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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Language Literacy: Journal of Linguistics, Literature, and Language Teaching Islamic Management: Jurnal Manajemen Pendidikan Islam Metalingua: Jurnal Penelitian Bahasa Journal of Educational Sciences SocioEdu: Sociological Education TELL - US JOURNAL Native: Journal of English Teaching and Learning JOTTER Journal of Research in Instructional
Hamdan Hidayat
Universitas Islam Nusantara
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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HE IMPLEMENTATION OF MOBILE-ASSISTED EXTENSIVE READING IN SENIOR HIGH SCHOOL (IMPLEMENTASI MEMBACA EKSTENSIF BERBASIS PONSEL DI SEKOLAH MENENGAH ATAS) Muhammad Andriana Gaffar; Vena Fernanda; Hamdan Hidayat
Metalingua: Jurnal Penelitian Bahasa Vol 19, No 2 (2021): METALINGUA EDISI DESEMBER 2021
Publisher : Balai Bahasa Jawa Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/metalingua.v19i2.878

Abstract

There is a huge concern among educators about students who are less interested in reading. They are more serious about those who feel bored with reading. It will cause them to feel overwhelmed when given a book or text when asked to analyze or summarize what they have read and cause them to be lazy to read caused by the difficulty to carry books anywhere. Many researchers have tried to find out the reasons behind students' boredom in reading. In an academic context, reading is considered the most important language skill. Through reading, students learn new information. "Book is a window to the world." This expression describes the benefits of reading, which is to open, broaden insight and knowledge. This study was aimed at: (1) How is the implementation of mobile-assisted extensive reading in senior high school? And (2) How is the students’ perception toward the implementation of mobile-assisted extensive reading? This research is a descriptive study with a qualitative approach with a case study design. Data collection is carried through observation, documentation, questionnaires, and interviews. The research participants were 13 students of class X social sciences at MA Al-Husna. The result shows that: (1) the result of the implementation of mobile-assisted extensive reading lessons in Senior High School is implementing fun reading activities so that students did not feel bored and reading interest was the main objective. (2) The result of students' perceptions regarding the implementation of mobile-assisted extensive reading lessons in Senior High School showed that students feel happy to do reading using the Extensive Reading technique, and they feel more interested in reading because they are motivated. This research makes it easier for students to do reading anywhere and anytime using (Smartphone).
Implementasi Merdeka Belajar Kampus Merdeka (MBKM) di Universitas Islam Nusantara Achmad Mudrikah; Ahmad Khori; Hamdani Hamdani; Abdul Holik; Luki Luqmanul Hakim; Bambang Yasmadi; Hamdan Hidayat
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol 5, No 01 (2022): Islamic Management: Jurnal Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v5i01.2177

Abstract

Pendidikan menjadi bagian yang sangat penting dalam meningkatkan kulitas sumber daya manusia, sehingga diperlukan banyak terobosan program pendidikan pada berbagai jenjang pendidikan termasuk perguruan tinggi seperti Universitas Islam Nusantara. Penelitian ini bertujuan untuk mengetahui Implementasi Merdeka Belajar Kampus Merdeka (MBKM) sebagai salah satu upaya pemerintah dalam mengembangkan proses pembelajaran dengan fokus pada peningkatan kualitas lulusan, peningkatan kualitas dosen dan peningkatan kualitas kurikulum di perguruan tinggi. Pendekatan dalam penelitian ini menggunakan kualitatif deskriptif dengan responden sebanyak 2897 terdiri dari mahasiswa, 164 dosen dan 122 tenaga kependidikan dengan total responden dalam penelitian sebanyak 3223 responden. Setelah dilakukan analisa data, menujukkan bahwa kesiapan mahasiswa dengan program ini sebesar 66 %, kesiapan dosen sebesar 53 %, kesiapan tenaga kependidikan sebesar 83 %. Hasil ini menujukkan kesiapan seluruh unsur pendidikan yang ada di kampus dalam melaksanakan program MBKM, dengan asumsi angka yang dihasilkan diatas 50%. Beberapa kendala terkait program ini lebih karena sosialisasi yang kurang masif pada beberapa program studi. Selebihnya mahasiswa yang siap terlibat dalam MBKM sebesar 57,75 %.   
A Using Text Evaluator to Analyze Reading Texts in Indonesian Grade X English Course Book Hidayat, Hamdan
Native: Journal of English Teaching and Learning Vol. 1 No. 1 (2023): September 2023
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

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

Abstract

Selecting the appropriate text for reading material is important to be considered by an English teacher. The text should be evaluated for its complexity before being used in reading class. If the text is too difficult the students may be intimidated and if the text is too easy the students may be bored and be unmotivated. This issue is rarely touched by the teacher in Indonesia. This paper examines the use of TextEvaluator to analyze the reading material in Senior High School English Course Book Grade X. There are thirteen texts found in the book, and all of them were analyzed. The result reveals that only two texts are appropriate to Grade X. One text is above Grade X and ten texts are below Grade X.
ENHANCING STUDENTS’ READING COMPREHENSION OF HORTATORY EXPOSITION TEXTS THROUGH THE THINK-PAIR-SHARE METHOD: A CLASSROOM RESEARCH STUDY Humaera, Sepya; Ruswandi, Riki; Hidayat, Hamdan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10988

