Article Per Year (5 Year)
p-Index From 2021 - 2026
2.9
P-Index
This Author published in this journals
All Journal Jurna lAntropologi Indonesia Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Pengabdian Magister Pendidikan IPA Linguistik Indonesia Jurnal Ilmiah Profesi Pendidikan Jurnal Pepadu Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Jurnal Penelitian Pendidikan Indonesia Journal of English Education Forum (JEEF)
Yuni Budi Lestari
Prodi Pendidikan Bahasa Inggris, FKIP Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 18 Documents
Search

 1   2 
Pemberdayaan Guru Bahasa Inggris MAN Lombok Barat dalam Pembelajaran Abad 21 Melalui Pelatihan Kompetensi Pedagogis Terintegrasi Kamaludin Yusra; Yuni Budi Lestari; Baharuddin Baharuddin; Rizky Kurniawan Hoesnie
DARMADIKSANI Vol 3 No 2 (2023): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v3i2.3437

Abstract

ABSTRAK Kegiatan pengabdian ini ditujukan untuk (1) meningkatkan kompetensi pedagogis guru dan motivasi belajar bahasa Inggris siswa-siswi MAN Lombok Barat (2) membangun kesadaran guru akan pentingnya interaksi dan komunikasi dalam pembelajaran bahasa Inggris, (3) memotivasi guru untuk merencanakan program pembelajaran bahasa Inggris interaktif dan komunikatif secara mandiri, dan (4) membantu guru merencanakan dan menggunakan sumber belajar yang ada di sekitar mereka sebagai media untuk pembelajaran bahasa Inggris yang komunikatif dan menyenangkan. Dari survey awal pada siswa-siswa SMP, SMA, SMK dan MA se-Pulau Lombok dalam penelitian kami sebelumnya (Yusra, 2018) menemukan bahwa guru-guru bahasa Inggris kesulitan menemukan bahan ajar yang dapat dikembangkan sebagai bahan ajar yang menyenangkan bagi siswa serta mereka kesulitan mengenmbangkan Lembar Kerja Siswa (LKS) yang dapat mefasiltasi interaksi dua arah antara siswa dengan siswa lainnya. Yusra (2022) mensurvey pembelajaran bahasa Inggris di dunia dan di Indonesia selama COVID19 dan menemukan bahwa mayoritas guru menggunakan teknik kuliah sebagai strategi mengajar dan strategi ini dirasakan sangat membosankan bagi siswa. Faktor penyebab utama masalah ini adalah tidak adanya interaksi antarsiswa karena kurangnya repertoire strategi mengajar sebagai stok pilihan yang dapat dipergunakan guru agar siswa berinteraksi secara komunikatif selama pembelajaran. Yusra (2015) menemukan bahwa mayoritas guru bahasa Inggris di NTB mengalami kesulitan dalam mengajarkan explanation, discussion dan argument texts sehingga perlu diberikan penyegaran. Hal ini juga terjadi pada guru-guru bahasa Inggris di MAN se-Kabupaten Lombok Barat. Kegiatan yang ditawarkan untuk mengatasi masalah ini adalah pembekalan bagi guru-guru tersebut dengan pembelajaran bahasa Inggris secara interaktif komunikatif melalui pengembangan bahan ajar berbentuk info-gap dan permainan bahasa terintegradsi dengan model pembelajaran abad 21 dengan mengedepankan pembelajaran berbasis HOTS. Dalam kegiatan ini akan diperkenalkan LKS, permainan bahasa, kegiatan komunikasi, dan kegiatan pembelajaran lainnya yang efektif dan menyenangkan dan melibatkan unsur menganalisis (C4), mengevaluasi (5) dan mengkreasi teks secara tepat sesuai konteks (budaya dan situasi). Kegiatan ini akan melibatkan 30 orang guru bahasa Inggris di Madrasah Aliyah (MA) se-Kabupaten Lombok Barat dan bekerjasama dengan MGMP Bahasa Inggris Kabupaten Lombok Barat. Kegiatan dilaksanakan dengan pola integrasi dengan sistem pengenalan teori dan praktek langsung dengan model bahan ajar yang telah terintegrasi dengan kurikulum pada semester berjalan. Peserta akan mengembangkan kegiatan sesuai dengan materi yang belum terckup dalam materi pelatihan. Luaran kegiatan ini adalah artikel ilmiah dari kegiatan pengabdian ini, skripsi, thesis dan artikel ilmiah karya mahasiswa yang ikut terlibat dalam kegiatan pengabdian ini, dan naskah akademik kebijakan pengembangan kompetensi pedagogis guru bahasa Inggris MA se-Kabupaten Lombok Barat. ABSTRACT This community service program was aimed to: (1) enhance teachers’ pedagogical competence and students’ motivation to learn English in Islamic Senior High School of MAN Lombok Barat, (2) raise teachers' awareness of the important role of interaction and communication in English language teaching, (3) inspire teachers to independently plan engaging and communicative English language learning programs, and (4) assist teachers in planning and using local resources as enjoyable and communicative tools for learning English. A preliminary survey of junior and senior high school students across Lombok Island in our prior research (Yusra, 2018) revealed that English teachers face challenges in finding materials that can make their students enjoy learning English. They also struggle with designing Student Worksheets that encourage interaction between students. Yusra (2022) found that during COVID-19 most teachers in Indonesia and the world rely on lecture-style teaching, which students find dull. The main issue is the lack of student interaction due to limited teaching strategies. Yusra (2015) also found that the majority of English teachers in NTB face difficulties in teaching explanation, discussion, and argumentative texts and need a refresher. This issue is also present among English teachers at MAN in West Lombok Regency. The proposed solution to address this problem is to provide training for these teachers in interactive communicative English language teaching through the development of info-gap teaching materials and language games integrated with a 21st-century learning model, emphasizing Higher Order Thinking Skills (HOTS). In this program, we introduced to the teachers the Student Worksheets, language games, communicative activities, and other effective and enjoyable learning activities involving the analysis (C4), evaluation (C5), and creation of texts that contextualise the local culture and situation. The participants of thiz program were 30 English teachers from Madrasah Aliyah (MA) across West Lombok Regency collaborating with the members of English Language Teachers' Working Group (MGMP) of West Lombok Regency. The outcomes of this program are a published journal article, theses, and academic papers on the policy development of pedagogical competence for English language teachers at MA in West Lombok Regency.
Prospects of exercising teacher agency in facing students’ learning difficulties Yuni Budi Lestari; Kamaludin Yusra; Nurachman Hanafi; Nawawi Nawawi
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 2 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020221464

