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All Journal Dialektika Visipena Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI Dialectical Literature and Education Journal Journal of English Language and Education Jurnal Pengabdian Masyarakat Formosa (JPMF) Jurnal Pendidikan, Sains dan Teknologi Innovative: Journal Of Social Science Research Journal of Linguistics, Culture and Communication Journal of Innovative and Creativity Indonesian Journal of Applied Linguistics Review PESHUM
Solo, Lenny
Universitas Panca Sakti Bekasi
Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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EXPLORING THE PHILOSOPHY OF LANGUAGE: SCOPE, HISTORY, AND ITS CONNECTIONS WITH CULTURE AND LITERATURE Solo, Lenny; Nuruddin
Dialectical Literature and Educational Journal Vol. 9 No. 2 (2024): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v9i2.120.pp.64-71

Abstract

This research focuses on the importance of the philosophy of language in understanding the relationship between language, reality, culture, and human communication. This study was conducted using a qualitative approach with a descriptive-analytical approach. Data was collected through literature studies and analysis of primary literature in the philosophy of language, covering theories of epistemology, ontology, and axiology in the context of language. Philosophy, which comes from the Greek words "philia" and "sophia," etymologically means the love of wisdom. One important branch of philosophy is the philosophy of language, which aims to explore how language shapes meaning, how language represents reality, and how language plays a role in communication and understanding between humans. Through this study, we understand how philosophers like Noam Chomsky, J.L. Austin, and Hans-Georg Gadamer highlight language as an instrument of thought and a tool for expressing ideas and cultural identity. Philosophy of language also examines the role of language in social, political, and cultural contexts, as well as how language is used to preserve, negotiate, or manipulate reality and identity. 
Development of a Speaking Skill Assessment Rubric for Children in English Based on the Universal Design for Learning Approach in Inclusive Schools Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.181-209

Abstract

This study aims to develop an English-speaking skills assessment rubric for children with autism spectrum disorder (ASD) using the Universal Design for Learning (UDL) approach in an inclusive school setting. The research involved 24 regular students and one student with mild ASD in the 7th grade at Sekolah Alam Bekasi, offering a comparison framework. However, children with ASD have unique cognitive, social, and communication needs that differ from neurotypical students. Comparisons must therefore be approached carefully, considering these differences. The study followed Borg & Gall's Research and Development (R&D) model, starting with a needs analysis, followed by product design, expert validation, product revision, and limited testing. Data was gathered through questionnaires, interviews, and documentation. The needs analysis revealed that both teachers and parents require a flexible, inclusive, and ASD-sensitive assessment tool, especially for evaluating verbal and non-verbal communication skills. The resulting rubric is based on the three UDL principles: Multiple Means of Engagement, Representation, and Action and Expression, with specific, measurable, and context-appropriate indicators. Content validation by three experts in special education, language assessment, and inclusive pedagogy produced Aiken’s V values between 0.85 and 0.95, indicating strong validity. A limited trial with five students with ASD demonstrated the rubric’s effectiveness in assessing individual speaking abilities and guiding teachers in providing adaptive interventions. By incorporating both verbal and non-verbal aspects like gestures and eye contact, the rubric offers a fairer and more holistic assessment for students with ASD.
DEVELOPING AN ENGLISH-SPEAKING SKILLS ASSESSMENT RUBRIC FOR AUTISM CHILDREN USING UNIVERSAL DESIGN FOR LEARNING Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3285

