Article Per Year (5 Year)
p-Index From 2021 - 2026
3.533
P-Index
This Author published in this journals
All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Transformasi: Jurnal Pengabdian Masyarakat Cordova Jurnal EDUKASI Satya Widya Edulitics (Education, Literature, and Linguistics) Journal Edulangue El Midad : Jurnal Jurusan PGMI ELITE Journal: Journal of English Linguistics, Literature, and Education TLEMC (Teaching and Learning English in Multicultural Contexts) IJECA (International Journal of Education and Curriculum Application) Inteligensi : Jurnal Ilmu Pendidikan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Development Cakrawala Bahasa Journal of Education, Language Innovation, and Applied Linguistics
Hery Rahmat
Universitas Islam Negeri Mataram, Indonesia
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
The Context Meaning of Deixis in Maher Zain Selected Songs Khasanah, Yatul; Rahmat, Hery
EDUKASI Vol 22, No 1 (2024): EDISI MEI 2024
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v22i1.7639

Abstract

The deixis and its contextual meaning in the Maher Zains song are discussed in this study. Content analysis was the form of research used in the descriptive qualitative approach of research methodology. This research uses a practical methodology, based on the conceptualization of deixis by Alan Cruse, which includes person, spatial, temporal, social, and discourse deixis. The purpose of the study is to evaluate the various deixis types and its reference meanings through analysis and interpretation of Maher Zain's "Forgive Me" album lyrics. The results show that Maher Zain's "Forgive Me" album does, in fact, use a variety of deixis in its lyrics, including person, spatial, temporal, social, and discourse deixis. First and second pronouns are included in the personal deixis, which represents the characters and roles in the song lyrics. Whereas temporal deixis denotes the relative time of speech events, and spatial deixis specifies the location of events. Most of the album's tracks use social deixis, which represents social standing and a person's proximity to their mother, God, and the social surroundings. Finally, there are instances of discourse deixis in one song, including the phrases "And, But, So." It describes the connection between a speech and the speech that came before it.
Benefits and Challenges of Group Discussion as Creative Learning Strategies in Speaking Class Rahmat, Hery; Jon, Roi Boy
IJECA (International Journal of Education and Curriculum Application) Vol 6, No 1 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v6i1.13804

Abstract

Abstract: Creative learning strategy has turned out to be an important issue in foreign language learning. This article is aimed to investigate the benefits and challenges of group discussion as creative learning strategy to improve speaking’s proficiency. The research was conducted in an Islamic Senior High School. The research applied qualitative approach by using interviews and Focus-Group Discussions with 8 students as the source of data. Based on the analysis results, it was found that Group Discussion as creative learning strategy were beneficial during the speaking class because of it promote interaction and learning, motivation encouragement, and develop respect to another’s’ idea. Meanwhile, during the group discussion several issues arouse namely the individual learning preference, the problems with language aspects, and the students’ self-confidence. The research implies the significance of creative learning strategy to improve the English speaking successfully.
Strategies and Challenges in Teaching Speaking by English Tutors: A Study in Madani Super Camp English Classes Sukmojati, Edi; Ribahan, Ribahan; Rahmat, Hery
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.7791

Abstract

Speaking is an important skill needed in communication and requires good training as well as professional and experienced English tutors. The speaking tutors will encounter various difficulties and need to employ effective teaching strategies to overcome them. This study aimed to find out the types of challenges faced by the English tutors in the Madani Super Camp (MSC) Course Narmada in teaching speaking and the types of learning strategies applied by the tutors to overcome the challenges in teaching speaking. This qualitative descriptive research involved eight English teachers in the MSC Course Narmada as respondents. The data were obtained by using closed-ended questions and semi-structured interviews, which were transcribed descriptively. In addition, the data analysis used is data reduction, data display, and conclusion drawing. The results of the research showed that the tutors faced five challenges in teaching English, including a lack of student discipline, additional work, a lack of self-confidence, a lack of technical teaching, and controlling the classroom and class management. The researcher reveals the research findings related to the learning strategies applied by the tutors to overcome the challenges in teaching speaking ability, including discussion and classroom interaction, storytelling, classroom practice, games, and picture descriptions. Keywords: Tutors’ Challenges; Tutors’ Strategies; Teaching Speaking.
Conquering Communication Barriers: The English Quarantine Al Badriyah Program to Enhance Speaking Skills Sukmojati, Edi; Rahmat, Hery
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i2.11405

