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All Journal Jurnal Ilmiah Bahasa dan Sastra Jurnal Inspirasi Pendidikan FOSTER: Journal of English Language Teaching Jurnal Pengabdian Masyarakat Bhinneka Language Circle : Journal of Language and Literature
Uun Muhaji
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Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health

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Penerapan C&C Learning Untuk Meningkatkan Motivasi dan Kemampuan Akademik Mahasiswa FKIP Bahasa Inggris Universitas Kanjuruhan dalam Matakuliah Reading Comprehension Muhaji, Uun
Jurnal Inspirasi Vol 4, No 1 (2014): Januari 2014
Publisher : Jurnal Inspirasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (112.048 KB)

Abstract

The objective of this research is to improve students’ motivation and achievement in Reading Comprehension class through C&C Learning. Combining cooperative and competitive activities in Reading Comprehension course was really helpful in creating more joyful learning. The students were enthusiastic to comprehend the texts because they were going to use them in a competition among their groups. They became more active and showed more interest in the course. There had been an atmosphere of enjoyment and enthusiasm in the class since they experienced the combination of cooperative and competitive activities for the Reading Comprehension course. The result showed that the class was dynamic and alive, thus students’ motivation was increased. Furthermore, students’ achievement wasalso significantly improved.  Kata Kunci: C&C Learning, CAR,  Reading Comprehension
Penerapan C&C Learning Untuk Meningkatkan Motivasi dan Kemampuan Akademik Mahasiswa FKIP Bahasa Inggris Universitas Kanjuruhan dalam Matakuliah Reading Comprehension Uun Muhaji
Jurnal Inspirasi Pendidikan Vol 4 No 1 (2014): Januari 2014
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (112.048 KB) | DOI: 10.21067/jip.v4i1.384

Abstract

The objective of this research is to improve students’ motivation and achievement in Reading Comprehension class through C&C Learning. Combining cooperative and competitive activities in Reading Comprehension course was really helpful in creating more joyful learning. The students were enthusiastic to comprehend the texts because they were going to use them in a competition among their groups. They became more active and showed more interest in the course. There had been an atmosphere of enjoyment and enthusiasm in the class since they experienced the combination of cooperative and competitive activities for the Reading Comprehension course. The result showed that the class was dynamic and alive, thus students’ motivation was increased. Furthermore, students’ achievement wasalso significantly improved.  Kata Kunci: C&C Learning, CAR,  Reading Comprehension
INDONESIAN EFL TEACHERS’ PERCEPTIONS TOWARD ICT INTEGRATION FOR LANGUAGE TEACHING IN REMOTE AREAS Muhaji, Uun; Muzammil, Lasim; Andy
(JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 11 No. 2 (2024): JIBS : JURNAL ILMIAH BAHASA DAN SASTRA
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v11i2.11248

Abstract

Considering the challenges in integrating Information and Communication Technology (ICT) into language teaching in Indonesia’s remote areas, the perspectives of English as a Foreign Language (EFL) teachers on this development have not been thoroughly investigated. This study aims to address questions regarding the extent of their awareness of ICT advancements, their integration of ICT into English language teaching (ELT), and their concerns about their ICT skills and knowledge. Data were collected through an online survey of 50 EFL teachers working in remote areas of West Kalimantan and East Nusa Tenggara. The survey included seven closed-ended and four open-ended questions focusing on their attitudes toward ICT development in language teaching and their adoption of ICT practices. The results indicate that the participants hold positive perceptions of ICT development in language teaching and, despite various limitations, make efforts to integrate ICT into their teaching practices. However, they also expressed significant concerns about their skills and knowledge of ICT. These findings highlight the need for supporting facilities and targeted training to enhance ICT integration in language teaching for EFL teachers in remote areas.
Peningkatan Kualitas Pembelajaran di KKG Gugus 2 Pakis: Pembelajaran Karakter P8 Melalui Deep Learning Muntomimah, Siti; Sholeh, Agus; Muhaji, Uun; Astata, Naufal Ahmad; Qibtiyah, Mariyatul
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 2 (2025): Bulan November
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i2.629

Abstract

Program Pengabdian kepada Masyarakat ini bertujuan meningkatkan kualitas pendidikan karakter berbasis Profil Pelajar Pancasila di Kelompok Kerja Guru (KKG) melalui penerapan pendekatan deep learning. Selama ini, pendidikan karakter di sekolah dasar cenderung teoritis dan kurang kontekstual. Pendekatan deep learning diterapkan untuk mendorong pembelajaran yang bermakna, reflektif, dan relevan dengan kehidupan siswa. Kegiatan dilakukan dengan metode mixed methods melalui observasi, wawancara, serta pre-test dan post-test. Pre-test mengukur pemahaman awal guru tentang pendidikan karakter berbasis P5, sedangkan post-test menilai peningkatan setelah pelatihan dan pendampingan. Hasil menunjukkan peningkatan signifikan pada pemahaman guru, dengan rata-rata nilai meningkat dari 65 menjadi 87. Guru juga lebih termotivasi dan terampil merancang pembelajaran karakter yang reflektif dan kontekstual. Pendekatan deep learning terbukti efektif meningkatkan kualitas pendidikan karakter dan dapat direplikasi di wilayah lain.
Pre-Service EFL Teacher Questioning Strategies During Practicum: A Case Study in Indonesia Muhaji, Uun
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.254

Abstract

The role of teacher questioning in EFL classrooms is pivotal for fostering student engagement and language development. However, research on questioning strategies during school-based teaching practicum, a crucial phase in pre-service teacher education, remains scarce. To address this issue, a qualitative single-case study was conducted with one pre-service EFL teacher teaching 11th grade students in East Java, Indonesia. It explores the types of questions and questioning strategies employed by the teacher during teaching practicum. Data were collected through classroom observation and field notes. The findings reveal the use of five primary question types-referential, comprehension checks, display, confirmation checks, and clarification checks-alongside strategies such as rephrasing, repetition, decomposition, and simplification. These strategies were instrumental in promoting classroom interaction and supporting student comprehension. The study underscores the need for more targeted training in questioning techniques within teacher education programs to better equip pre-service teachers for effective classroom management and interaction.
The Integration of Higher Order Thinking Skills in an Indonesian EFL Secondary School English Textbook Permatasari, Annessia; Muhaji, Uun; Purnawati, Maria
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.33935

Abstract

This qualitative study investigates the extent to which the English for Change textbook for Grade XI integrates Higher Order Thinking Skills (HOTS). Using the Revised Bloom’s Taxonomy as the analytical framework, the study classifies learning activities into six cognitive domains: remembering, understanding, applying, analyzing, evaluating, and creating. Through content analysis, the researchers examined all five units of the textbook, each organized around the four English language skills: listening, speaking, reading, and writing. The findings reveal that although all six cognitive levels are represented in the textbook, the most dominant are remembering and understanding, both of which fall under the category of Lower Order Thinking Skills (LOTS). In contrast, the presence of HOTS levels, analyzing, evaluating, and creating, is noticeably less frequent. Unit 5 features the highest proportion of activities at the creating level. The relatively low integration of HOTS compared to LOTS suggests the need for a more balanced incorporation of higher-order cognitive activities in future textbook designs. This research emphasizes the importance of integrating critical thinking skills across all levels of instruction to cultivate independent, reflective, and creative learners, aligning with the objectives of the latest curriculum.
Co-Authors Agus Sholeh Andy Astata, Naufal Ahmad Lasim Muzammil Maria Purnawati Mariyatul Qibtiyah Permatasari, Annessia SITI MUNTOMIMAH, SITI