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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Inspirasi Pendidikan IJEE (Indonesian Journal of English Education) English Teaching Journal : A Journal of English Literature, Language, and Education Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JPM (Jurnal Pemberdayaan Masyarakat) E-Link Journal Journal of Research on English and Language Learning (J-REaLL) JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching TRANS-KATA: Journal of Language, Literature, Culture, and Education JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Masyarakat Bhinneka Research and Development in Education (RaDEn) JGK (Jurnal Guru Kita) Setyaki : Jurnal Studi Keagamaan Islam Pelita : Jurnal Kajian Pendidikan dan Pembelajaran Indonesia QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal Pengabdian Kepada Masyarakat ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Agus Sholeh
Universitas PGRI Kanjuruhan Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Teachers' Perspectives on Using STEM in English Language Teaching in Elementary School Budiarto, Teguh; Usadiati, Wahyuningsih; Sholeh, Agus
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.25985

Abstract

STEM education incorporates Science, Technology, Engineering, and Mathematics into a single learning paradigm. Through investigation, experimentation, and design-based problem solving, this method helps students develop critical, creative, and collaborative thinking. STEM principles can be used in English Language Teaching as well as other fields. STEM can make language learning more relevant and practical while developing 21st-century abilities. This study examines the perspectives of teachers in public primary school of Dadapan, Malang, Indonesia  on integrating STEM into their English language teaching. It also analyzed their readiness to implement this approach. This study used qualitative descriptive design, where the researcher used a questionnaire, interview, and observation as the instruments to collect the data, and employed thematic analysis and triangulation for analysing the data. This study reveals that (1). The teachers have a strong understanding of the concept of STEM and believe that it is a valuable and effective method for teaching English. Moreover, it has a favorable impact on students' ground, engagement, and overall academic performance. (2). The majority of teachers demonstrate preparedness for this integration. However, they clearly indicated a significant need for increased cooperation among colleagues, more accessible resources and instructional materials, and continuous professional training. The findings of this study provide practical guidance for curriculum developers and teachers on how to effectively integrate STEM into English language lessons, especially in the elementary education level.
Promoting Autonomous Learning in Reading Class Sholeh, Agus
JEELS (Journal of English Education and Linguistics Studies) Vol. 2 No. 2 (2015): JEELS November 2015
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v2i2.99

Abstract

To have good acquisition and awareness in reading, the learners need a long and continuous process, and therefore, they are required to have autonomy in learning reading. This study aims to promote learner autonomy in reading class by combining learner-centered reading teaching and extensive reading teaching. Learner-centered reading teaching was carried out through group discussion, presentation, and language awareness activities. Meanwhile, extensive reading teaching was done to review the learners‘ materials in presentation and reinforce their acquisition. Those two different approaches were applied due to differences on learner's characteristics and needs. The result showed some success in the practice of autonomy, indicated by changes on learners' attitude. However, many learners showed that they focused more on obtaining score than on developing their language acquisition. By implementing the approach, the teacher can assist learners to be aware of their ability to learn independently and equip them with the skill needed for long-life learning.
Virtual Learning Stress: Addressing Anxiety In EFL Adult Learners at Indonesian Private Universities Sholeh, Agus; Muchibuddin, Muchibuddin
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12698

Abstract

The increasing reliance on virtual learning in higher education has supported the development of flexible and accessible learning environments, yet it may also heighten anxiety among students, particularly those studying English as a Foreign Language (EFL). Although virtual learning tools offer significant advantages, research on their psychological impact remains limited, highlighting a gap between technological advancements and understanding of their effects on student well-being. This study examines the relationship between virtual learning and student anxiety, exploring the strategies students use to manage this challenge. Employing a descriptive qualitative approach, data were collected through questionnaires and interviews with 22 English-major undergraduates. Findings indicate that students often experience anxiety due to technological distractions and comprehension difficulties in virtual classrooms. However, students mitigate this anxiety by adopting positive thinking and engaging in relaxing activities. These insights underscore the need for supportive virtual learning environments that prioritize students' emotional well-being alongside academic outcomes.
Collaborative Writing on Descriptive Text: Creativity and Engagement Elga Farah Andanty; Agus Sholeh; Siti Mafulah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025): June
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.v12i1.14431

Abstract

This study aims to investigate the implementation of collaborative writing methods in improving creativity and engagement in writing descriptive texts at SMP Negeri 5 Kepanjen. This study uses a qualitative approach with a descriptive research type. Research data were collected through observation, interview and documentation activities. The collected data were analyzed descriptively qualitatively using an interactive data analysis model. The data from the research were re-tested for validity using triangulation. The results of the study showed that the implementation of the collaborative writing method in descriptive text learning increased As evidenced by the results of observations and interviews on student responses showed that collaborative writing can improve their creativity and engagement. This study highlights the potential of Collaborative Writing as a means to improve student creativity and engagement in descriptive text learning in junior high schools.
Breaking AI Dependence in Argumentative Writing A Qualitative Action Research Utilizing the Socratic Method at SMAN 1 Sumbermanjing Silvia Ayus Saidah; Agus Sholeh
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7051