Abstract

Teacher agency is generally accepted as a strategy that teachers employ to face educational challenges. This article presents the result of a qualitative case study that examined learning difficulties that university students face during their study and prospects of exercising agency in facing the students’ learning difficulties. The current study was conducted at a postgraduate English department in a government University in West Nusa Tenggara. The participants of this study include three students in their third semester in the academic year 2020/2021 and three university English teachers who were purposively selected. Being qualitative in nature, this study used in-depth interviews with the students to obtain data on their learning difficulties. In-depth interviews were also conducted to the university English teachers to collect data on prospects of exercising their agency in dealing with learning difficulties facing the students. The collected data were then analyzed using the following steps: identifying, classifying, describing, and explaining. Data analysis indicated that the students experienced difficulties in reading and writing. The results of the study also revealed prospects of teacher agency exercise in helping students cope with their learning difficulties as enabled by specific conditions related to teachers’ pedagogical knowledge and teachers’ collaborative cultures.
AN ANALYSIS OF ADJACENCY PAIRS IN SPEAKING CLASS AT CEC KAMPOENG PARE MATARAM 2022 Purnawan Aropi; Sahuddin; Yuni Budi Lestari
Journal of English Education Forum (JEEF) Vol. 2 No. 1 (2022): JAN-JUN 2022
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/j.v2i1.271

