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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa EXPOSURE JOURNAL LITERARY CRITICISM Linguistic, English Education and Art (LEEA) Journal Journal of Education and Instruction (JOEAI) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jurnal Pengabdian Masyarakat Bumi Raflesia Community Development Journal: Jurnal Pengabdian Masyarakat Linguistic, English Education and Art (LEEA) Journal Batara Wisnu : Indonesian Journal of Community Services JIMAKUKERTA Dikdimas : Jurnal Pengabdian Kepada Masyarakat Teaching English and Language Learning English Journal
Dian Susyla
Universitas Muhammadiyah Bengkulu
Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Public Health Social Sciences Other

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MENJADI INSPIRATIF, SUKSES DAN BERPRESTASI BERSAMA MY_E COURSE DI SD FATMA KENANGA BENGKULU Ria Angraini; Dian Susyla; Agung Karismah Hidayah; Derry Ellis Novela Bustam; Uswatun Hasanah; Herly Fathonah Agustika
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2023): Volume 4 Nomor 2 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

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

Abstract

Artikel ini menggambarkan program pengabdian masyarakat yang dilaksanakan oleh tim pengabdian masyarakat MY_E Course di SD Fatma Kenanga Kota Bengkulu. Program ini bertujuan untuk memberikan inspirasi dan motivasi kepada siswa untuk meraih kesuksesan dan prestasi di masa depan melalui pembelajaran bahasa Inggris yang inovatif dan menyenangkan.Metode yang digunakan dalam program ini meliputi kegiatan pembelajaran yang melibatkan interaksi langsung antara guru dan siswa. Tim pelaksana MY_E Course membuat pembelajaran bahasa Inggris lebih menarik dan interaktif bagi siswa, selain itu adanya tambahan game dan lagu yang menarik memungkinkan siswa belajar dengan cara yang lebih efektif dan menyenangkan.Pembelajaran MY_E Course di SD Fatma Kenanga ini berlangsung selama kurang lebih 4 (empat) bulan yaitu dari bulan Oktober hingga Januari. Dimana selama 4 bulan berlangsung terdapat 12 kali pertemuan yang melibatkan 2 kelas yaitu kelas 5A dan kelas 5B.
THE CORRELATION OF STUDENTS’ MOTIVATION AND ENGLISH LEARNING ACHIEVEMENT Eki Saputra; agnes zayananda putri; Dian Susyla; Waslurachim Safitri
Teaching English and Language Learning English Journal Vol. 3 No. 1 (2023): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i1.5566

Abstract

The objective of this study was to figure out whether there is any correlation between students’ motivation and English learning achievement at Grade XI Madrasah Aliyah Negeri 1 Kota Bengkulu. In this research, the researcher used Correlational research in a quantitative design. In correlational method, the researcher used the correlation statistical test to describe and measure between two variables. The population of this study was the whole students of XI grade MAN 1 Bengkulu City with total students 355. The researcher took all of population as the sample of the research. Therefore, the sample of this research was about 350 students at eleventh grade MAN Model Bengkulu. To obtain the data, the researcher used questionnaire and documentation as the instruments of this research. The questionnaire of students’ motivation was adopted from The Attitude / Motivation Test Battery by R. C Gardner cited in (Rafasah, 2019). Moreover, the students’ learning achievement was identified by collecting the students’ English score in UTS or UAS or daily test. After collecting and analyzing the data, the researcher found that the sign. (2-tailed) Pearson correlation = 0.00 > 0.05 which means that there was a correlation between students’ motivation and English learning achievement at XI A students of SMAN 1 Kota Bengkulu. The researcher suggested for English teachers in developing some strategies to facilitate the students to have a good motivation. The researcher also suggested for the students to be more active in practicing English even though this research findings showed that the students’ motivation was good. Keywords: The Correlation, Students’ Motivation, English Learning Achievement
The Effectiveness of Teaching English of EYL Course In Elementary School Aprilia Ningsih; Dian Susyla; Ria Angraini; Waslurachim Safitri
Teaching English and Language Learning English Journal Vol. 3 No. 1 (2023): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i1.5569

