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All Journal EXPOSURE JOURNAL Jurnal Eduscience (JES) Jurnal Pengabdian Masyarakat Bumi Raflesia ABSYARA: Jurnal Pengabdian Pada Masyarakat Dikdimas : Jurnal Pengabdian Kepada Masyarakat Teaching English and Language Learning English Journal
Washlurachim Safitri
Universitas Muhammadiyah Bengkulu
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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THE IMPACT OF KAMPUS MENGAJAR COLLABORATIVE ACTIVITIES ON STUDENTS' LITERACY: A NARRATIVE REVIEW Muhammad Parli; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8426

Abstract

In an era where literacy is fundamental for personal and societal advancement, enhancing students’ literacy skills has become a pressing educational priority, particularly in Indonesia, where national assessments show consistently low literacy performance among elementary students. This study explores the role of collaborative activities in the Kampus Mengajar (Teaching Campus) program in improving students’ literacy competencies. Rooted in the rationale that engaging, student-centered environments—through initiatives such as library revitalization, the creation of wall magazines, and reading corner development—can foster reading interest and writing ability, this research aims to investigate how such interventions influence students’ literacy engagement and outcomes. Employing a qualitative methodology in the form of a narrative literature review, the study analyzes current literature and field reports from relevant educational initiatives conducted in 2024 in Bengkulu, Indonesia. The findings reveal that collaborative activities significantly improve literacy by increasing student motivation, promoting creativity, and supporting interactive learning environments. In particular, revitalized libraries attract more student visitors and encourage book borrowing, wall magazines nurture creative expression, and reading corners cultivate a habitual reading culture. These results underscore the importance of collaborative, community-based interventions in literacy development and offer valuable insights for education stakeholders seeking to enhance literacy at the elementary school level.
Analysis of Directed Motivational Currents (DMC) in EFL Students' Reading Motivation Nindia Dwi Citra Dwi; Fetriani; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9612

Abstract

Motivation is a key determinant of success in learning English as a Foreign Language (EFL), particularly in reading, which requires sustained. concentration, strategic approaches, and perseverance. However, many students struggle to maintain reading motivation, highlighting the need for a framework that explains strong and sustained motivational engagement. Directed Motivational Currents (DMC) provides such a framework, offering insights into the triggers, sustaining mechanisms, and contextual influences on motivation. This study investigates the triggers and maintenance strategies of DMC, describes students' experiences within this motivational state, analyzes the impact of contextual and instructional factors, and explores its implications for engagement and long-term reading habit formation. This study employed a mixed-methods convergent design, data were collected from 14 fourth-semester students of the English Education Study Program through total sampling. The quantitative data were analyzed descriptively, while qualitative data underwent Interpretative Phenomenological Analysis (IPA). The findings indicate that DMC is triggered by both positive and negative experiences, social support, and tangible reading progress. Motivation is sustained through reading routines and incremental goal-setting. Students in DMC reported positive emotional engagement, a clear long-term vision, and structured behavioral patterns, though internalization levels varied. Classroom environment, teaching strategies, and peer and lecturer support were found critical in initiating and sustaining DMC. Keywords: Directed Motivational Currents (DMC), EFL Students, Reading Motivation, Reading Skills
An Analysis of Reading Questions in an English Textbook for Junior High School Merdeka Curriculum Edition Based on Revised Bloom’s Taxonomy nurfadillah nova; Kiagus Baluqiah; Ivan Achmad Nurcholis; Eki Saputra; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9683

Abstract

Abstract The Revised Bloom's Taxonomy provides a framework for evaluating cognitive levels in learning materials, and achieving a balanced distribution of lower- and higher-order thinking skills in textbooks is essential to fulfilling the objectives of the Merdeka Curriculum. This study aims to analyze the cognitive levels of reading comprehension questions in Interactive English 2 for Junior High School, Merdeka Curriculum edition, based on the Revised Bloom's Taxonomy. Using a qualitative descriptive design with document analysis, 114 reading comprehension questions across 10 chapters were examined and classified into six cognitive domains: Remembering (CI), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The analysis revealed that lower-order thinking skills dominated, with Remembering (62.28%) and Understanding (18.42%) comprising the majority, while higher-order thinking skills such as Analyzing (7.02%), Evaluating (6.14%), and Creating (3.51%) were underrepresented. These findings indicate that the textbook emphasizes factual recall and basic comprehension over critical, analytical, and creative thinking. which is inconsistent with the goals of the Merdeka Curriculum. Therefore, it is recommended that future textbook development ensure a more balanced distribution of cognitive levels to better support students' higher-order thinking skills. Keywords: English Textbook, Reading Questions, Revised Bloom's Taxonomy. Merdeka Curriculum.
Analysis of Factors Influencing the Lack of Motivation of Stigmatized Students in Learning English with a Psychological Approach at MA Muhammadiyah Suprapto in Bengkulu City Desva Andusti; Washlurachim Safitri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9978