Abstract

This study explores the effectiveness of the Think-Pair-Share (TPS) method in improving students' reading comprehension of hortatory exposition texts. Conducted with 32 grade XI social studies students at SMA PGRI 2 Bandung, the research employed a quantitative approach using a survey design and purposive sampling. Data were collected through a validated questionnaire with 16 items rated on a five-point Likert scale. The TPS method was implemented over two cycles, and results showed significant improvements in students' reading comprehension and motivation. The average perception score was 3.78, with 65.6% of students agreeing or strongly agreeing that TPS facilitated their understanding of the text. Additionally, student motivation increased, with an average score of 3.81, reflecting enhanced engagement and active participation in learning activities. Reliability testing of the instrument yielded a Cronbach's Alpha value of 0.914, indicating high internal consistency. The study also highlighted the TPS method's ability to foster collaboration and critical thinking, as paired discussions enabled students to analyze arguments effectively and connect ideas within the text. These findings suggest that TPS is an effective strategy for improving comprehension and engagement in reading hortatory exposition texts, offering valuable insights for educators in creating interactive and collaborative learning environments.
ANALYSIS OF SPEAKING ANXIETY ON VOCATIONAL HIGH SCHOOL STUDENTS IN ENGLISH PERFORMANCE Haninda, Viola; Rahmah, Leny Saili; Hidayat, Hamdan
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9664

Abstract

Many EFL students feel that speaking in English is the most difficult skill, So this triggers the emergence of speaking anxiety among students. This study aims to analyze the level of anxiety in speaking English as well as the factors that influence speaking anxiety among the 11th grade students of SMKN 1 Stabat. The study used a qualitative approach with random sampling technique in class XI of Beauty and Spa Management which totaled 27 students. Google Form was used to distribute the questionnaire, which is based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and has 31 question items formatted in a five-point Likert scale. Data were analyzed using Microsoft Excel 2007, along with interviews and observations. The majority of students reported experiencing moderate levels of anxiety, with test anxiety being the most common.  According to Horwtz et al. (1986), the elements of student speaking anxiety are divided into three categories: test anxiety, communicative fear, and fear of receiving poor judgment. A homogeneous and supportive learning environment, where all students come from the same major and gender, plays an important role in reducing anxiety levels. The negative impact of anxiety on students' speaking performance was not significant as students were able to manage their anxiety well. This finding confirms the importance of creating a conducive learning environment to increase students' confidence and active participation in English language learning.
An Analysis of Senior High School Students Factors to Confidence in Speaking English Sofiah, Nur; Rahmah, Leny Saili; Hidayat, Hamdan
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3368-3376

Abstract

Despite years of English instruction, many Indonesian senior high school students remain hesitant to speak due to anxiety, fear of mistakes, and low self-efficacy. Speaking confidence is influenced by both internal factors, such as self-perception, motivation, and linguistic competence, and external factors, including teacher support, peer interaction, and classroom environment. This study aims to identify and analyze the internal and external determinants of students’ confidence in speaking English. Using a descriptive qualitative approach, data were collected through open-ended questionnaires distributed to 25 eleventh-grade students at MA Sirnamiskin Bandung. Responses were analyzed thematically to identify recurring themes. Findings reveal that psychological barriers—such as anxiety, low self-esteem, and fear of negative evaluation—significantly hinder students’ confidence. External elements, including supportive teacher feedback, peer encouragement, and school programs like English Day, were found to enhance confidence. Consistent practice through media exposure and real-life interactions also contributed positively. The study concludes that improving speaking confidence requires a holistic approach that addresses emotional, social, and experiential aspects of learning. These results provide practical implications for teachers and school administrators to design supportive and engaging speaking activities that foster students’ confidence in English communication.
The Effectiveness of Using Best Friend Song by Rex Orange County in Enhancing Second Grade Students Asking and Giving Opinion Herman, Alfan Alfian; Gumelar, Wahyu Satya; Hidayat, Hamdan
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.4896-4907

