

The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms. 
PENGARUH MEDIA KONKRET DALAM PEMBELAJARAN MATEMATIKA MATERI PECAHANAN KELAS II UPT SDN 49 GRESIK Harisatuz Zahro; Slamet Asari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 4 (2024): Volume 09 No. 04 Desember 2024 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.18957

Abstract

This research aims to determine the influence of concrete media in teaching mathematics for class II fractions at UPT SDN 49 Gresik. The subjects in this study were 54 students consisting of 27 students in the experimental group and 27 students in the control group. In this research, a quantitative research approach was used with a quasi-experimental research design with a non-equivalent control group design method using two groups, namely the experimental group and the control group. The data collection techniques used were observation and documentation using data analysis techniques, namely the Mann-Whitney U test. The results of data analysis were obtained from the Mann-Whitney U-Test test calculations using IBM SPSS Statistics 26, and obtained the known Asymp.Sig value. . (2 tailed) which is ,000. On the basis of decision making if Asymp.Sig. < 0.05, then there is a significant difference between the experimental group and the control group, where the experimental group's value is higher than the control group's value, so Ha is accepted and Ho is rejected. The results of the research can be concluded that concrete media has a significant influence on the ability to understand fractions in class II elementary school students. This is reinforced by the results of descriptive statistics in the experimental group which shows an increase in the ability to understand mathematics learning on the topic of fractions by 40, this result is very different from the control group, namely 18,7. So concrete media is very suitable for developing the ability to understand fractions in students. Apart from introducing fractions to students, the use of this media can also add variety to the learning process in class to increase children's interest and enthusiasm for learning.
DIGITAL ASSESSMENT INFUSED WITH CULTURALLY RESPONSIVE TEACHING: EFL LEARNER PERCEPTIONS ON TECHNOLOGICAL INCLUSIVENESS Slamet Asari
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11897

Abstract

Culturally Responsive Teaching (CRT) is a learning approach that emphasizes the value of respecting and incorporating students' cultures into the learning process. Along with this approach, there is a desire for more culturally sensitive assessments that take into account the students' background characteristics or cultures. The purpose of this study is to acquire an overview of EFL learners' impressions of the CRT approach, which incorporates digital assessment into learning. This study used a mixed-method design to gather and process data from 124 secondary-level students, employing questionnaires and observations for the instruments. It was then analyzed using descriptive statistics and qualitative analysis. It was discovered that EFL learners had positive attitudes toward the use of CRT-based digital assessments, notably in terms of comfort, convenience, and relevance to their culture they have experienced. Their motivation and involvement in learning supported this finding, leading to significant and beneficial outcomes. They felt more respected, intrigued, and connected to ordinary situations, and their confidence was leveraged. However, the challenges and obstacles encountered necessitate careful consideration, in particular the time provided for completing the assessment and the inadequacy of some test elements to accommodate a small group of students.
The CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND STUDENTS’ SPEAKING ACHIEVEMENT Firdathun Jannah; Slamet Asari; Nirwanto Maruf
Journal Educatione Vol. 1 No. 2 (2024): Journal Educatione
Publisher : Pascasarjana Manajemen Pendidikan Universitas Gresik

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

Abstract

Language learning is a multifaceted process influenced by various individual factors, including learning styles. Understanding the potential correlation between students' learning styles and their language proficiency is crucial for developing effective language teaching strategies. The primary objective of this research is to investigate whether there is a significant correlation between students' learning styles and their speaking achievement. To examine the correlation between learning styles and speaking achievement, a comprehensive speaking proficiency test was administered to 43 students. The VARK questionnaire was used to identify the prevalent learning style preferences among the participants, including Kinesthetic, Auditory, and Visual learning styles. Pearson's correlation coefficient was employed to analyze the relationship between learning styles and speaking achievement. Surprisingly, the analysis revealed no significant correlation between learning styles and speaking achievement (r = -0.12, p > 0.05). Further examination of specific learning style categories indicated that there was no significant correlation between speaking achievement and the Kinesthetic, Auditory, or Visual Learning Style preferences. These findings highlight the importance of considering multiple factors, beyond learning styles, that influence language proficiency. Language educators should adopt a comprehensive approach, incorporating diverse instructional strategies to cater to the unique needs of each student. Future research should explore the relationship between learning styles and other language skills and delve deeper into individual differences in language learning
Co-Authors Abdul Aziz Adelina Ayu Lestari Adinda Nurul Fitriyah admin admin Afifatu Khoirun Nisa' Agus Mulyadi Agustin Putri Intan Permata Ali, Muhammad Hilmi Muzaffar Andi Rahmad Rahim Anisah Rosydiyah Aris Purwantoro Bayu Hendro Wicaksono Candra Hadi Asmara Churun L. Maknun Citra Ayu Putriningtyas Dhea Ayu Masruroh Djoko Soelistya Ernawati Ernawati Fauziyah, Nur Firdah Vebriyanti Firdathun Jannah Gadis Dinda Finissha Harisatuz Zahro Heni Indapratiwi Indayani, Wahyu Restu Indri, Diana Chusuma Indyra Mahdiana Iqnatia Alfiansyah Khikmiah, Fatimatul Khoirul Anwar Kholida, Yessi Zuana Kurniawan, Bhagaskoro Ardhianto Lestari, Kiki Dwi Like Trisnawati Hardina Lina Rachmawati Luthfi Hamida Lestari M. Syahrul Afandi Ma'rifah, `Ulfatul Masfufah Zahiroh Masyhud, Ahsanul Mujayanah, Sri Mukamil Mukamil Mukamil Mukamil Mukamil, Mukamil Musfiro . Mutahro Mutahro Nabillah, Indiarti Yasmin Ni'mah, Fadhilatun Nirwanto Maruf Nirwanto Ma’ruf Nisa Fitri Amalia Noor Amiruddin Noviatul Rochmah Nur Aini Nur Fauziyah NUR FAUZIYAH Nurul Hidayah Putra, Dhiky Chandra Rahmat Agus Santoso Ribeh Najib Muhammad Riyadi Ariyanto Samid Saripi Santya Dian Pratiwi Setyowati, Lutfi Wahyu Siti Zaenab Sri Mujayanah Sukaris Syaiful Huda Tiana, Ella Aprilia Tiara Vagari Trias Fitri Ariza Ulfatul Ma'rifah Ulfatul Ma’rifah Yopi Indah Susila Yudhi Arifani Yusyril Ichza Mahendra Zazila Rohmatul Inaya Zulianti, Amanda Zully Zulaikho Puspitasari