Abstract

Learning motivation is a critical internal drive determining academic success, yet it remains a significant challenge for stigmatized learners. This study aims to identify the psychological factors contributing to low learning motivation among stigmatized students and examine the effectiveness of a psychological-empathic approach in enhancing their motivation in English language learning. Conducted at MA Muhammadiyah Suprapto Bengkulu City, this descriptive qualitative research involved eight students as research subjects. Data were collected through classroom observations, semi-structured interviews, and documentation during the School Field Experience Program (PLP II). The findings reveal that low motivation is driven by internal factors such as emotional pressure from unstable family backgrounds and low self-esteem and external factors, specifically negative social labeling and a lack of emotional support. However, the implementation of a psychological approach, characterized by active listening, emotional validation, and empathetic interpersonal interactions, significantly reduced academic anxiety and fostered students' self-confidence. The results showed a notable shift in student behavior from passivity to active engagement and increased participation in communication-based tasks. This study concludes that a psychological-empathic approach is a central factor in restoring the learning enthusiasm of stigmatized students by creating a safe and inclusive emotional climate. These findings suggest that emotional recovery through humanistic teacher-student relationships is a fundamental prerequisite for academic engagement in foreign language learning.
Students’ Attitudes toward English Learning at a Muhammadiyah Junior High School: A Study at a Muhammadiyah Junior High School Zahwa Rizky Aulia Zahwa; Washlurachim Safitri; Fetriani
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10107

Abstract

English plays a crucial role in supporting students’ academic development and global communication skills, making it a compulsory subject in Indonesian junior high schools. However, students’ success in learning English is strongly influenced by affective factors, particularly attitude. This study aimed to examine seventh-grade students’ attitudes toward English learning at a Muhammadiyah Junior High School in Bengkulu City by exploring affective, cognitive, and behavioral dimensions. A descriptive quantitative research design was employed involving 19 students selected through total sampling. Data were collected using a Likert-scale questionnaire supported by classroom observations and analyzed using descriptive statistics. The findings revealed that students generally demonstrated positive attitudes toward English learning, indicated by a mean score of 3.21 and 81% favorable responses. Students showed emotional enjoyment, recognized the usefulness of English for future opportunities, and actively participated in classroom activities. However, several learners still experienced low confidence in speaking English due to anxiety and fear of making mistakes. These results suggest that while students possess supportive attitudes toward English, pedagogical strategies are needed to foster confidence and transform positive perceptions into effective language use. This study highlights the importance of creating supportive and interactive learning environments to enhance students’ engagement in English learning. Keywords: students’ attitudes, English learning, affective factors, junior high school, EFL context
Short Attention Spans in EFL Learning: A Descriptive Qualitative Study of Cognitive Characteristics, Skill-Specific Impacts, and Instructional Strategies Uas Gna; Washlurachim Safitri; Epi Wadison; Solehan
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10137

Abstract

The increasing prevalence of short attention spans in digitally mediated learning environments presents significant challenges for English as a Foreign Language (EFL) instruction. This descriptive qualitative study investigates (1) the behavioral and cognitive characteristics of short attention spans among EFL learners, (2) their effects on vocabulary development, reading fluency, and listening comprehension, and (3) instructional strategies that may mitigate their negative impact. Conducted in a natural classroom setting at the university level, the study employed purposive sampling and collected data through in-depth interviews, structured observations, and document analysis. Data were analyzed inductively through data reduction, data display, and conclusion drawing, with triangulation ensuring credibility. The findings indicate that short attention spans are reflected in task-switching behavior, digital distraction, and mind-wandering, which disrupt sustained cognitive engagement. Listening comprehension was found to be the most vulnerable skill due to the transient nature of auditory input, while reading fluency and vocabulary retention were also adversely affected by attentional fragmentation. However, pedagogical strategies such as task chunking, interactive learning, multimodal instruction, and structured breaks were identified as effective in enhancing attentional stability. The study underscores the importance of integrating attention management into EFL instructional design to improve learner engagement and learning outcomes.
Teachers’ Roles in Overcoming Difficulties in Learning English of Junior High Students in Special Needs Schools (SLB) at Bengkulu City Desva Andusti; Kiagus Baluqiah; Washlurachim Safitri; Agung Suhadi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10912

Abstract

This study aims to find out teachers roles in overcoming difficulties in learning English of junior high students special needs schools (SLB) at Bengkulu city. The background of this problem arises because SLB students still face difficulties in learning English, while the role of teachers in overcoming these difficulties has not been clearly described. The research method used is descriptive qualitative with Observation Sheet and Question Lists instruments. The results of the study show that 10 teacher roles according to Harmer in (Naibaho, 2019) are applied in teaching English to overcome the difficulties of learning English for junior high students in Special Needs Schools (SLB) in Bengkulu City. However, the level of implementation varies depending on the classroom context and student needs. There are 10 teacher roles in teaching children with special needs, namely (1) controller (2) organizer (3) assessor (4) prompter (5) participant (6) resource (7) tutor (8) observer (9) performer and (10) teaching aids. Teachers carry out these roles in overcoming students' learning difficulties by guiding each student with special needs individually, repeating instructions and materials gradually, managing the class in a structured manner, providing direct examples through gestures and facial expressions, and using learning media that are appropriate to the conditions and needs of students. Researchers suggest that English teachers in special needs schools continue to optimize their roles in learning, because teaching students with special needs requires appropriate and consistent strategies. For future researchers who are interested in conducting similar research, it is recommended to conduct a more in depth analysis of the implementation of each teacher's role and also at other levels of education.
PENGGUNAAN METODE TRANSLANGUAGING DALAM PENGAJARAN ENGLISH VOCABULARY KEPADA PEMBELAJAR PEMULA DI KOTA BENGKULU Yupika Maryansyah; Ria Angraini; Ivan Achmad Nurcholis; Washlurachim Safitri
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 7 No. 1 (2024): April : Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

