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All Journal Edulib JEES (Journal of English Educators Society) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama At-Turats Langkawi: Journal of The Association for Arabic and English AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Adimas : Jurnal Pengabdian Kepada Masyarakat EDUPEDIA English Focus: Journal of English Language Education Buletin KKN Pendidikan JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies) UNNES International Conference on ELTLT International Conference on Education for All
Bambang Harmanto, Bambang
was an ESP Lecturer at Muhammadiyah University of Malang (1996- 2001). Eversince 2001 (till now) he becomes a Lecturer at Muhammadiyah University of Ponorogo for Teaching English to Young Learners and also a teacher of the English Integrated Muhamma
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Peningkatan Wawasan Kebhinekaan Global Pekerja Migran Indonesia di Kampung Bharu, Kuala Lumpur Malaysia Rejeki, Sri; Mahardhani, Ardhana Januar; Harmanto, Bambang; Prayitno, Harun Joko; Purnomo, Eko; Pratiwi, Anggia Suci; Karman, Supardi Yoga
International Conference on Education for All Vol. 1 No. 3 (2023)
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Peguruan Tinggi Muhammadiyah dan Aisyiyah

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Abstract

This community service activity aims to provide understanding to Indonesian Migrant Workers and their families in Kampung Bharu Kuala Lumpur Malaysia who are members of the Muhammadiyah-Aisiyah Branch Leadership (PRIMA) Kampung Bharu Kuala Lumpur Malaysia. The dedication method used in this activity is socialization, lectures and questions and answers. This service was held on Saturday, 24 December 2022. The socialization of global diversity insights took place at TPA 1 PRIMA Kampung Bharu, Kuala Lumpur, Malaysia. This community service activity has had a positive impact on the understanding of the PRIMA Kampung Bharu extended family, regarding the insight into global diversity, and how to coexist peacefully in other countries and tolerance internally and externally for Indonesian citizens living in Malaysia.
PENDAMPINGAN ANTI BULYYING SISWA SMP DENGAN PENGUATAN AKHLAK, EMPATHY, DAN LANGUAGE POLITENESS Mustikawati, Dyah Atiek; Harmanto, Bambang; Indriastuti, Niken Reti
ADIMAS Jurnal Pengabdian Kepada Masyarakat Vol 8 No 2 (2024): September 2024
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/adi.v8i2.10197

Abstract

Bullying di kalangan pelajar telah menjadi isu serius dalam pendidikan modern, mempengaruhi kesejahteraan emosional dan akademis para siswa. Pendekatan yang komprehensif diperlukan untuk mengatasi masalah ini, salah satunya adalah pendampingan anti-bullying yang mengintegrasikan penguatan akhlak, empati, dan kesantunan berbahasa.Pendampingan anti-bullying berfokus pada pembentukan karakter melalui pengembangan akhlak yang kuat. Hal ini mencakup penanaman nilai-nilai seperti kejujuran, integritas, dan tanggung jawab sosial, yang bertujuan untuk mendorong perilaku yang menghormati dan menghargai individu lain. Pelaksanaan abdimas ini menggunakan dua metode yaitu sosialisasi anti bullying dan pendampingan anti bullying dengan penguatan akhlak, empati, dan kesantunan berbahasa. Kegiatan ini dilaksanakan di MTs M 5 Sidoharjo. Hasil dari pengabdian ini diharapkan siswa memperoleh pemahaman tentang Bullying, jenis-jenis bullying, dan cara menangani anti bullying dengan pendampingan siswa yang bermasalah, pendampingan peningkatan pendidikan karakter siswa dengan penguatan akhlak, empati, dan kesantunan berbahasa.
CONCEPTUAL ANALYSIS OF THE MONTESSORI MODEL IN THE DEVELOPMENT OF DAYCARE PROGRAM QUALITY Desy Suciati, Romadona; Dwi Saputro, Anip; Harmanto, Bambang
EDUPEDIA Vol. 9 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v8i2.3523