Abstract

This study aims to describe the effectiveness of teaching English of EYL Course in SDN 07 Kota Bengkulu. It was designed as a qualitative research in which the data were obtained via interview and documentation. The data were also analyzed by applying main indicators and criteria in measuring teaching effectiveness. On the one hand, the indicators were consisted of mastery learning, student learning activity, management ability, and student responses. On the other hand, the criteria comprised time allocation and student motivation. The results indicated that the apprentice teacher of Muhammadiyah University of Bengkulu mastered in delivering lesson materials. Then, the students showed the different attitudes during attending the class of EYL. Some of whom were active and some tended to be passive. However, management skill of the apprentice teacher was not called to be well-structured yet. It was also observed from their ability to allocate time in delivering lesson materials of EYL. Additionally, motivation of the students mostly came from their perspective about English. Most of whom considered having skill in speaking English was very cool. In conclusion, teaching EYL in SDN 07 Kota Bengkulu is effective to conduct because both indicators and criteria have tendency to be positive, even though ability of the apprentice teachers are still not professional yet.Key Words: Effectiveness, EYL Course, Elementary School.
TEACHERS’ ROLES IN OVERCOMING SPECIAL NEEDS STUDENTS DIFFICULTIES IN LEARNING ENGLISH AT ELEMENTARY SCHOOLS IN BENGKULU CITY Lidya Agustina; Kiagus Baluqiah; Dian Susyla; Eki Saputra
Teaching English and Language Learning English Journal Vol. 3 No. 2 (2023): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i2.6026

Abstract

The purpose of this study is to determine teachers roles in overcoming special needs students difficulties in learning English at elementary schools In Bengkulu city. This research method is descriptive qualitative. The research instrument is in the form of Question Lists which are based on Harmer in (Naibaho, 2019). The results of the study, of the 10 roles of the teacher according to Harmer in (Naibaho, 2019) almost all the roles of the teacher in overcoming the difficulties of learning English for special needs students in Bengkulu elementary school are applied. There are 10 teacher roles in teaching special needs students, namely (1) controller (2) organizer (3) assessor (4) prompter (5) participant (6) resource (7) observer (8) tutor (9) performer and (10) teaching aids. only one role was not implemented, namely the tutor by the teacher at SD Fatma Kenanga because the special needs students had been accompanied by a companion teacher or shadow teacher to assist in learning activities, the researchers suggested that the role of the teacher in teaching special needs students to be emphasized more because teaching special needs students required extra skills for the teaching process. For future researcher who are interested in conducting similar research, it is advisable to conduct research on large samples or research subjects and also at other levels of education Key words : Teachers Roles, Special Needs Students, Difficulties
English Students Reading Interest by Using Literary Reading Kiki Andriyani; Agung Suhadi; Dian Susyla; Ria Anggraini
Teaching English and Language Learning English Journal Vol. 4 No. 2 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i2.6936

Abstract

The purpose of this study was to determine the level of reading interest and the factors that influence the reading interest of fourth and sixth semester students of English Education Study Program of Muhammadiyah University of Bengkulu towards literary reading. Therefore, this research method is qualitative research. This research uses a qualitative approach by using descriptive qualitative. Data were obtained through questionnaires and interviews. The questionnaire is to find out the level of students' reading interest in literary reading, while the interview is to get more in-depth information related to students' reading interest in literary reading. The subjects of this study were fourth and sixth semester students of English Education Study Program totaling 40 students as respondents for questionnaires and from the 40 students, 10 students were taken as informants for interviews. From the results of the study, the researcher found that the average student reading interest level was quite high with the following details: 8 (20%) students got the “Low” category, 26 (65%) students got the “Medium” category, and 6 (15%) students got the “High” category. Meanwhile, the results of the study through interviews found more in-depth information on factors affecting student reading interests, namely: Building knowledge of reading literacy, willingness to read, the role of literary reading, personal interests, and the benefits of literary reading. Students state that reading literary works can add to their knowledge of reading, hone creativity, and can also hone them to think critically. Therefore, it is a factor that affects the high interest in reading students in the fourth and sixth semester, so students still familiarize themselves to read literary works. Keywords: Reading Interest, English Students, Literature
Empowering Shadow Teachers Through Inclusive English Module Development at Sekolah Alam Langit Biru Bengkulu Muhammad Parli; Ria Angraini; Dian Susyla; Washlurachim Safitri; Hardiansyah Hardiansyah; Solehan Solehan; Nasir Muhammad
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2026): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v5i1.597