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

Abstract

Pelaksanaan pengabdian kepada Masyarakat ini mengeksplorasi penerapan metode translanguaging dalam pengajaran bahasa Inggris untuk pemula di Kota Bengkulu. Metode translanguaging menggunakan bahasa ibu siswa sebagai sumber daya dalam proses pembelajaran. Metode ini terbukti efektif dalam mempercepat pemahaman siswa dan penguasaan kosakata bahasa Inggris. Dengan melakukan penilaian awal, guru dapat mengetahui kemampuan bahasa siswa dan kebutuhan belajar mereka, sehingga strategi pembelajaran yang diterapkan lebih tepat sasaran. Menggunakan bahasa ibu saat merencanakan dan mengajar materi memungkinkan siswa memahami konsep dengan lebih baik sebelum mempelajarinya dalam bahasa Inggris, yang memungkinkan transfer pengetahuan yang lebih cepat dan efektif. Aktivasi pengetahuan awal melalui diskusi dalam bahasa ibu dan penggunaan alat bantu visual terbukti efektif dalam pengajaran karena membantu siswa membuat hubungan antara materi baru dan pengetahuan yang sudah mereka miliki sebelumnya. Penggunaan pendekatan dual-language instruction dan modeling dalam pengajaran materi membantu siswa merasa lebih percaya diri dalam menggunakan bahasa Inggris. Penggunaan kode-switching memungkinkan siswa menggunakan kedua bahasa secara bersamaan dan mengatasi kesulitan dalam memahami konsep baru, yang meningkatkan pengalaman belajar mereka. Hasil kegiatan ini menunjukkan bahwa metode translanguaging berhasil meningkatkan motivasi dan kepercayaan diri siswa serta memberikan kontribusi positif terhadap peningkatan kualitas pembelajaran bahasa Inggris. Siswa merasa lebih nyaman dan termotivasi, dan guru memperoleh pendekatan pengajaran yang lebih inklusif dan adaptif.Kata Kunci: translanguaging, pengajaran vocabulary, pembelajar pemula
PENGAJARAN SPEAKING DENGAN METODE SPACE REPETITION (SR) KEPADA PEMBELAJAR PEMULA DI KOTA BENGKULU Yupika Maryansyah; Ivan Achmad Nurcholis; Washlurachim Safitri
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 7 No. 3 (2024): Desember: Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

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Abstract

Tujuan dari kegiatan kepada masyarakat ini adalah untuk meningkatkan kemampuan berbicara bahasa Inggris siswa pemula di Kota Bengkulu dengan menggunakan metode pengajaran Space Repetition (SR) atau pengulangan berjarak. Pembelajar pemula sering menghadapi masalah seperti kecemasan berbicara, kosakata terbatas, dan kesulitan mempertahankan informasi jangka panjang. Pengajaran berbicara dengan metode SR dimaksudkan untuk mengatasi masalah ini. Metode SR melibatkan penambahan kosakata dan struktur bahasa secara bertahap, meningkatkan retensi memori dan memudahkan pembelajar mengingat materi dalam jangka waktu lebih lama. Program pengabdian masyarakat ini melibatkan mahasiswa dan dosen Universitas Muhammadiyah Bengkulu, serta anak sekolah dasar. Selama dua bulan, mereka mendapatkan bimbingan khusus dalam pengajaran berbicara melalui metode SR. Hasil program menunjukkan bahwa kemampuan berbicara, retensi kosakata, dan kepercayaan diri peserta meningkat secara signifikan. Peserta juga merasa lebih nyaman menggunakan bahasa Inggris dalam berbagai situasi dan tidak takut berbicara. Program ini juga membantu pendidik dengan memberi tahu mereka tentang pentingnya pengajaran berbasis pengulangan berjarak untuk meningkatkan keterampilan berbicara bahasa Inggris.
Co-Authors Agung Suhadi Aji Prayogo Ananda, Ririn Putri Desva Andusti Dian Susyla Eki Saputra Epi Wadison Ferdy Oktavian Fetriani Fitri Alfiani Halita Krisna Dayati Hardiansyah Hardiansyah Ivan Achmad Nurcholis Jopian Rhomiko Yudistira Kiagus Baluqiah Muhammad Parli Muhammad Parli Nasir Muhammad Nindia Dwi Citra Dwi Nindia Dwi Citra Nindia nurfadillah nova Ria Angraini Riska Rahma Putri Sherly Alfiani Sinta Hidayati Solehan Solehan Solehan Uas Gna Yupika Maryansyah, Yupika Zahwa Rizky Aulia Zahwa