Abstract

This study aims to examine the effectiveness of using the song "Best Friend" by Rex Orange County in improving students' speaking skills, particularly in asking and giving opinions. The method used is a quantitative approach with a one-group pretest-posttest type quasi-experimental design. The research sample consisted of 24 eleventh-grade students from SMA Istiqomah Bandung, selected through purposive sampling technique. The research instrument in the form of an oral test was administered before and after the treatment of learning with song media. The results of the data analysis show a significant increase in the average student scores, from 64.17 on the pretest to 85.04 on the posttest. The paired sample t-test produced a significance value of p < 0.001, indicating that the use of the song was effective in improving students' speaking abilities in the context of asking and giving opinions. Thus, popular songs can be used as an enjoyable and contextual alternative learning medium to enhance students' oral competence in English language learning at the secondary school level.
Internal Quality Assurance System Management in Improving School Performance Ahmad Khori; Hamdan Hidayat; M. Mujib Qulyubi; Faizal; Miko Ilya Viskar
SocioEdu: Sociological Education Vol. 7 No. 1 (2026): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v7i1.3094

Abstract

This study aims to analyze the implementation of Internal Quality Assurance System Management (SPMI) in an effort to improve school performance at SMAS Kartika X-1 and SMA Negeri 86 South Jakarta. This study employs a qualitative approach, utilizing a case study method, where data are collected through interviews, observations, and document reviews. The results of the survey indicate that SPMI significantly contributes to improving school performance through comprehensive and participatory planning, implementation supported by teacher training and technology, data-driven systematic evaluation, and responsive follow-up. The novelty of the research lies in the resulting collaborative model, which emphasizes the active synergy of all stakeholders principals, teachers, students, and parents in creating a sustainable culture of quality. Constraints, such as resource limitations and resistance to change, can be overcome through collective commitment and capacity-building strategies. In conclusion, SPMI is a strategic tool to create an educational ecosystem that is accountable and oriented towards continuous improvement. As policy recommendations, it is necessary to strengthen school leadership, invest in teacher professional development, and integrate technology in the quality monitoring system to support the effectiveness of SPMI at the school level.
Total Physical Response in Vocabulary Learning: A Qualitative Study in Fourth Grade Students Salma Zakiyah; Leny Saili Rahmah; Hamdan Hidayat
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10856

Abstract

This study addresses low students’ engagements and limited vocabulary retention under traditional instruction at a public primary school in Bandung Regency. It aims to examine the qualitative implementation of the Total Physical Response (TPR) method and analyze its role in fostering student engagement. Unlike previous studies that predominantly measure TPR’s quantitative effectiveness, this study offers a novel contribution by exploring the deep qualitative nuances and lived experiences of young learners during the physicalization of words. Using a descriptive qualitative design, data were collected through observations, semi-structured interviews, and documentation, then analyzed using the framework (Miles et al., 2014). The results revealed that TPR successfully trnasformed the passive classroom into an interactive environment, enhancing student immersion and behavioral engagement. Qualitative insights described a substantial improvement in English vocabulary retention, while also uncovering a nuanced spectrum of individual learning preferences, including students who still favored text-based learning. This study concludes that while TPR effectively breaks traditional passivity, primary school educators should practically integrate multi-sensory activities with diverse instructional methods to effectively accommodate distinct cognitive learning styles in daily vocabulary teaching.
Implementation of Guessing Game Instructional Approach to Teach English Vocabulary Mastery in Senior High School Students Dwyka Lucky Pradana Putra; Riki Ruswandi; Hamdan Hidayat; Deri Supriatna
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.538-550

Abstract

Vocabulary mastery is a fundamental aspect of English language learning, particularly in English as a Foreign Language (EFL) contexts. This study investigated the implementation of the Guessing Game Instructional Approach in teaching vocabulary mastery among senior high school students. A quasi-experimental design was employed involving 70 tenth-grade students at SMAN 1 Ciparay, consisting of an experimental group and a control group. Data were collected through pre-test and post-test vocabulary assessments and analyzed using descriptive and inferential statistics, including an independent samples t-test. The pre-test analysis revealed a significant baseline difference between groups, with the control group demonstrating higher initial vocabulary proficiency than the experimental group (p < .001). Post-test results also showed a significant difference (t = -5.74, p < .001), with the control group achieving a higher mean score (M = 89.11) than the experimental group (M = 60.09). Although students responded positively to the Guessing Game Instructional Approach, the findings suggest that it did not produce higher vocabulary achievement than conventional instruction. The study highlights the importance of considering initial group differences when evaluating instructional effectiveness.
Co-Authors Abdul Holik Achmad Mudrikah Adira Nabila Stefani Afifah Nurul Syifa Ahmad Khori Bambang Yasmadi Deri Supriatna Dwyka Lucky Pradana Putra Faizal Gaffar, Muhammad Andriana Hamdani Hamdani Haninda, Viola Herman, Alfan Alfian Humaera, Sepya Ismail, Mohammad Rizky Fauzan Luki Luqmanul Hakim M. Mujib Qulyubi Miko Ilya Viskar Muhamad Arief Muhammad Andriana Gaffar Nazhifah Madina Lukman Novitasari Paulina Novarita Rahmah, leny Saili Ruswandi, Riki Salma Ratna Dianti Salma Zakiyah Sofiah, Nur Vena Fernanda Wahyu Satya Gumelar Zanati Tahta Umahati