Abstract

Perkembangan pesat teknologi Artificial Intelligence (AI) generatif seperti ChatGPT telah memengaruhi proses pembelajaran menulis pada siswa EFL, khususnya dengan munculnya ketergantungan terhadap AI dalam penyusunan teks argumentatif. Kondisi ini berpotensi melemahkan kemampuan berpikir kritis, kemandirian belajar, dan kepemilikan ide siswa dalam menulis. Penelitian ini bertujuan untuk mengeksplorasi penerapan Metode Socrates dalam mengurangi ketergantungan AI serta memulihkan praktik menulis argumentatif yang autentik pada siswa kelas XI SMAN 1 Sumbermanjing. Penelitian menggunakan desain Qualitative Action Research (QAR) dengan siklus perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi kelas, analisis perkembangan draf tulisan siswa, catatan lapangan, jurnal reflektif, serta wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa penggunaan pertanyaan Socrates secara sistematis mampu mengungkap kesenjangan antara teks hasil AI dan pemahaman siswa. Modifikasi intervensi melalui lembar umpan balik tertulis dan diskusi sebaya berhasil menurunkan kecemasan siswa serta meningkatkan partisipasi aktif dalam proses revisi. Selain itu, siswa mulai meninggalkan kosakata kompleks yang tidak dipahami dan beralih pada penggunaan bahasa yang lebih sederhana namun sesuai dengan kemampuan serta konteks lokal mereka. Temuan ini menunjukkan bahwa Metode Socrates efektif dalam mengurangi ketergantungan terhadap AI dan memperkuat kemandirian berpikir serta kepemilikan gagasan dalam menulis argumentatif.
Peningkatan Literasi Numerasi Materi Penyajian Data melalui Model Problem-Based Learning pada Siswa Kelas III Sekolah Dasar Atikah Nur Istiqomah; Agus Sholeh; Sandhy Praseya Yudistira
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.74278

Abstract

Penelitian tindakan kelas ini bertujuan meningkatkan kemampuan literasi numerasi siswa kelas III sekolah dasar pada materi penyajian data melalui penerapan model Problem-Based Learning (PBL). Penelitian dilaksanakan dalam tiga siklus yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan literasi numerasi dan hasil belajar siswa secara bertahap pada setiap siklus. Pada tahap prasiklus, nilai rata-rata siswa sebesar 63,2 dengan ketuntasan klasikal 46,4%. Setelah penerapan PBL pada Siklus I, nilai rata-rata meningkat menjadi 74,5 dengan ketuntasan klasikal 64,3%. Perbaikan pembelajaran berdasarkan hasil refleksi pada Siklus II menghasilkan nilai rata-rata 81,7 dan ketuntasan klasikal 78,6%. Pada Siklus III, peningkatan semakin terlihat dengan nilai rata-rata mencapai 88,4 dan ketuntasan klasikal 89,3%. Evaluasi akhir menunjukkan nilai rata-rata 89,1 dengan ketuntasan klasikal sebesar 92,9%. Temuan penelitian membuktikan bahwa model PBL efektif dalam meningkatkan kemampuan literasi numerasi siswa, terutama dalam mengorganisasi, menyajikan, dan menafsirkan data dalam bentuk tabel. Selain meningkatkan hasil belajar, PBL juga mendorong partisipasi aktif, kerja sama, rasa percaya diri, dan keterlibatan siswa dalam pembelajaran matematika.
EFL Learner's Strategies to Build Self-Confidence in Speaking: A Narrative Inquiry Arifin; Siti Mafulah; Agus Sholeh
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 5 No. 2 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v5i2.127

Abstract

Building self-confidence is essential for developing effective speaking skills in English as a Foreign Language (EFL). This study explores the strategies of an EFL learner to enhance his self-confidence in speaking and examines the challenges he faces in the process. The participant was an Indonesian graduate student from Gadjah Mada University, and data were collected through semi-structured interviews to provide qualitative insights. Narrative inquiry was used to analyze the responses, while thematic analysis was applied to identify key patterns. The findings revealed that memory strategy, prepared talk, and extramural English exposure were particularly effective in building self-confidence in speaking. Of these, extramural English exposure played a significant role in boosting the participant's speaking confidence. However, challenges such as limited vocabulary, comprehension difficulties, and inconsistent language practice were noted. A major barrier was the lack of vocabulary, which undermined the participant's confidence in speaking. This study provides valuable insights for language learners aiming to improve their speaking confidence and offers implications for teachers in refining their teaching methods to support learners' needs.
The role of self-regulated learning in literal comprehension among adult learners in private universities in Indonesia Umi Tursini; Agus Sholeh; Nara Sari; Siti Mafulah
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24675

