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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 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 Sasambo: Jurnal Abdimas (Journal of Community Service) Journal of English Language Proficiency El Midad: Jurnal Jurusan PGMI
Hery Rahmat
Universitas Islam Negeri Mataram, Indonesia
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Pop songs as a creative learning tool to improve students’ listening abilities Rahmat, Hery
Journal of English Language Proficiency Vol. 2 No. 2 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i2.5686

Abstract

Pop songs have been widely used to improve listening ability among students as alternative and creative tools in learning English. This study aims to explore students’ voice toward English pop songs usage to increase their listening abilities and to identify the challenges they face during the learning process. This is a descriptive qualitative method which use questionnaire and interviews given to an Indonesian state Islamic University students. The research found that most students use pop songs as a creative listening learning tool as it improves their listening. Moreover, they accept that pop songs enhance their pronunciation, intonation, as well as vocabulary. The students also admit that pop songs help them to become enjoy. In addition, English pop music enhances students’ mood and motivation. However, the students mention that there are some challenges appear during their learning namely understanding the fast tempos lyrics, the existence of unfamiliar words, ungrammatical lyrics, and obstacles in culture and religion for Muslim students. This study strengthen that English pop songs is a useful as well as creative tool for listening exercise, particularly as it is used collectively with proper teaching technique namely lyrics’ reading, listening repeatedly, as well as clear pronunciation songs’ selection.
Peningkatan Kapasitas Tutor Bahasa Inggris dan Manajemen Pengelolaan Kampung Inggris di Desa Tete Batu, Lombok Timur Rahmat, Hery; Rahman, Kasyfur
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 7 No. 4 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ctre0z92

Abstract

Tete Batu Village is one of the villages that was developed into a Desa Wisata (vourism village) in Lombok Timur regency, West Nusa Tenggara province. To support this program, the regency government launched the Kampung Inggris Tete Batu (KITB) program. However, KITB program has not run optimally as the capacity lack of the program’s operators in term of tutors’ ability to implement learning method and evaluation system as well as the inappropriately management program. Therefore, in general this community service activity using the Asset Based Communities Development (ABCD) method is aimed to support the community independence in this case KITB to carry out good English course. Specifically, the community service is pointed to strengthen the capacity of English tutors and course management through KITB program in supporting tourism in Tete Batu village, Lombok Timur Regency. This community service activities are held through Focus Group Discussion (FGD), materials delivering related to curriculum development and learning materials as well as reflection. The results of this community service indicate an increasing understanding toward the importance of curriculum and appropriate material development in the KITB management as well as a simple analysis of weaknesses, and opportunities for institutional development
HUBUNGAN GAYA MENGAJAR GURU DENGAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN BAHASA INGGRIS Hery Rahmat; Miftahul Jannatin
El Midad Vol. 10 No. 2 (2018)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v10i2.775

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan gaya mengajar guru denganmotivasi belajar siswa pada mata pelajaran bahasa Inggris. Jenis penelitian merupakan penelitian kuantitatif dengan subjek penelitian siswa kelas V MI NW Dasan Agung Mataram TahunPelajaran 2017/2018 yang berjumlah 20 siswa. Variabel penelitian ini terdiri dari variabel terikatberupa motivasi belajar siswa dan variabel bebas berupa gaya mengajar guru. Instrumen yang digunakan berupa kuesioner gaya mengajar guru dan motivasi belajar siswa. Teknik pengumpulan data dilakukan melalui pemberian kuesioner dan dokumentasi. Analisis datamenggunakan analisis deskriptif dalam bentuk persentase dan analisis korelasi dengan chi square. Hasilanalisis deskriptif menunjukkan bahwa persentase siswa yang berpendapat bahwa gaya mengajar guru baik sebanyak 30% sedangkan selebihnya 70% menyatakan gaya mengajar guru kurangbaik. Adapun hasil analisis deskriptif terhadap motivasi belajar siswa menunjukkan terdapat70% siswa yang memiliki minat belajar rendah dan hanya 30% siswa yang memi liki minatbelajar tinggi. Adapun hasil analisis chi square diperoleh nilai CC sebesar 0,606 dan P=0,002 yang menunjukkan bahwa terdapat hubungan yang kuat antara gaya mengajar guru denganmotivasi belajar siswa pada kelas V MI NW Dasan Agung Kota Mataram. Berdasarkan tujuandan analisis data dapat disimpulkan bahwa gaya mengajar guru berpengaruh kuat terhadapmotivasi belajar siswa.
PEMBELAJARAN BAHASA INDONESIA MELALUI TEKS ANEKDOT RESPONSIF NILAI BUDAYA SASAK Hilmiati; Hery Rahmat
El Midad Vol. 14 No. 1: Juni 2022
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v14i1.5268

Abstract

Tujuan penelitian adalah mengembangkan bahan ajar teks anekdot responsif nilai Budaya Sasak. Model penelitian pengembangan ini menggunakan model R&D Analysis-Design-Development-Implementation-Evaluation (ADDIE) yang diadaptasi dari Branch. Prosedur pengembangan meliputi menganalisis, mendesain, mengembangkan, mengimplementasikan, dan mengevaluasi produk pembelajaran berupa bahan ajar teks anekdot responsif nilai budaya Sasak untuk siswa kelas X SMA/MA. Instrumen penelitian yang digunakan berupa (1) angket uji validasi desain; (2) angket uji validasi produk; dan (3) angket uji pemakaian produk. Analisis data dalam penelitian dan pengembangan ini dilakukan dengan (1) mengidentifkasi data, (2) mengklasifikasi data, (3) mengolah data, (4) menginterpretasi data, dan (5) mendeskripsikan data. Hasil uji lapangan yang dilakukan di MA NW Nurulharamain Narmada menunjukkan respon yang mengandung nilai-nilai budaya Sasak seperti nilai kepatuhan, nilai keberanian, nilai ketangkasan, nilai kasih sayang, nilai keterampilan, nilai kelincahan, nilai tanggung jawab, nilai kebersamaan. Secara keseluruhan nilai-nilai tersebut relevan dengan nilai-nilai dalam budaya Sasak yaitu patut (benar), patuh (taat), pacu (rajin), geger (semangat), genem (ramah), gerasaq (ramah), tatas (cakap), tuhu (sungguh-sungguh), trasna (kasih sayang), titi (teliti), teteh (partisipatif), dan tatas (pintar). Secara keseluruhan, bahan ajar layak untuk diimplementasikan dalam pembelajaran di kelas. Dilihat dari kelebihan-kelebihan yang dimilikinya, bahan ajar yang dikembangkan bermanfaat untuk memecahkan masalah dalam pembelajaran sastra yang selama ini berorientasi pada teori. Dengan bahan ajar ini pembelajaran menjadi aktif, inovatif, dan menyenangkan, karena siswa terlibat secara langsung pada setiap kegiatan pembelajaran. Pembelajaran menjadi lebih bermakna, karena teks anekdot sesuai dengan latar belakang budaya siswa dan menghasilkan teks anekdot yang mengandung nilai-nilai budaya Sasak.
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