Abstract

Background: English instruction for inclusive students at Sekolah Alam Langit Biru Bengkulu is currently constrained by the absence of structured teaching modules and limited pedagogical training among shadow teachers, resulting in inconsistent instructional practices.Aims: This community service paper aims to describe the design, implementation, and evaluation of an inclusive English teaching module developed specifically for shadow teachers at Sekolah Alam Langit Biru Bengkulu, with a focus on practical capacity building and classroom applicability.Methods: The program involved seven shadow teachers and six inclusive students and was conducted through orientation, workshops, guided mentoring, module development using Canva, classroom try-out, and evaluation. Data were collected using teacher pretest–posttest questionnaires measuring instructional readiness and digital literacy, and student vocabulary assessments. All data were analyzed descriptively.Results: The findings indicate a notable improvement in shadow teachers’ instructional readiness and digital literacy, with average scores increasing by approximately 21% from pretest to posttest. In addition, student vocabulary scores improved in four out of six participants, with gains ranging from 17 to 30 points, particularly among those with lower initial proficiency.Conclusion: The program demonstrates that integrating accessible digital tools and multisensory media within a structured training framework is a feasible and effective approach to supporting inclusive English learning through shadow teachers.
Argumentative Strategies in Discussion Sections of EFL Research Articles: A Genre-Based Analysis of SINTA 2 Journals in Indonesia Fetri Novita Indah Lestari; Dian Susyla; Ria Angraini; Hasmi Suyuthi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.136333

Abstract

Discussion sections are central to the interpretation, justification, and disciplinary positioning of research findings. This study investigated argumentative strategies in 61 English-language EFL and applied-linguistics research articles published in three SINTA 2 journals affiliated with Muhammadiyah and Aisyiyah universities during 2024–2025. The corpus comprised 19 JFLTL, 26 JEES, and 16 ELTEJ/UAD articles. Only discussion discourse was analyzed: in articles with combined Results and Discussion sections, descriptive result statements, tables, statistics, and uninterpreted participant quotations were excluded. A qualitative corpus-assisted content analysis integrated Swalesian rhetorical moves, Toulmin’s argument components, and Hyland’s stance and engagement framework. Evaluating significance and presenting implications/recommendations each occurred in 58 articles (95.1%), while comparison with previous literature occurred in 55 (90.2%). Claims, grounds, warrants, and qualifiers were widespread, but explicit limitations appeared in only nine articles (14.8%). Concordance-audited stance counts showed 1,151 hedges and 390 boosters (2.95:1), confirming a strong preference for cautious qualification. Supportive citation functions were substantially more common than explicit contrast, and only 26 articles contained a clearly identifiable counterargument or alternative explanation. The findings show that these Discussion sections were generally interpretive and evaluative rather than merely descriptive; their principal weakness was uneven critical reflexivity, especially in acknowledging limitations, testing preferred claims against alternatives, and engaging discrepant evidence. The study offers an empirically grounded basis for academic-writing instruction and editorial guidance in Indonesian EFL publishing.
PENTINGNYA MENINGKATKAN RASA PERCAYA DIRI SISWA SMP NEGERI 21 DENGAN BELAJAR PUBLIC SPEAKING DI KELURAHAN PANORAMA KECAMATAN SINGARANPATI KOTA BENGKULU Wita Rahmadanti; Nasral; Hasmi Suyuthi; Dian Susyla; Muhammad Husni Rifqo
Jurnal Ilmiah Mahasiswa Kuliah Kerja Nyata (JIMAKUKERTA) Vol. 5 No. 3 (2025): JIMAKUKERTA
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jimakukerta.v5i3.9174

Abstract

Tujuan ini yakni meningkatkan rasa percaya diri siswa dengan belajar publicc speaking. Metode yang digunakan adalah pengabdian masyarakat dengan perencanaan pembelajaran melalui tiga tahap pendahuluan, inti dan penutup. Hasil menunjukkan bahwa mahasiswa melaksanakan pembelajaran public speaking. pembelajaran terdiri dari tiga tahap yakni pendahuluan berupa awal pembelajaran dengan cara memberikan salam, menanyakan keadaan dan absensi. Pada inti, mahasiswa KKN menyampaikan materi public speaking kepada siswa dengan berbagai metode dan media. Terakhir mahasiswa menutup dengan menyimpulkan materi dan mengevaluasi belajar siswa. Kemudian mahasiswa KKN meminta siswa untuk membuat pidato singkat. Terlihat pada program ini berjalan baik yakni siswa yang antusias untuk belajar dan mampu menanamkan rasa percaya diri akan kemampuan berbicara.
Gender Differentiation in Classroom Interaction: A Critical Discourse Analysis of Teacher–Student Talk Leli Ridayani; Wahyudi Badri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9510