Abstract

This study aims to develop an adaptive English-speaking skills assessment rubric for children with Autism Spectrum Disorder (ASD) using the principles of Universal Design for Learning (UDL) in a Special Education School (SLB). The need for an inclusive and flexible assessment tool that accommodates the diverse communication needs of children with ASD in language learning contexts, particularly English, is crucial. The research follows a systematic methodology consisting of needs analysis, rubric development, expert validation, pilot testing, revisions, and finalization. The rubric developed integrates UDL principles to ensure that assessments capture both verbal and non-verbal communication skills, such as gestures, visual aids, and assistive technologies. The findings from the expert validation process revealed that the rubric was clear, comprehensive, and adaptable to various student needs, providing a more holistic assessment of speaking skills. Teachers reported increased engagement and flexibility in using the rubric, which allowed students to express themselves in multiple ways. The pilot test indicated high inter-rater reliability (Cronbach’s alpha = 0.85) and demonstrated that the rubric effectively assessed students with varying levels of proficiency. Students who previously struggled with verbal communication showed improvement through the use of non-verbal means, enhancing their participation in the assessment. This study highlights the potential of integrating UDL principles into assessment rubrics to support the inclusive education of children with ASD and provide more accurate and equitable evaluations of their language skills.
Comparing Paper and Digital Assignments: Effects on Secondary Students’ Writing Accuracy and Fluency Hutagalung, Teguh; E, Yon A; Solo, Lenny
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1349

Abstract

With the growing integration of digital tools in education, there is a need to understand how the medium of assignment delivery influences students’ writing development. The research involved two groups of students who were assigned writing tasks using paper and digital platforms. Writing samples were evaluated based on coherence, grammar, vocabulary usage, and organization. Results indicated that digital-based assignments demonstrated significantly greater improvement in students' writing skills, particularly in vocabulary usage, organization, and revision efficiency. The average post-test scores of Digital Group (23–24 out of 25) were higher than the Paper-based group (22–23 out of 25), with an effect size ranging from Cohen’s d = 1.100 to 1.108, indicating a large educational impact. In the Descriptive Writing section, the results indicate that the mean and standard deviation for the paper-based group are 18.09 (SD = 1.446) for the pre-test and 21.18 (SD = 1.079) for the post-test. In contrast, the digital-based group shows a mean of 16.73 (SD = 1.272) for the pre-test and 22.64 (SD = 1.120) for the post-test. In the Argumentative Writing section, the results reveal that the mean and standard deviation for the paper-based group are 17.09 (SD = 1.446) for the pre-test and 22.07 (SD = 1.536) for the post-test, whereas the digital-based group has a mean of 19.00 (SD = 1.539) for the pre-test and 23.85 (SD = 1.453) for the post-test. Based on these results, it is evident that the most significant improvements were observed in the digital-based group, which showed an increase of 5.91 points in Descriptive Writing and 4.85 points in Argumentative Writing assignments. However, paper-based tasks were more effective in promoting deeper planning and reducing distractions. The study concludes that a blended approach may offer the most balanced benefit in developing students’ writing competencies. 
APLIKASI MICROSOFT TEAMS DALAM MENINGKATKAN KETERAMPILAN MENULIS ESAI Franscy, Franscy; Hidayati, Dini; Solo, Lenny; Zahari, Musril
Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol. 10 No. 1 (2023)
Publisher : Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/dialektika.v10i1.31723

