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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Islamic Management: Jurnal Manajemen Pendidikan Islam Metalingua: Jurnal Penelitian Bahasa Journal of Research in Instructional Journal of Educational Sciences TELL - US JOURNAL Native: Journal of English Teaching and Learning
Hamdan Hidayat
Universitas Islam Nusantara
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics 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.
Students’ perceptions about game-based learning in vocabulary learning Ismail, Mohammad Rizky Fauzan; Ruswandi, Riki; Hidayat, Hamdan
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.680

Abstract

Vocabulary acquisition is a fundamental aspect of language learning. Using suitable learning strategies can help students learn and enrich their vocabulary. This study examines students' perceptions of using Game-Based Learning (GBL) in vocabulary learning. This study was conducted at SMA Istiqamah Bandung, involving 56 grade X students as participants. This study used a quantitative approach with an instrument in the form of a questionnaire distributed via Google Forms. The analysis involved calculating frequency distribution, percentage, mean, and perception levels. We carried out direct communication and periodic reminders to ensure complete data collection. The results indicated that students viewed GBL as a fun and helpful method in learning vocabulary. They showed interest, motivation, and enthusiasm when learning vocabulary through game-based strategies. The findings also reflect a preference for a collaborative, student-centered learning environment. The students viewed GBL as a helpful strategy for vocabulary learning. We recommend further research to explore broader contexts and combine various data collection methods to gain a deeper understanding.
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.
THE EFFECTIVENESS OF PRESENTATION, PRACTICE, AND PRODUCTION TO IMPROVE STUDENTS' WRITING SKILLS ON DESCRIPTIVE TEXT Stefani, Adira Nabila; Hidayat, Hamdan; Gaffar, Muhammad Andriana
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.7242

Abstract

This study aims to test the effectiveness of the PPP (Presentation, Practice, and Production) method in improving descriptive text writing skills among eighth-grade students at SMP Negeri Bandung. The PPP method is implemented through three stages: Presentation, Practice, and Production. In the Presentation stage, the teacher delivers the material in a structured manner. In the Practice stage, students engage in guided writing practice. Whereas in the Production stage, students produce writing independently. This study uses a quantitative approach with a pre-experimental design, employing the one-group pretest-posttest technique. Data were collected through descriptive writing tests before and after the implementation of the PPP method. The research results show a significant improvement in students' writing skills after the implementation of the PPP method. The average pretest score of 56.94 increased to 68.85 on the posttest. Statistical analysis using the paired t-test showed a significance value (p < 0.05), which means that the PPP method is effective in improving students' descriptive writing skills. Based on these findings, it is concluded that the PPP method is an effective teaching strategy and is recommended for use in teaching descriptive text writing.
English Education Students’ Perceptions of the Teaching Profession and PPG Program Toward Their Interest in Becoming Professional Teachers Umahati, Zanati Tahta; Hidayat, Hamdan; Ruswandi, Riki
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10060

Abstract

This study aims to determine English Language Education students' perceptions of the teaching profession and the Teacher Professional Education Program (PPG), and their influence on their interest in becoming professional teachers, using the Social Cognitive Theory and the Theory of Planned Behavior as theoretical frameworks. This research uses a quantitative method with an ex post facto associative-causal design. Data was collected through a closed-ended questionnaire with a four-point Likert scale, then analyzed using multiple linear regression and Pearson correlation analysis with the help of SPSS 25. The results of the descriptive analysis show that the majority of respondents have a high perception of the teaching profession (69%), a moderate perception of the PPG (76%), and a moderate interest in becoming professional teachers (60%). The results of the partial t-test show that perception of the teaching profession (t = 2.279; p = 0.025) and perception of the PPG (t = 2.910; p = 0.005) significantly influence interest in becoming a professional teacher. The simultaneous ANOVA test (F = 32.321; p < 0.001) confirms that both variables have a significant effect, with a coefficient of determination value of R² = 0.432. This means these two perceptions can explain 43.2% of the variance in interest in becoming a professional teacher.
ASSESSING EFL STUDENTS’ WORD RECOGNITION AND READING ALOUD USING INFORMAL READING INVENTORIES Syifa, Afifah Nurul; Hidayat, Hamdan; Novarita, Paulina
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10031

Abstract

Reading is one of the skills that plays a role in expanding vocabulary, mastering reading content, and sentence structure. Word recognition skills, reading accuracy, and reading rate are aspects that need to be improved. Therefore, teachers can find out the abilities of each individual student through various assessment media. This study aims to determine whether the Informal Reading Inventory (IRI) can assess students' word recognition and reading aloud abilities, as well as determine how many words students can say in one minute. The author used a qualitative method with a descriptive research design involving 32 eighth-grade students as participants. Data were obtained through interviews with English teachers, oral reading tests, and students' perceptions of the IRI implementation. The results showed that some students still had difficulty recognizing words, and many students made pronunciation errors on words they were less familiar with. The word recognition assessment results indicated that 17 students were still at the Frustration level. In terms of reading accuracy, all students had difficulty reading the word “Frightened.” Regarding reading comprehension ability, 15 students scored below 50%, while in terms of reading speed, students were at the second level. This study concluded that the use of IRI is effective as an assessment media to identify students' individual reading abilities. This study emphasizes the importance of training and providing varied learning media to improve students' word recognition and reading aloud abilities.
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.
Co-Authors Abdul Holik Achmad Mudrikah Ahmad Khori Bambang Yasmadi Gaffar, Muhammad Andriana Hamdani Hamdani Haninda, Viola Herman, Alfan Alfian Humaera, Sepya Ismail, Mohammad Rizky Fauzan Luki Luqmanul Hakim Novarita, Paulina Rahmah, leny Saili Ruswandi, Riki Sofiah, Nur Stefani, Adira Nabila Syifa, Afifah Nurul Umahati, Zanati Tahta Vena Fernanda Wahyu Satya Gumelar