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All Journal Dialektika Scripta-English Department Journal JURNAL IQRA´ Alsuna: Journal of Arabic and English Language Jurnal Studi Guru dan Pembelajaran Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) English Language in Focus (ELIF) Ethical Lingua: Journal of Language Teaching and Literature Journal of Community Empowerment
Aswir Aswir
Universitas Muhammadiyah Jakarta
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences

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Improving Student Reading Comprehension Using Narrative Text Question and Answer Method Hanny Kusuma Wardani; Aswir Aswir
Jurnal Studi Guru dan Pembelajaran Vol. 5 No. 2 (2022): Mei - Agustus 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.5.2.2022.1476

Abstract

This research aimed to improve students reading comprehension by using narrative text question and answer method. The method that use in this study was question and answer discussion between students and teacher. The application of the study used mixed method research with pre-test, post-test and discussion. The teacher asked students to read a narrative text about Bawang Merah dan Bawang Putih. The research was conducted at SMA Bakti Idhata, located in Jakarta, consist of 40 students in the 10th grade class of X-A. The students’ classification score divided into seven categories, starting from the highest and the lowest: excellent, very good, good, fairly good, fair, poor, and very poor. The students who got the score (excellent: 86-95) was 12 students, but there was no students who got it before. Most of the students got (good: 76-85) which was 20 students, while before that, 16 students got these score. The student who got (fairly good: 66-75) was 7 students, while before it was 16 students which means there was significant different after it conducted the treatment. The students who got (fair: 56-65) before the treatment was 5 students, but now it was nobody. And last, the students who got (poor: 36-55) was only 1 students, while before that, it has 3 students. The value of students who have been taught using question and answer method was higher than the value of students who were not taught using question and answer method. This conclude that using question and answer method were effective in improving students reading comprehension
Junior High School Students’ Perception of Using Mobile Application to Learn English Pronunciation Tasya Amanda Winzky; Aswir Aswir
Jurnal Studi Guru dan Pembelajaran Vol. 5 No. 3 (2022): September - Desember 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.5.3.2022.1514

Abstract

Technology into their teaching as well as how to assist students in making use of resources such as media and the internet to improve their learning of all four skills, particularly teaching and learning English pronunciation. Students are gradually motivated by their personal learning needs, including those that arise from greater mobility and traveling activities, during the initial period of mobile learning. Mobile learning, particularly Mobile Assisted Language Learning (MALL), has become essential tools in the teaching and learning process as a result of this process. The purpose of this research is to look into junior high school students' perceptions of using a mobile app to learn English pronunciation. This study is an action research project that was carried out in one of Indonesia's Islamic Junior High Schools with first-grade students as participants (a total of 65 students). Data were collected through questionnaires and interviews. The results revealed that students perceived the use of mobile application in learning pronunciation positive and it can enhanceding the participants’ English pronunciation skills. The data analysis is shown by their positive feedbacks during the action implementation. The findings of this study suggest that various teaching media and tools be used to improve the English language skills of Junior High School students in the future. In this era, teachers are required to understand how to incorporate.
Students' Perspectives: BTS Role in Stimulating English Language Learning Dinda Rachmadanti Nurhaliza; Aswir Aswir
English Language in Focus (ELIF) Vol 5, No 2 (2023): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.5.2.119-130

Abstract

This research was focused to analyze the students’ responses towards BTS’s influence in stimulating English language learning motivation. This is viewed from the students – who are BTS fans (ARMY) perspective. Based on the analysis, the students’ perspectives are characterized into 3 perspectives, they are behaviorist, cognitivist, and constructivist. In this research, the student’s perspective shows that these 3 learning perspectives are engaged in their learning process through the role of BTS as their stimulation and media for English learning. The data findings also prove that BTS has become an influential factor that attracted students to learn English and pushes their motivation to practice it. The analysis signified that students like learning English better when they are encouraged, interested, and have an access to this media. It means BTS facilitates their understanding of the skills they are acquiring. As a result, their skills are developed and improved well. Moreover, students can use their English language skills to help them achieve their initial goal of studying it. Therefore, It is noteworthy that students’ participation in the study acknowledges the crucial role of BTS as a stimulation of their motivation and asserted the importance of incorporating it in English language learning. As result, BTS does help students to stimulate their English language learning.
PEMBERDAYAAN GURU BAHASA INGGRIS DALAM MENGHADAPI TANTANGAN DAN PELUANG INTEGRASI ARTIFICIAL INTELLIGENCE (AI) PADA PEMBELAJARAN BAHASA Mutiarani Mutiarani; J. Anhar Rabi Hamsah Tis'ah; Aswir Aswir; Sabilar Rosyad
Journal of Community Empowerment Vol 4, No 3 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i3.36607