Abstract

This study aimed at finding and analyzing the types of Adjacency Pairs and their preference structures used by a teacher and students in speaking class. This study used a descriptive research method using changing observer. The sample included teacher and students of 2nd Level speaking class at Cake English Course (CEC) Kampoeng Pare Mataram. The data were collected using video recording then transcribed to be analyzed. The study shows that there are eleven types of adjacency pairs and seven of their preference structures discovered in teaching learning process. The first type is question – answer in which its preference structure is expected as preferred response and unexpected as unpreferred one. The second type is request – acceptance/rejection which acceptance is as preferred and rejection as unpreferred response of its preference structure. The next type is apology – acceptance/refusal in which both preferred and unpreferred occurred as preference structures in this type. Then, complaint – apology/denial was found in which its preference structure is preferred and unpreferred. Furthermore, invitation – acceptance in which its acceptance response is known as preferred response in preference structure. Lastly, suggestion – disagreement and offer – rejection, each of this pair has its preference structure in formed of unpreferred. However, announcement – acknowledgment, greeting – greeting, summon – answer and closing – closing adjacency pairs also occurred in this study, yet their preference structure does not exist.
THE USE OF THE WORLD WALL PICTURES MEDIA IN IMPROVING AUTISTIC STUDENTS’ VOCABULARY AT A MATARAM STATE SPECIAL SCHOOL Nurul Suriyani; Yuni Budi Lestari; Atri Dewi Aziz
Journal of English Education Forum (JEEF) Vol. 3 No. 1 (2023): JAN-JUN 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

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

Abstract

Vocabulary is the first step that must be learned in learning English. Everyone has the right to get education without exception including autistic students. This study aims to describe teachers’ use of the word wall pictures in improving autistic students’ vocabulary. The population was all autistic teachers and the sample was two autistic teachers at a Mataram State Special School. Samples were taken by using Purposeful sampling. The research used a qualitative research method which implemented a case study approach. The study found that the teachers employed some techniques of using the word wall pictures media to improve autistic students' vocabulary. Brainstorming, model, listen and repeat, and practice are some techniques of using the word wall pictures media to improve autistic students' vocabulary. The study also revealed that the use of the word wall pictures media was effective in improving autistic students’ vocabulary.
The Analysis of Reading Comprehension Question Levels in English Textbook for Vocational High School Based on Revised Bloom's Taxonomy Intan Kumala Sari; Sahuddin; Yuni Budi Lestari
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.566

Abstract

Reading question is one of the tools that can improve students’ critical thinking. In teaching and learning process, providing questions at the HOTS level really helps students to improve their comprehension. This study aims to analyze the category of cognitive levels in reading questions based on Revised Bloom’s Taxonomy in English textbook “forward an English” for 10th Grade Students of Vocational High School. It used descriptive qualitative research. The data of this study was all of reading comprehension questions found in the textbook. Based on the results, researcher found 202 reading comprehension questions in total which is divided into LOTS level that consist of 133 questions or 65.8% and HOTS level that consist of 69 questions or 34.2%. The most dominant category represented in the English textbook was “remembering” level with 78 questions or 38.6% and the lowest category was “applying” level with 4 questions or 2.0 %. In conclusion, the most of the reading comprehension questions in the English textbook “Forward an English” were at the low level of the cognitive domain. Therefore, the teacher must develop more questions in HOTS level so that the students’ need are in accordance with the demands of 2013 curriculum
The Correlation between Students’ Learning Motivation and Their Reading Comprehension at Madrasah Aliyah Negeri 1 Lombok Tengah in Academic Year 2024/2025 Elinda Islami Putri; Arifuddin Arifuddin; Atri Dewi Aziz; Yuni Budi Lestari
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4263

Abstract

This research aims to analyze and describe the correlation between students’ learning motivation and their reading comprehension among eleventh-grade students at Madrasah Aliyah Negeri 1 Lombok Tengah in the academic year 2024/2025. This study employs a mixed-method approach, combining quantitative and qualitative data. The sample consisted of 39 students from the entire eleventh-grade population. Data were collected using questionnaires, reading tests, and interviews. Quantitative analysis using One-way ANOVA indicated a correlation between motivation levels (high, medium, low) and reading comprehension (p = 0.011< 0.05). Qualitative interviews supported the statistical findings by identifying intrinsic factors (to improve skill and knowledge, discover new vocab and feel satisfied, challenge, curiosity, interest, hobbies and trends) and extrinsic factors (academic needs, achievement grades, practical need, support from school and teacher) that influenced motivation.
Students' Perceptions Toward the Mandatory TOEFL Score for Graduation: A Case Study of Non-English Department Students of the University of Mataram Nida Silmiya; Yuni Budi Lestari; Ni Wayan Mira Susanti; Boniesta Zulandha Melani
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4329

