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All Journal JSEH (Jurnal Sosial Ekonomi dan Humaniora) JELLT (Journal of English Language and Language Teaching) INTERACTION: Jurnal Pendidikan Bahasa Journal of Language and Literature Ethical Lingua: Journal of Language Teaching and Literature ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Society: Jurnal Pengabdian Masyarakat DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra
Lela Rahmawati
Universitas Bumigora
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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Culture-Based Teaching and Learning: Integrating Sasak Culture in English Language Teaching and Learning Nur Alfilail; Lela Rahmawati; Hilda Hastuti; Ni Ketut Putri Nila Sudewi; Dedi Aprianto
JURNAL SOSIAL EKONOMI DAN HUMANIORA Vol. 12 No. 2 (2026): JURNAL SOSIAL EKONOMI DAN HUMANIORA
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jseh.v12i2.1050

Abstract

Culture is one influential issue that still becomes an important aspect to be studied especially related to education. At the previous time, many English material sources used Western culture which is unfamiliar to students as the source of learning material. Since this material is irrelevant to Indonesian students’ background, many researchers attempted to identify the integration of Indonesian culture on English language teaching. Many of the studies showed positive result on this issue. Since these studies mostly focused on Indonesian culture in general, this present study focuses on identifying the impact of Sasak culture integration on English language teaching. This study is literature review study. This study applied systematic review in analyzing the data. The result of his study shows positive result on the integration of Sasak culture in English language teaching.
Comparing EFL Visual, Auditory, Kinesthetic Students’ High Learning Intensity in Increasing Speaking Performance Dedi Aprianto; Sutarman; Lela Rahmawati
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18564

Abstract

This study examined the impact of high learning intensity on the speaking performance of EFL students with different learning styles: visual, auditory, and kinesthetic. The study involved the 129 selected students from Computer Study Program, Bumigora University through a total sampling technique. The instruments were the VARK questionnaire identifying the participants’ learning styles, a learning intensity questionnaire assessing their learning intensity, and a speaking performance test evaluating their fluency, accuracy, pronunciation, vocabulary, and grammar. Data were analyzed by using One-Way ANOVA and Bonferroni post-hoc tests to determine differences among the groups. The findings revealed significant differences in speaking performance across the three learning styles with F value 59.967, Sig. value 0.000 < 0.05. Kinesthetic learners demonstrated the highest mean score of 82.16), significantly outperforming visual learners’ mean score of 77.09, and auditory learners’ mean score of 70.80. Post-hoc analysis confirmed that kinesthetic learners performed significantly better than auditory learners with mean difference is 11.364, Sig. value 0.000 < 0.05, and visual learners’ mean difference is 5.069, Sig. value 0.000 < 0.05. The visual learners also outperformed auditory learners with mean difference is 6.295, Sig. value 0.000 < 0.05. These results suggested that the kinesthetic learners benefited most from the high-intensity learning environments, achieving better speaking performance. This study showed the importance of considering learning styles in designing EFL learning curriculum. The findings emphasize the need for integrating kinesthetic activities into instructional practices to maximize speaking performance, particularly in high-intensity learning contexts.
Introduction to English Vocabulary  Through the Implementation of the Singing Based Method for Children at Saint Don Bosco Catholic Kindergarten Mataram Hilda Hastuti; Lela Rahmawati; Diah Supatmiwati; Nur Alfilail; Agus Syahid; Zainuddin Abdussamad
Society : Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2026): Juli
Publisher : Edumedia Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55824/we1kz610

Abstract

This community engagement program aims to introduce English vocabulary to kindergarten students by using songs and singing as an enjoyable learning method. This activity was initiated to foster an interactive and enjoyable learning atmosphere for early childhood learners. Singing was selected as the instructional method because songs can increase young EFL learners’ motivation and encourage their active participation in English learning. The singing-based method was implemented through nine stages, namely: (1) identification of the learning theme, (2) song planning, (3) preparation of learning media, (4) opening activity, (5) vocabulary introduction, (6) main singing-based activity, (7) vocabulary reinforcement, (8) simple evaluation, and (9) closing activity. The vocabulary introduction activity employed a singing-based approach using modified lyrics adapted from the song My Finger Family. The lyrics were modified to the learning theme, My Needs, and accompanied by simple gestures to facilitate natural vocabulary acquisition among young learners. The findings of this activity indicated improvements in children’s ability to retain new vocabulary, increased enthusiasm for learning, and higher levels of active participation in group singing activities. The results further suggest that the implementation of the singing-based method is effective in sustaining children's attention and fostering a positive and engaging learning atmosphere. Overall, the activity confirmed that the singing-based method is an effective, engaging, and age-appropriate instructional approach for enhancing children's acquisition of basic English vocabulary. The program is recommended for sustained integration into daily classroom activities in kindergarten settings to support children's English vocabulary development.
Co-Authors Abdul Muhid Agus Syahid Bidari Andaru Widhi Dedi Aprianto Dewi, Puspita Diah Supatmiwati Erwin Suhendra Gilang Primajati Herawati, Baiq Candra Hilda Hastuti Hilmiyatun Hilmiyatun Lanang Sakti Melati Rosanensi Ni Ketut Putri Nila Sudewi Nur Alfilail Nur Alfilail Sutarman Sutarman Tiara Resta Putri Wahyu Kamil Syarifaturrahman Widia Febriana Zahrah Zahrah Zainuddin Abdussamad Zainudin Abdussamad