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All Journal PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELLITE: Journal of English Language, Literature, and Teaching ENGLISH FRANCA : Academic Journal of English Language and Education Mujtama': Jurnal Pengabdian Masyarakat Journal of English Language and Pedagogy Studies in Social Sciences and Humanities Review of Education, Science, and Technology Jurnal Pengabdian Masyarakat Multidisiplin
Henri Fatkurochman
Universitas Muhammadiyah Jember
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Public Health Social Sciences Transportation Other

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Students’ Perceptions on the Implementation of Online Learning in Pandemic Era Homsatul Istiqomah; Mochammad Hatip; Henri Fatkurochman; Fitrotul Mufaridah
ELLITE Vol 6, No 2 (2021): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v6i2.6163

Abstract

The implementation of online learning in Indonesia today becomes an alternative to the conventional learning because of the pandemic situation. However, it triggers some problems during the learning process. The problems exist because of various aspects. One of them is the way how the teachers implement the learning process. This research is aimed to investigate how students perceive the online learning implementation in higher education based on four categories (Planning Promotion, Education, Support Training, and Encouragement). It is descriptive-survey research using a questionnaire as the instrument to collect the data. The result shows various perceptions of students. The average students perceive: 1) implementation of online learning is well planned, 2) the lecturers are competent enough in implementing the online learning, 3) they got sufficient support during the online learning, and 4) the online learning situation encourages them in the learning process. This research result can be used as an evaluation for the stakeholders (lecturers and decision-makers) for the online learning implementation.
Promoting Critical Reading Strategy in Literacy Based-Writing Instruction: Indonesian Context Henri Fatkurochman
ELLITE Vol 4, No 2 (2019): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v4i2.2972

Abstract

Teaching writing English as a foreign language (EFL) in university setting aims to achieve both linguistic and literacy competencies. It means that the instruction not only focuses on facilitating students to build writing English proficiency, but also on leading students to become literate. Based on this context, it is important for lecturers to select appropriate and effective strategies in the writing instruction. Critical reading is regarded as meaningful and effective reading strategy which can be applied by academic writing instructors or lecturers in order to enable the students in writing an English-written paper. This article attempts to discuss why and how critical reading strategy should be utilized in literacy model of EFL writing instruction, especially in writing a research paper. By understanding the relationship between reading and writing, it is hoped that the activities in the EFL writing classroom can be more meaningful.
Pelatihan Pembelajaran Pendidikan Agama Islam Dengan Sarana Green House Bagi Guru MI Negeri 2 Jember Sofyan Rofi; Henri Fatkurochman
Mujtama': Jurnal Pengabdian Masyarakat Vol 2, No 2 (2022): Mujtama’ Jurnal Pengabdian Masyarakat
Publisher : Mujtama': Jurnal Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.507 KB) | DOI: 10.32528/mujtama'.v2i2.7674

Abstract

Kompetensi guru yang meliputi empat komponen menjadi keniscayaan yang tidak boleh dimarginalkan diantara keempat. Keseluruhan menjadi bagian yang integral sebagai pondasi yang mendukung tugas pokok dan fungsi pendidik/guru dalam pelaksanaan proses pendidikan dan pembelajaran. Sifat profesional, kreatif, inovatif dan menyenangkan menjadi indikator utama bahwa pembelajaran yang dilakukan oleh guru mampu dikonstruksi dalam rancangan pelaksanaan pembelajaran secara baik. Tuntutan kemampuan ini tersematkan kepada guru pada bidang studi apapun tidak terkecuali guru pendidikan agama Islam. Menghadirkan proses pembelajaran pendidikan agama Islam yang kreatif dan inovatif sangat penting dilakukan agar pembelajaran berlangsung efektif dan efisien. Apalagi materi pembelajaran agama Islam yang tidak hanya melulu berkaitan dengan aspek ruhaniah namun juga lahiriah memerlukan usaha keras agar mampu menselaraskan dengan potensi-potensi sarana prasarana dan media yang dimiliki sekolah. Konsep learning by doing dengan metode pengamatan atau observasi merupakan langkah yang dapat digunakan guru dalam pembelajaran tersebut dengan memanfaat green house sebagai potensi yang dapat dimanfaatkan dalam pembelajaran agama Islam. Berkaitan dengan pembelajaran dengan sarana media green house, dengan metode pembelajaran berbasis observasi, siswa dapat diarahkan untuk mengenal buah-buahan dalam al-Qur’an dengan menyiapkan tanaman tersebut. Fakta ini akan menghasilkan, disamping siswa mengenal buah-buahan dalam al-Qur’an secara langsung, mengetahui ayat-ayat yang berkaitan materi tersebut. Integratif -interkonektif yang menjadi basis filosofis pembelajaran pendidikan agama Islam akan dapat direalisasikan secara komprehensif.
An Analysis of Students’ Understanding of Language Features in Narrative Texts Reza Pujiesta Ryanda Putri; Indah Werdiningsih; Henri Fatkurochman
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.v14i1.9291