Abstract

This study explores the perceptions of non-English major students, specifically those in the Mathematics Education program at the Faculty of Teacher Training and Education (FKIP), University of Mataram, toward the mandatory TOEFL score policy as a graduation requirement (minimum 400 for non-English majors). Employing a qualitative case study design, data were collected from 30 eighth-semester students using closed-ended questionnaires (Likert scale) and semi-structured interviews, analyzed through thematic analysis. Findings reveal predominantly positive perceptions (81%), with students viewing the policy as a motivator for enhancing English proficiency and global competitiveness, though 19% deemed it irrelevant to their Mathematics-focused curriculum. Difficulties were prominent, particularly in the Listening Comprehension section (77% reported difficulties due to unclear audio, accents, idioms, and implied meanings), followed by Structure & Written Expression (67%, mainly grammar issues) and Reading Comprehension (60%, with the author's opinion, true/false/exception questions, main ideas/topics, vocabulary/synonyms, word references and restatement of ideas). Interviews highlighted mixed views: benefits for academic access but burdens from time constraints, high costs, and limited preparation support. The study concludes that while the policy effectively measures basic English skills, it imposes undue pressure on non-English majors, recommending intensive TOEFL courses, alternative assessments, and curriculum integration of English skills to mitigate difficulties and foster equitable implementation.
English Teachers’ Experiences in Teaching with Limited Instructional Media: A Case Study at SMPN 2 Kuripan Santi Sartika; Kamaludin Yusra; Yuni Budi Lestari
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4485

Abstract

This study explores the lived experiences of English teachers in teaching with limited instructional media at SMPN 2 Kuripan. The purpose of this study is to investigate teachers’ instructional experiences, emotional and professional responses, and reflective practices in a media-limited classroom context. This research employed a qualitative case study design supported by classroom ethnographic techniques. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analysed using ethnographic data analysis procedures involving coding, theme development, and interpretation. The findings reveal that English teachers experienced instructional and emotional challenges due to limited instructional media; however, they demonstrated strong teacher agency, pedagogical flexibility, and creativity by utilizing available resources and implementing student-centred activities. These experiences contributed to emotional resilience, continuous reflection, and the development of teachers’ professional identity. In conclusion, effective English teaching in media-limited contexts depends more on teachers’ professional agency, reflective practice, and emotional adaptability than on the availability of instructional technology.
Co-Authors Amrullah Amrullah Anang Zubaidi Soemerep Arafiq Arafiq Arifuddin Arifuddin Atri Dewi Aziz Baharuddin Baharuddin Boniesta Zulandha Melani Eka Putri Juliantari Elinda Islami Putri Husnul Lail Husnul Lail Intan Kumala Sari Jurnal Pepadu Kamaludin Yusra Kamaludin Yusra Kamaludin Yusra Kamaludin Yusra Kurniawan Apgrianto Lalu Muhaimi Mahyuni Mahyuni Mochammad Asyhar Muhammad Amin Nawawi Nawawi Ni Wayan Mira Susanti Ni Wayan Mira Susanti Nida Silmiya Nur Ahmadi Nurachman Hanafi Nurachman Hanafi Nurachman Hanafi Nurachman Hanafi Nuriadi Nuriadi Nuriadi Nuriadi Nuriadi Nuriadi Nuriadi Nurul Suriyani Purnawan Aropi Putera, Lalu Jaswadi Rabianti Rabianti Rizky Kurniawan Hoesnie Sahuddin Sahuddin Sahuddin Santi Farmasari Santi Sartika Sribagus Sribagus Udin Udin Untung Waluyo Yudi Kurniawan