Abstract

This research aims to determine the effectiveness of the Microsoft Teams application in teaching essay writing skills to students in class XI SMA Bangun Cipta Rumbia, Lampung. Based on the result of preliminary observation shows that students learning outcome was still low and there were some problems related to the impact of their writing skills that still have not achieved the expected aims. This research used the action research method, involving 30 students. Quantitative data was taken from the results of comparing the results of writing essays on initial conditions (pre-cycle), cycle 1, and cycle 2, while qualitative data was taken during observation and action. The results showed that there was an increase in learning activities and learning outcomes in writing essays for students. This increase is known from the percentage of students' activeness in participating in the learning process has increased, the results obtained in cycle 2 the percentage of "very active" and "active" was 30% and the percentage of "less active" and "very less active" decreased by 23.33%. The results of students' essay writing skills also increased, this increase can be seen from the percentage of the mastery score of essay writing in Cycle 1 of 63.33%, then experienced a significant increase in Cycle 2 with the percentage of completeness value of 73.33%. This means that the application of the Microsoft Teams application based on technological developments has a positive impact on the development of students in the learning process, especially essay writing skills.
Increasing Student's Speaking Ability Through Triple P (Presentation, Practice, Production) of 11th Grade Students at SMK Alam Karya Bekasi Mahmudah, Siti; AE, Yon; Solo, Lenny
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan berbicara siswa melalui Triple P (Presentation, Practice, Production) pada siswa kelas XI di SMK Alam Karya Bekasi tahun 2024. Penelitian ini dilakukan dengan menggunakan penelitian tindakan (action research) dengan 2 siklus dan tes. Berdasarkan hasil temuan di SMK Alam Karya Bekasi, peneliti menemukan adanya masalah pada kemampuan berbicara, yaitu guru mengajar dan menjelaskan secara lisan (pidato) yang kurang melibatkan siswa. Siswa harus menerima dan mengingat apa yang dianggap penting oleh guru. Dalam kegiatan pembelajaran, khususnya keterampilan komunikasi yang dipraktekkan dengan cara yang sibuk dan membosankan harus ditekan seminimal mungkin. Tujuan dari penelitian ini adalah untuk mengetahui kinerja guru dan kinerja siswa serta peningkatan keterampilan komunikasi siswa setelah menggunakan metode PPP (presentasi, penampilan, produksi) di kelas XI TBSM SMK Alam Karya Bekasi. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK). Hasil penelitian kinerja guru mengalami peningkatan dari siklus pertama menjadi 73,33%, dari siklus kedua menjadi 86,66%. Kinerja siswa meningkat dari siklus pertama menjadi 72,72% dan dari siklus kedua menjadi 90,90%. Kemampuan berbicara siswa pada siklus pertama adalah 51,72% pada kelompok kurang, yang meningkat menjadi 82,75% pada kelompok baik pada siklus kedua. Melihat permasalahan tersebut, dapat dikatakan bahwa penggunaan metode PPP (Presentation, Practice, Production) dapat meningkatkan kemampuan berbicara siswa kelas XI TBSM SMK Alam Karya Bekasi.
Enhancing Students' Speaking Skills Through Role Play Method in 11th Grade Students at SMK Alam Karya Suka Mekar Bekasi Putri, Novrilia Ameni Tiara; AE, Yon; Solo, Lenny
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara siswa dengan menggunakan metode role play di kelas XI SMK Alam Karya Suka Mekar, Kabupaten Bekasi. Penelitian ini dilakukan di SMK Alam Karya Suka Mekar, Kabupaten Bekasi. terutama di kelas IX TBSM. Sebelum melakukan penelitian dilakukan terlebih dahulu Pra tindakan agar mengetahui perbandingan nilai mulai dari pra observasi hingga siklus 2. Penelitian dilakukan dalam dua siklus dengan masing-masing siklus terdiri dari 2 pertemuan. Hasil penelitian di setiap siklus meliputi perencanaan, pelaksanaan, observasi, dan refleksi menunjukkan bahwa diperoleh data, yaitu pada awal pra Tindakan persentase kemampuan berbicara Bahasa Inggris mencapai skor rata-rata 27,58%. akhir siklus pertama, persentase kemampuan berbahasa siswa Inggris mencapai skor rata-rata 44,82%. Pada akhir siklus kedua, persentase rata-rata keterampilan berbicara siswa salam pembelajaran Bahasa Inggris meningkat menjadi 86,20%. Implikasi dari hasil penelitian ini adalah metode role play dapat digunakan sebagai salah satu metode pembelajaran untuk meningkatkan kemampuan berbicara siswa khususnya pada siswa SMK.
Fun English with Games to Improve Competence Speaking English Students at SDIT Assalam Green School, Cileungsi, West Java Solo, Lenny; A.E, Yon; Siahaan, Leroy; Franscy, Franscy; Hidayati, Dini; Chairiyani, Ika; Rusmiati, Yanti; Agustin, Iswandini
Jurnal Pengabdian Masyarakat Formosa Vol. 3 No. 1 (2024): February 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmf.v3i1.8066