Abstract

There is a lack of empirical research on the role of self-regulated learning (SRL) in literal reading comprehension among adult learners, particularly in non-Western contexts such as Indonesia. Most previous studies have examined SRL in broader educational settings, leaving a limited understanding of how self-regulation supports specific literacy skills, especially literal comprehension. This study, therefore, investigates the effect of SRL on the literal reading performance of adult learners in a private university in Indonesia and examines how different levels of SRL influence learning outcomes after instruction. This study employed a quasi-experimental design involving 48 adult learners. Participants were categorized into high-SRL and low-SRL groups using the self-regulation questionnaire (SRQ). Data were collected through pre-test and post-test assessments of literal reading comprehension. Descriptive statistics were used to examine changes in literacy scores, while inferential analyses, including paired t-tests, independent t-tests, and correlation analysis, were conducted to determine the significance of differences between the two groups and the relationship between variables. The findings revealed that the mean score increased from 68.50 in the pre-test to 76.83 in the post-test, indicating an improvement of 8.33 points after instruction. A moderate positive correlation (r = 0.655) was also identified between pre-test and post-test scores while controlling for SRL, suggesting that learners with higher SRL tended to achieve better reading performance. However, the relative influence of SRL on post-instruction performance appeared slightly reduced, indicating that instructional support may help lower-SRL learners narrow the performance gap.
Pelatihan Pembuatan Interactive Media bagi Guru Sekolah Dasar Negeri Sawahan Kecamatan Turen Kabupaten Malang Teguh Sulistyo; Nara Sari; Agus Sholeh
Jurnal Pemberdayaan Masyarakat Vol 7 No 2 (2022): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v7i2.6047

Abstract

The online teaching-learning process mainly means the absence of physical interaction between teachers and students. In this context, the existence of the Web. 2.0-based technologies is expected to bridge the distance between teacher-student and student-student communication. Somehow, it will be a big problem if the teachers do not administer online learning well and appropriately. The facts show that online learning still faces some obstacles, such as the quality of the Internet connection and teacher-student and student-student interaction, including the media applied in the teaching-learning process. Thus, the present community service that involved 30 teachers of elementary schools aims at empowering the teachers with the ability to create interactive media. This activity covers briefing, lecture, demonstration, and workshop on interactive media, such as PowerPoint Presentation (PPT) with voice, Kahoot, and Padlet. The results demonstrate that teachers believe that interactive online learning is not as complicated as they thought and applied in the classrooms.
Peningkatan Kualitas Pembelajaran di Kelompok Kerja Guru Gugus 1 Ngajum: Inovasi Whole-Brain Teaching Agus Sholeh; Nara Sari; Siti Muntomimah; Shabina Qorina Fatiha; Nina Novitasari
Jurnal Pemberdayaan Masyarakat Vol 9 No 2 (2024): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v9i2.10829

Abstract

This community service program aims to enhance the quality of learning in KKG Gugus 1 Ngajum through the implementation of the Whole-Brain Teaching (WBT) innovation tailored to the needs of PAUD teachers. The activity began with a socialization session involving 30 out of 40 PAUD teachers in the region, focusing on introducing the concept of WBT as an interactive teaching approach that engages the whole brain of students. Following this, intensive training was conducted with hands-on methods, where teachers learned WBT techniques and developed lesson models that were relevant to local needs. Additionally, interactive learning technology was introduced to support the implementation of WBT in classrooms. Ongoing mentoring and periodic evaluations were carried out to ensure effective application of the method. The results of this program showed a significant improvement in student engagement and learning quality, with teachers successfully implementing WBT. Five WBT models developed during the training were compiled into a book that has been assigned an ISBN as an outcome of the community service. This program has made a positive contribution to improving teacher competencies and the quality of PAUD education, with the potential for broader application in other regions.
Co-Authors Anam, Mukhtarul Andy Andy Arifin Astata, Naufal Ahmad Atikah Nur Istiqomah Ayu, Shofi Dango, Yovita Yerliana Dwi Fita Heriyawati Elga Farah Andanty Ermiani N. Kolta haryono, sarah emmanuel Lailatul Qodriyah Lasim Muzammil Mafulah, Siti MARIA BINTANG Maria Cholifah Mariyatul Qibtiyah Muchibuddin, Muchibuddin Nara Sari Nina Novitasari Novita Elok Rosalina Nurma Atalsa Sofyansah Rahmat Hidayat Rina Wijayanti Riza Weganova, Sandhy Praseya Yudistira Sawaludin, Alghi Shabina Qorina Fatiha Silvia Ayus Saidah Siti Muntomimah SITI MUNTOMIMAH, SITI Siti Mutmainnah Teguh Budiarto Teguh Sulistyo Umi Tursini Uun Muhaji Wahyuningsih Usadiati