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All Journal Linguistic, English Education and Art (LEEA) Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Qalam: Jurnal Ilmu Kependidikan Jurnal Mantik PROJECT (Professional Journal of English Education) Interference: Journal of Language, Literature, and Linguistics Abdimas: Papua Journal Of Community Service Jurnal Pengabdian Masyarakat (ABDIRA) Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Community Empowerment
Dian Saputra
Universitas Muhammadiyah Sorong
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Teaching English at Junior High School: Post-Pandemic Recovery Dian Saputra; Muhammad Nur Ashar Asnur; Rezkiah Hartanti; Melgasari Randa
Interference: Journal of Language, Literature, and Linguistics Vol 4, No 1 (2023): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v4i1.44129

Abstract

Abstract. The objective of this study is to determine the justifications for employing online and offline learning models in the covid-19 pandemic, as well as the barriers to their use. This study was carried out at SMP Negeri 2 Kota Sorong. This study employs a descriptive qualitative methodology. The data for the study were gathered via interviews. Principal, English teachers, and students of SMP Negeri 2 Kota Sorong were questioned during the interviews.  According to this study's findings, there were two learning models used during the covivirus-19 epidemic. Both online and traditional forms of education are included into the instructional format of this strategy. Because the students' financial resources are inadequate to support online learning, a school first used offline learning at the beginning of the Covid-19 pandemic. This is one of the reasons why the school employs both methods of education. In addition to the challenges students experience throughout the learning process, there are a further four obstacles. The conclusion findings indicated that the two learning models were though somewhat successful. Furthermore, the principal developed a new learning model for post-pandemic Covid-19 recovery. Keywords: Teaching, Learning Model, Obstacles.
Optimalisasi Peran Mahasiswa dalam Program Asistensi Mengajar di SD Inpres 1 Malawei Lisda Asiyah Putri; Inang Inang; Muh. Fadli Hasa; Dian Saputra; Hayat M. Ohorella
Abdimas: Papua Journal of Community Service Vol. 5 No. 2 (2023): Juli
Publisher : LP3M Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/pjcs.v5i2.2569

Abstract

One of the teaching campus implementation programs is in the form of teaching assistants that give students the opportunity to support their learning process in primary schools in different villages and towns in Indonesia, especially in the 4T areas (Foremost, Outermost, Disadvantaged and Transmigration areas), one of which is SD Inpres 1 Malawei which is located in Sorong City, West Papua Province. In this program, participating students are responsible for supporting the school with its key processes: the operational aspects. It also helps in teaching and learning processes, technology adaptation and school operations. In addition, the student assistance process is carried out in the form of responsibility in improving literacy and numeracy for students at SD Inpres 1 Malawei, Sorong City. The outcome of this program, especially in the field of education, is that it instills in students empathy and social sensitivity to problems in the lives of those around them, as well as their cross-disciplinary cooperation and problem-solving skills. I have. It enhances the diversity of student knowledge and origins, develops student insight, character and soft skills, and enhances the proper role and contribution of the university and students in the development of society.
MENINGKATKAN KEMAMPUAN MENDENGAR SISWA MELALUI PERMAINAN CHAIN WHISPERS Ahmad Wael; Rezkiah Hartanti; Hayat Marwan Ohorella; Ruslan; Dian Saputra
Qalam : Jurnal Ilmu Kependidikan Vol. 12 No. 2 (2023): Desember
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v12i2.2836

Abstract

The purpose of this study is to improve students' listening skills using a series of whispering games. The subjects of this study were eighth-grade high school students of SMP Negeri 7 Sorong City. The data of the students were obtained from tests used as instruments in this work, the use of methods in this work was experimentally quantitative. The research instrument was a pre-test to determine students' listening skills, and a post-test was used to investigate the use of a series of whispering games to improve students' listening skills. The results of this study showed differences in the pretest and posttest scores of 28 students. The purpose of these two tests is to find out how well students can hear, and then based on these tests, the authors calculate the students' scores, and the researchers conclude that string whispering improves students' listening. SMP Negeri 7 Kota Sorong for eighth-grade students. The purpose of this research is to improve students' listening skills and how students understand what the teacher intends Keywrod : chain whisper game, student listening skill.
ROLE PLAY DALAM PENGAJARAN GRAMMAR UNTUK ANAK PANTI ASUHAN BUKIT HERMON PAPUA BARAT DAYA Ahmad Wael; Dian Saputra; Yuliana A.; Bustamin Wahid; Faidah Musa’ad; Isnaini Eddy Saputro; Hayat Marwan Ohorella; Rezkiah Hartanti
MAJU : Indonesian Journal of Community Empowerment Vol. 3 No. 1 (2026): MAJU : Indonesian Journal of Community Empowerment, January 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/maju.v3i1.2344

Abstract

This community service aims to analyze the effectiveness of using role play in teaching grammar to children at the Bukit Hermon Orphanage. Grammar and English language learning are important because English is an international language. The effectiveness of grammar teaching can be enhanced through the use of role play as a teaching method. The results of the study show that the role play method is quite effective in improving grammar knowledge. This research was conducted at the Bukit Hermon Orphanage because the students at the orphanage met the criteria needed by the researchers. The data collection method involved conducting pre-tests and post-tests to determine the improvement in knowledge in the samples after receiving treatment. The effectiveness of using role play in teaching grammar was measured through two tests: the pre-test given at the beginning of the session and the post-test given after the treatment or reinforcement by the researchers. The results of the study indicate that the use of role play in teaching grammar is quite effective.
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Co-Authors Akib, Muhaiminah Alda Patty Asnur, Muhammad Nur Ashar Badriyah Badriyah Bustamin Wahid Eka Setyawati Faidah Musa’ad Hardianti, Rinda Haryanto Atmowardoyo Hasanudin Hayat M. Ohorella Inang Inang Isnaini Eddy Saputro Kisman Salija, Kisman Lisda Asiyah Putri Maipauw, Niny Jeni Melgasari Randa Muh. Fadli Hasa Ohorella, Hayat Marwan Rezkiah Hartanti Rinda Hardiyanti Ruslan Ruslan Ruslan Said, Erpin Villia G. Joseph Wael, Ahmad Yuliana A.