Abstract

Learning language will be easier to master when you are a child, but the current curriculum in Indonesia places English language lessons as additional content. So activities are needed to motivate children to learn English. This article aims to introduce English to elementary school students. In this activity, the service applies games to attract students' interest. The application of games is based on the consideration that children at this age still like to play and it will be easier to attract the attention of elementary school students through games. There were 150 community service participants at SDIT Assalam Green School with the theme. Fun English with Games. After this activity was carried out, information was obtained that 99.3% of students liked this activity, 96.6% stated that through game activities made students enthusiastic about learning English, 97.3% stated that this activity increased knowledge related to English, and 98.6% stated that this activity made students want to learn English. Thus it can be concluded that there is an increase in English language knowledge obtained by students at SDIT Assalam Green School.
Representasi Nilai Budaya Sastra Pedalangan Wayang Golek: Analisis Wacana Kritis Model Fairclough Jaelani, Alan; Solo, Lenny
Indonesian Journal of Applied Linguistics Review Vol. 5 No. 1 (2024): Indonesian Journal of Applied Linguistics Review
Publisher : Program Studi Magister Linguistik Terapan UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/ijalr.51.02

Abstract

Revitalization in Article 26 paragraph (3) of Law Number 5 of 2017 supports the preservation and strengthening of local cultural values through traditional arts. This study aims to reveal the representation of cultural values in traditional wayang golek performances using a critical discourse analysis approach based on Norman Fairclough's model. This study employs qualitative research in the form of critical discourse analysis. The analysis focuses on four discourse elements found in the literary aspects of wayang golek puppetry: murwa, nyandra, antawacana, and tembang. Each discourse element is elaborated through Fairclough's three dimensions of analysis: text, discourse practice, and socio-cultural practice. The results show that murwa conveys religious and moral messages, reminding the audience of the importance of their relationship with God and nature. Nyandra illustrates wisdom in facing life and challenges, while antawacana voices criticism of social and political injustices, emphasizing the importance of honesty in governance. Tembang, sung by the sinden, reinforces moral and spiritual messages, encouraging the audience to maintain harmony in life. This study provides insights into the significance of wayang golek performances as a medium for teaching cultural values and moral lessons within Sundanese society.
Implementasi Pola Asuh Orang Tua pada Anak Usia 5-6 Tahun Terhadap Pengenalan Calistung di Paud Al-Barokah Soliha, Siti; E, Yon A; Solo, Lenny
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 2: Februari 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i2.14971

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi pola asuh orang tua pada anak usia 5–6 tahun terhadap pengenalan calistung (membaca, menulis, berhitung) di PAUD Al-Barokah. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian terdiri dari delapan anak usia 5–6 tahun beserta orang tua dan guru mereka. Hasil penelitian menunjukkan bahwa pola asuh orang tua memiliki pengaruh yang signifikan terhadap kemampuan calistung anak. Mayoritas orang tua menerapkan pola asuh demokratis, yang ditandai dengan komunikasi dua arah, pemberian bimbingan yang konsisten, serta dukungan emosional. Anak-anak dengan pola asuh demokratis menunjukkan kemampuan membaca, menulis, dan berhitung yang lebih baik dibandingkan anak-anak yang diasuh secara otoriter maupun permisif. Sebaliknya, pola asuh otoriter dan permisif cenderung menyebabkan anak kurang fokus, mudah frustrasi, dan mengalami kesulitan dalam belajar. Dengan demikian, pola asuh demokratis terbukti paling efektif dalam mendukung perkembangan kemampuan calistung anak usia dini di PAUD Al-Barokah.
Co-Authors A.E, Yon AE, Yon Agustin, Iswandini Andini, Sri Aqilah, Jasmine Syifa Chaeruman, Uwes Anis Chairiyani, Ika E, Yon A Eindo, Yon A. Fathiaty Murtadho Franscy, Franscy Habibur Rachman Hidayati, Dini Hutagalung, Teguh Jaelani, Alan Latifah Nur Rossy Masturoh Masturoh Musril Zahari, Musril Ninuk Lustyantie Nuruddin Putri, Novrilia Ameni Tiara Raihana Herlis Syahputri Rusmiati, Yanti Safitri, Enung Siahaan, Leroy Siahaan, Leroy Holman SITI MAHMUDAH Soliha, Siti Supriyadi Supriyadi Suryahadi, R Agus Windarni, Natalia Hardayanti Cahya Yon A E Yon A.E Zainal Arifin