Abstract

Amidst the rapidly evolving global landscape, proficiency in English language skills has become indispensable for accessing information, facilitating effective communication, and engaging in global interactions. This necessity is particularly pronounced for students in Lombok who actively participate in diverse sectors such as agriculture, academia, and trade. Understanding the importance of English proficiency in these contexts, this study explores the communication barriers experienced by students during their learning process. It investigates the underlying factors that impede the development of their speaking skills. The qualitative study involved eighteen participants enrolled in the English Quarantine Al Badriyah (EQAB) Program, with eight selected as primary informants for detailed interviews. Data collection methods included closed-ended questions and semi-structured interviews, which were meticulously transcribed and analysed using data reduction, data display, and conclusion-drawing techniques. The research revealed several significant barriers hindering students’ English-speaking skills, including nervousness, lack of vocabulary, and shyness. Conversely, the study identified motivation factors, positive feedback and agreeable activities as pivotal elements that could effectively enhance students’ speaking proficiency. This study underscores the critical role of English language proficiency in empowering students to overcome barriers and actively participate in global discourse. By addressing these challenges and leveraging supportive factors, educators and stakeholders can better facilitate the development of robust English communication skills among students in diverse educational and professional settings.Keywords: Communication Barriers; Enhancing English; Speaking Skills.
Peer Learning for Inclusive Growth: A Cross-National Study of Thailand and Indonesia Hery Rahmat; Ika Rama Suhandra; Eliya Eliya; Siwapoorn Yuenchon
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.14878

Abstract

Peer learning has been widely recognized as an effective strategy in inclusive education, promoting student collaboration, enhancing academic outcomes, and addressing diverse learning needs. However, a significant gap remains in understanding how peer learning is implemented across different institutional and national contexts, especially in inclusive settings. While prior studies have addressed peer learning in general, few have compared its practical application across countries with distinct educational systems. This study investigates how peer learning is enacted in inclusive classrooms in Thailand and Indonesia, focusing on teachers’ beliefs, instructional strategies, and challenges encountered during implementation. Employing a qualitative research design, data were gathered through interviews and classroom observations to explore authentic classroom practices. The findings reveal both shared patterns and contextual differences in the use of peer learning, shaped by each country’s institutional structures and education policies. While initial student collaboration varied, many learners demonstrated increased participation and interaction over time. This study addresses the lack of cross-national research on inclusive peer learning and offers insights that may support educators, researchers, and policymakers in designing more responsive and culturally informed frameworks for peer learning in diverse, inclusive classrooms.
Co-Authors Assapari, Muhammad Mugni Eka Alfansyah Eliya Eliya Hilmiati Hisyam, Ibnu Ika Rama Suhandra Ishaq, Ahmad Yugita Jaelani Jon, Roi Boy Juwaidah, Afrida Kasyfur Rahman Kasyfur Rahman Khasanah, Yatul Mahfud, Pusfita Hunaeda Miftahul Jannatin Muhsinin Muhsinin Muhsinin Nurul Lailatul Khusniyah Pauzan Pauzan, Pauzan Raden Mohamad Herdian Bhakti Ribahan Ribahan Rohmani, Ihsaniati Siti Nadiya Siwapoorn Yuenchon Solly Aryza Soni Ariawan Sukmojati, Edi Syarifudin Syarifudin Syarifudin Syarifudin Tamaulina Br Sembiring Wahyu Hidayat Fauzi