Abstract

This study investigates gender-based discourse patterns in English classrooms through Critical Discourse Analysis (CDA) at MTsN 2 Kota Bengkulu during the 2024/2025 academic year. The participants were 8th grade students whose classroom interactions were recorded, transcribed, and analyzed using Fairclough’s CDA framework. The study aimed to identify (1) how male and female students participated in classroom discourse and (2) what gendered patterns emerged during teacher–student and student–student interactions. The findings revealed that male students dominated verbal participation by taking more turns, providing longer responses, and initiating more spontaneous interactions. Female students participated less frequently and tended to wait for teacher nomination before speaking, producing shorter and more cautious responses. Teachers’ discourse practices, including question distribution and feedback patterns, unintentionally reinforced these differences by giving male students more opportunities for elaboration. The results align with previous research, indicating that classroom discourse often reproduces broader gender ideologies. The study concludes that English classrooms at MTsN 2 Kota Bengkulu reflect gendered participation norms and recommends more equitable discourse strategies to promote balanced interaction. Keywords: Critical Discourse Analysis, gender, classroom discourse, participation, EFL learners
The Use of Translanguaging by Students of the English Education Study Program in Class Discussion at Universitas Muhammadiyah bengkulu Erza Kurnia Zahari; Yupika Maryansyah; Dian Susyla; Epi Wadison
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.9707

Abstract

ABSTRACT Translanguaging, the strategic use of multiple languages within communication, has emerged as a significant pedagogical phenomenon in multilingual classrooms. In English as a Foreign Language (EFL) contexts, it enables students to draw on their full linguistic repertoire to enhance comprehension and participation. This study examines the types and functions of translanguaging employed by students during class discussions in the Second Language Acquisition (SLA) course at the English Education Study Program, UniversitasMuhammadiyah Bengkulu. This study employed a descriptive qualitative design, data were gathered through video recordings of three discussion sessions, transcriptions, and structured observations based on the classifications of Hoffman (1991) and Poplack (1980). The analysis identified three main types: intra-sentential, inter-sentential, and tag translanguaging, with intra-sentential being the most prevalent, often used to embed technical terms within Indonesian explanations. Functions observed include clarifying academic concepts, providing culturally relevant examples, and fostering inclusive social interaction. These findings indicate that translanguaging in EFL classroom discussions operates as a deliberate and strategic communication approach rather than random language mixing. It can serve as an effective pedagogical tool to improve comprehension and active engagement, suggesting its potential for broader application in EFL learning environments. Keywords: Classroom Discussion, EFL Students, Second Language Acquisition (SLA), Translanguaging.
Co-Authors agnes zayananda putri Agung Karismah Hidayah Agung Suhadi Ananda, Ririn Putri Annisa Ekavia Aprilia Ningsih Apriza Fitriani Arjun Pauzi Dela Irawan Derry Ellis Novela Bustam Desti Handayani Desva Andusti Dwi Yuni Setiyaningsih Eceh Trisna Ayuh Eki Saputra Epi Wadison Erza Kurnia Zahari Fetri Novita Indah Lestari Hardiansyah Hardiansyah Hartania Yoanda Agustin Hasmi Suyuthi Herly Fathonah Agustika Kiagus Baluqiah Kiagus Baluqiah Kiki Andriyani Leli Ridayani Lidya Agustina Muhammad Husni Rifqo Muhammad Parli Muhammad Parli Nasir Muhammad Nasral Nasral Rensi Kumala Sari Ria Anggraini Ria Angraini Ria Angraini Ririn Putri Ananda Sinarman Jaya Sisleni Sisleni Solehan Solehan Uswatun Hasanah Wahyudi Badri Washlurachim Safitri Waslurachim Safitri Wirda Anggraini Putri Wita Rahmadanti Yupika Maryansyah, Yupika