Abstract

This study aims to investigate students’ understanding of language features in narrative texts, including characters, past tense, adverbs of time, direct speech, and moral values. It also explores the factors that contribute to students’ difficulties in comprehending these features. This study was conducted at SMK Islam Bustanul Ulum Pakusari Jember with 29 male students, using a convergent mixed-methods design, quantitative worksheet analysis, and qualitative questionnaire insights. Quantitative data were used to identify students’ understanding of language features and moral values in narrative texts based on worksheet results. Qualitative data to explain the factors contributing to students’ difficulties, including reading strategies and learning obstacles. Data sets complement by showing well-understood or challenging aspects and reasons behind results. Results showed students had a strong understanding of past tense, direct speech, and specific characters, with all (100%) identifying them correctly. However, some aspects needed improvement, especially adverbs of time (correctly identified by 65.52% of students), spelling consistency, and English moral value (34.48%). The questionnaire results highlighted variations in reading strategies, such as scanning and skimming techniques, as well as obstacles, including limited vocabulary and lack of focus, which were addressed through dictionary to improve comprehension of narrative meaning. This study shows that culturally relevant worksheets effectively improved comprehension and supported students’ understanding by linking linguistic learning with local heritage. These findings suggest focusing future instruction on gradual support for inferential comprehension and spelling accuracy, with further research exploring longer interventions, mixed-gender participants, and strategies to strengthen moral value interpretation in narrative texts.
The Use of Story Telling Method to Improve Young Learners’ Listening Comprehension Erinda Aldiarti Sonda; Henri Fatkurochman; Nurkamilah Nurkamilah
SS&H: Studies in Social Sciences and Humanities Vol 1 No 3 (2024): SS&H: Studies in Social Sciences and Humanities
Publisher : Empat Sembilan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63232/ssh.v1i3.25

Abstract

Discovering the learning method that can improve listening skill in a foreign language/English language is essential for teachers to develop young learners’ communication skills in the beginning of learning language. Several studies had been conducted to investigate teaching method especially storytelling method that can develop listening comprehension. However, a lot of teachers implement conventional method (memorization) to teach English young learner in the beginning of learning language. The current study fills this gap by examining the use of storytelling method in developing learners’ listening comprehension as a start to learn foreign language. The base allegation of this study is that storytelling method can improve the young learners’ listening comprehension. Classroom Action Research were implemented in this study, by observing, planning, treating, re-observing, and reflecting respectively this research conducted. Observing and planning were conducted in pre-investigation until find the problem. The first observation found that there are several young English language learners have under average listening comprehension, they were treated using storytelling method on two meeting and gave them 1 test. The re-observation conducted through observing the differences pre and after treatment using observation sheet and listening test. The result findings that storytelling method plays an essential role in shaping young learners listening achievement. Furthermore, this method can build an effective classroom atmosphere that can encourage students be active in learning process. This study provides beneficial insight for English language teacher on how storytelling method can develop young learners listening comprehension which can help a lot in the beginning learning foreign language. However, to improve our knowledge of listening comprehension and storytelling method, more research is suggested to examine other variables and research participant and repeat the study in various contexts.
Literature Review of Artificial Intelligence in Learning: Trends and Opportunities Duwi Purnama Sidik; Abdullah Rozak; Fatqurhohman Fatqurhohman; Henri Fatkurochman
Review of Education, Science, and Technology Vol 1 No 1: September 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.19

Abstract

Artificial intelligence (AI) is reshaping education by enabling adaptive, personalized, and efficient learning experiences. This literature review examines the current trends, opportunities, and challenges of AI in education, with a focus on Intelligent Tutoring Systems, automated grading, and personalized learning platforms. Evidence suggests that AI can significantly enhance student engagement, learning outcomes, and instructional efficiency by tailoring content and feedback to individual needs. At the same time, ethical considerations such as data privacy, algorithmic bias, and transparency remain critical challenges. Integrating AI into curriculum design and educator professional development is essential to maximize its benefits while promoting responsible and equitable use. By synthesizing recent research across multiple educational contexts, this review offers insights for researchers, educators, and policymakers to strategically implement AI technologies. The findings underscore that AI, when thoughtfully applied, can complement human intelligence, foster innovative pedagogical practices, and create more engaging, inclusive, and future-ready learning environments.
Demonstrating Reading Aloud in Improving EFL Student’s Pronunciation Arifatul Latifah; Kristi Nuraini; Henri Fatkurochman; Diki Wahyudi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14855