Abstract

ABSTRAKPerkembangan Artificial Intelligence (AI) dalam bidang pendidikan menghadirkan peluang sekaligus tantangan bagi guru bahasa, khususnya dalam meningkatkan kualitas dan relevansi pembelajaran di era digital. Berdasarkan analisis situasi di Kota Sukabumi, guru bahasa umumnya telah mengenal AI secara konseptual, namun masih menghadapi keterbatasan keterampilan praktis, literasi pedagogis berbasis AI, serta kesadaran etis dalam pemanfaatannya di kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memetakan kesiapan guru bahasa dalam mengintegrasikan AI serta meningkatkan kompetensi digital dan pedagogis mereka melalui pelatihan berbasis kebutuhan nyata. Metode pelaksanaan menggunakan pendekatan participatory action research yang meliputi analisis kebutuhan, sosialisasi dan pengisian angket kesiapan, pelatihan pemantapan pemanfaatan AI, serta pendampingan pascapelatihan. Mitra sasaran kegiatan adalah 20 guru bahasa (Bahasa Indonesia dan Bahasa Inggris) dari 20 sekolah jenjang SMP dan SMA di Kota Sukabumi. Hasil kegiatan menunjukkan bahwa tingkat kesiapan guru berada pada kategori sedang dengan skor rata-rata 3,48, dengan pengetahuan AI tergolong cukup tinggi, keterampilan penggunaan AI masih sedang, dan sikap terhadap AI bersifat positif. Pelatihan yang diberikan berdampak pada peningkatan pemahaman dan keterampilan guru, ditunjukkan oleh kenaikan skor kesiapan pascapelatihan sebesar 17,9%, serta meningkatnya kepercayaan diri guru dalam memanfaatkan AI secara kreatif dan etis dalam pembelajaran bahasa.Kata Kunci: Artificial Intelligence; guru Bahasa; literasi digital; pembelajaran Bahasa; kesiapan guru pemberdayaan. ABSTRACTThe development of Artificial Intelligence (AI) in the field of education presents both opportunities and challenges for language teachers, particularly in enhancing the quality and relevance of learning in the digital era. Based on a situational analysis conducted in Sukabumi City, language teachers generally possess conceptual awareness of AI; however, they still face limitations in practical skills, AI-based pedagogical literacy, and ethical awareness in classroom implementation. This community service program aims to map language teachers’ readiness to integrate AI and to improve their digital and pedagogical competencies through needs-based training. The program employed a participatory action research approach consisting of needs analysis, socialization and readiness questionnaire administration, AI utilization reinforcement training, and post-training mentoring. The target partners were 20 language teachers (Indonesian and English) from 20 junior and senior high schools in Sukabumi City. The results indicate that teachers’ readiness was at a moderate level, with an average score of 3.48. Teachers’ AI knowledge was categorized as relatively high, their AI usage skills were at a moderate level, and their attitudes toward AI were positive. The training activities led to improvements in teachers’ understanding and skills, as evidenced by a 17.9% increase in post-training readiness scores and increased teacher confidence in using AI creatively and ethically in language learning. Keywords: Artificial Intelligence; Language Teachers; Digital Literacy; Language Learning; Teacher Readiness; Empowerment.
Desain Pembelajaran Bahasa Interaktif dan Inklusif Berbasis Universal Design for Learning (UDL) untuk Guru SMP Wika Soviana; Mutiarani Mutiarani; Ika Yulianingsih; Aswir Aswir; Farihen Farihen; Yasin Efendi
Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol. 13 No. 1 (2026)
Publisher : Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/dialektika.v13i1.49344

Abstract

This study aims to develop an Inclusive Interactive Learning Design for junior secondary school teachers in response to the need for strengthened language education that accommodates learner diversity in Indonesia. Addressing the gap between national inclusive education policies and actual classroom practices, the study employs the Universal Design for Learning (UDL) framework as its theoretical foundation to construct adaptive, interactive, and equitable learning experiences for all students. The research method uses the Research and Development (R&D) method through field studies with data collection in the form of questionnaires, interviews, document observations, and expert validation. The findings indicate that teachers still face limitations in understanding UDL principles, implementing differentiated instruction, and providing interactive learning media, with the highest needs relating to inclusive lesson plan examples, practical modules, and digital learning tools. The study produced a UDL-based interactive learning design, inclusive lesson plans, differentiated worksheets, and digital media prototypes, all of which were rated highly feasible by expert validators (91%). The study concludes that structured, technology-supported interactive–inclusive learning designs have strong potential to enhance the implementation of equitable and participatory language education for diverse learners in Indonesian junior secondary schools.
Co-Authors Andi Ahmad Gunadi Ariij Diandra Taqiyyah Dinda Rachmadanti Nurhaliza Euis Rahayu Ningsih FARIHEN, FARIHEN Fatimah Rosiana Dewi Feby Ardini Hadi, Muhammad Hanny Kusuma Wardani Hasanul Misbah Ika Yulianingsih J. Anhar Rabi Hamsah Tis'ah Muhamad Sofian Hadi Mutiarani Mutiarani Nindy Astari Resta Utami Nurcholisyah Rizki Ditanti Mutmainnah Nurul Laily R.Andi Ahmad Gunadi Sabilar Rosyad Syahr Banu Tasya Amanda Winzky Wika Soviana Yasin Efendi Zaitun Zaitun Zulfitria Zulfitria