Abstract

This research intends to conceptually examine the Montessori Model and its role in enhancing the quality of daycare programs, specifically its application in Pocenter Playgroup, Ponorogo. Employing a descriptive qualitative approach, the study gathered data via direct observation of educational activities, comprehensive interviews with parents and teachers, and documentation of routine learning records and children’s portfolios. The results indicate that the organized environment, access to multisensory resources, and the combination of sensory and practical life activities are central to Montessori practices within the daycare environment. These activities promote children’s autonomy, focus, imagination, and self-control, while also enhancing fine-motor skills and social-emotional abilities. Interactions between teachers and children demonstrate educators' roles as facilitators and observers, enabling children to actively explore and engage with tangible materials suited to their developmental stages. Genuine assessment via portfolios and daily records improves communication with parents and guarantees ongoing stimulation between home and school. The research highlights various challenges, such as differences in teacher proficiency, scarce access to quality Montessori materials, and the necessity for improved assessment instruments. In summary, the results highlight that the Montessori Model provides an extensive conceptual foundation that greatly enhances the quality of daycare programs when applied consistently and backed by proper teacher training, oversight, and contextual adjustment. This research emphasizes the significance of combining conceptual comprehension, teaching methods, and program assessment to enhance early childhood education services in daycare environments.
English-Only Policy and Its Influence on Speaking Skills in Ban E-Lert School Thailand Devi, Putriana; Maghfiroh, Ana; Harmanto, Bambang; Nimasari, Elok; Chaisiri, Somruethai
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13872

Abstract

This study examines the implementation of an English-Only Policy (EOP) in a bilingual program at a Thai junior high school and its impact on students’ English speaking skills. Although EOP has been widely discussed in EFL contexts, limited research has integrated quantitative and qualitative evidence to explain how such policies operate within bilingual secondary classrooms in Thailand. To address this gap, this study employed a mixed-method design involving 30 Grade 1 students at Ban E-Lert School, Loei Province, Thailand. Quantitative data were collected using a one-group pre-test and post-test design assessing fluency, pronunciation, grammatical accuracy, vocabulary mastery, and communication ability, while qualitative data were obtained through structured classroom observations conducted over a 12-week intervention period. Quantitative findings revealed a statistically significant improvement in students’ speaking performance after the implementation of the EOP (t(29) = −10.081, p < .001). Qualitative findings demonstrated increased willingness to communicate in English and reduced reliance on the first language during classroom interaction. However, persistent challenges were also identified, particularly in pronunciation accuracy, limited exposure to appropriate language models, and speaking anxiety during spontaneous communication. This study contributes to the literature by demonstrating that the effectiveness of EOP depends not only on restricting first-language use but also on the provision of pedagogical support, including scaffolding strategies, pronunciation guidance, and constructive feedback. The findings provide insight into how classroom-level language policies interact with instructional practices to support learners’ linguistic and affective development in low-exposure EFL contexts.
Co-Authors Anggia Suci Pratiwi Anip Dwi Saputro, Anip Dwi Arief Cahyo Utomo Bonavidi, Rinjani Cahyono, Hadi Chaisiri, Somruethai Cobantoro, Adi Fajaryanto Condro Nur Alim Desy Suciati, Romadona Devi, Putriana Edi Susanto Eko Purnomo Elok Putri Nimasari, Elok Putri Elvina Dwi, Cahyani Farizky Rahman Febrianti, Nisa Harun Joko Prayitno Hatmoko, Dwi Hening, Putri Pramesti Indriastuti, Niken Reti Jakia, Nikmatu Junita Dwi Wardhani Karman, Supardi Yoga Krismonica, Dhenok Lathifah, Lathifah Mahardhani, Ardhana Januar Mahendra, Jonanda Wahyu Masir, Rizkya A. Mauly Halwat Hikmat Mustikawati, Diyah Atiek Mustikawati, Dyah Atiek Nimasari, Elok Nurlitasari, Amy Rahman, Amatur Rahmani, Dianisa Dwi Rahmawati, Ida Yeni Rusnilawati Shohenuddin, Shohenuddin Simpol, Wanida Sinthong, Phakit Siti Nurjanah Sri Rejeki Sudirman, Rio Sundari Sutama Suwanda, Bella Sukma Tamrin, Agusti Tarmusi, Riska Anisa Umi Fadlilah, Umi Velrinda Fahza'a, Risty Wulandari, Diah Ayu Rizqi Yasir Sidiq