Abstract

The pronunciation of the English phonemes /ʃ/, /ð/ and /θ/ remains challenging for EFL learners in Indonesia due to the absence of these sounds in the Indonesian Phonological system. A preliminary study conducted with eleventh-grade students at SMK Al-Mu’ien revealed that the average pronunciation score was only 46.97, which was far below the minimum criterian of succes (70). This classroom action research aimed to determine how to improve students’ pronunciation by applying the Reading Aloud technique to XI grade students at SMK Al-Mu’ien in Jember. Data were collected through a pronunciation test to measure students' accuracy in pronouncing 51 targeted phonemes. Classroom observations were done to document the application of the Reading Aloud technique during each cycle. The data were then analyzed quantitatively to evaluate the improvements the students have made in their pronunciation and to capture how the learning process has taken place. The finding continuous improvement from the preliminary study (46.97) to Cycle 1 (53.58) and Cycle 2 (66.36), with 63.63% of students achieving the success criteria. The result suggest that the use of Reading Aloud, supported by teacher modeling, corrective feedback, and repetitive practice can significantly enhance students’ pronunciation. This study contributes to the growing body of literature on pronunciation teaching and highlights the pedagogical value of Reading Aloud for EFL learners.
THE EFFECTIVENESS OF PUZZLE MEDIA IN TEACHING CAUSE-AND-EFFECT SENTENCES TO EFL LEARNERS IN INDONESIA Aryanti Nafasatuz Zukhli; Muhlisin Rasuki; Henri Fatkurochman
Premise: Journal of English Education and Applied Linguistics Vol. 14 No. 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.13370

Abstract

Effective writing instruction is crucial for English as a Foreign Language (EFL) learners. Nonetheless, teaching cause-and-effect sentences remains a challenge. The current study aims to examine the effectiveness of puzzle media in addressing this challenge. The study employed a pre-experimental, pre-test/post-test design with one group of participants comprising Indonesian high school students. Specifically, this group underwent a pre-test, instructional treatments using puzzle media, and a post-test, along with a questionnaire. The pre-test and post-test were intended to gauge the effectiveness of puzzle media on cause-and-effect sentences as reflected in the participants’ ability to use these constructions before vs. after receiving the instructional treatments, whereas the questionnaire was intended to explore their views of the given instructional treatment. The data, comprising the participants’ scores on the pre-test and post-test, were analysed using a paired-sample t-test. Results reveal a significant difference between pre-test and post-test scores, indicating that puzzle media is effective in teaching cause-and-effect sentences to EFL learners. Furthermore, the analysis of the participants’ responses on the questionnaire indicates that 62.1% of participants found puzzle media engaging and helpful in writing tasks. This study concludes that incorporating puzzle media into EFL writing instruction can enhance learners’ mastery of cause-and-effect sentences and foster a more engaging learning experience.
Analysis of Students Perceptions of the Utility of Google Translate in Assisting Comprehension of English Texts at Muhammadiyah 3 Jember Mohammad Slamet Hamdani; Henri Fatkurochman; Muhlisin Rasuki
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3448

Abstract

This study examines students’ perceptions of Google Translate in assisting English texts comprehension at Muhammadiyah 3 Jember Senior High School, in Indonesia. The study had two focuses namely evaluating the benefits and limitations of GT as a learning tool. Using a descriptive quantitative method, data was collected through a Likert scale questionnaire to eleventh-grade students and analyzed using SPSS 27. The results showed that 91.4% of students viewed GT positively due to its accessibility, time efficiency, and practicality compared to traditional dictionaries. Key benefits included vocabulary enrichment, assistance in understanding word and sentence meaning, and better pronunciation through audio features. However, there were some limitations that emerged: 25.9% doubted the accuracy of paragraph levels, 80.2% acknowledging the risk of changing the meaning of the text, 69.2% criticized the unorganized sentence structure, and 30.8% expressed concerns about over-reliance hindering critical thinking. The study concludes that while GT effectively support comprehension, teacher-guided translation verification is important to reduce inaccuracies and dependency. This research contributes to technology-enhanced language learning by advocating a balanced and wise use of translation tools. Future research is recommended using mixed methods and a wider range of educational contexts.
An Analysis on the Errors of The Tenth Grade Students Writing on the Descriptive Text Wae Asae Wachi; Henri Fatkurochman; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3797

Abstract

This study aims to analyze the common errors made by tenth-grade students in writing descriptive texts and to identify the causes of these errors. Conducted at SMK Islam Bustanul Ulum Pakusari in the 2024/2025 academic year, the research employed a qualitative descriptive design. Data were collected through classroom observations, students’ written texts, and semi-structured interviews. The analysis reveals that students made various types of errors, including grammatical, lexical, spelling, and structural errors. The causes of these errors are categorized into three major factors: interlingual interference, intralingual interference, and carelessness. The findings indicate that students need more intensive writing practice and guidance in grammar and text structure. This study suggests that English teachers should design more structured and motivating writing exercises to reduce students’ writing difficulties.
Co-Authors Abdullah Rozak Arifatul Latifah Aryanti Nafasatuz Zukhli Diki Wahyudi Duwi Purnama Sidik Erinda Aldiarti Sonda Fatqurhohman Fatqurhohman Fitrotul Mufaridah Hanafi Homsatul Istiqomah Indah Werdiningsih Kristi Nuraini Mochammad Hatip Mohammad Slamet Hamdani Muhlisin Rasuki Muhlisin Rasuki Nurkamilah Nurkamilah Refianisya Rachmanda Reza Pujiesta Ryanda Putri Siti Rofiqoh Sofyan Rofi Wae Asae Wachi Yeni Mardiana Devanti