Garuda - Garba Rujukan Digital

TEACHERS’ PERSPECTIVES ON THE USE OF MOBILE APPLICATIONS FOR LEARNING ENGLISH Ni’matur , Rohmah; Zulaiha, Siti; Ilyas, Hamzah Puadi
ELLTER Journal Vol. 5 No. 1 (2024): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v5i1.14625

This study aimed to discover the strategies used by English teachers in online learning using a mobile application and the challenges they face when using it. This research was conducted in a qualitative case study with an open-ended questionnaire and interview. The participants are 16 English vocational high school teachers in Jakarta. It was revealed that most teachers use Google Classroom, Google Forms, Google Meet, and Zoom Meeting. The teachers consider using the application as the optimal method for online English learning. The challenges teachers encounter are the internet network and less supportive devices. The findings of this research can be used as a guide for teaching methods that include mobile applications in teaching-learning activities. The current study is also expected to contribute to stakeholders involved in the education process and to gain the quality of education in the upcoming process while using mobile applications for teaching.

Elements of critical reading in EFL teachers’ instructions Ilyas, Hamzah Puadi
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.17142

Reading instructions should go a bit beyond ‘explicit question’ to facilitate students’ critical thinking. What it means by ‘explicit question’ is question whose answer can be found in the text explicitly. This research, therefore, aimed to investigate EFL teachers’ reading instructions to find out to what extend the instructions contained the elements of critical reading. Twenty-seven EFL teachers participated by listing all the activities they had given to students throughout their teaching career. All the activities were collected, and similar activities were combined. There were a total of ninety-nine instructions. The activities were then compared to critical reading framework to find out which elements they belonged to. Findings showed that teachers’ reading instructions only belonged to such categories as identifying, analyzing, summarizing, and guessing. Aside from that, the instructions for the four categories were the same. It appeared that EFL teachers lacked creativity and innovative ideas. There were still elements or categories of critical reading that had not yet been utilized or explored. These findings prompted the inclusion of critical reading instruction design skills in teacher education. After all, critical thinking has long been emphasized in national education as a means of developing responsible citizens and avoiding becoming a victim of false information.

Reducing Writing Anxiety through Digital Storytelling: Insights from Junior High School EFL Learners Furi, Sitti Aisyah Ratna; Arifin, Syaadiah; Ilyas, Hamzah Puadi
PROJECT (Professional Journal of English Education) Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, MAY 2025
Publisher : IKIP Siliwangi

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

This study investigates the digital storytelling roles in lessening writing anxiety among junior high school students learning English as a foreign language (EFL). Writing anxiety is a common challenge that affects students' ability to express themselves effectively. The purpose of this research is to explore how digital storytelling, which combines multimedia elements like images, sound, and video, can alleviate anxiety and improve writing skills. The study used a mixed-method approach, involving both quantitative data from the Second Language Writing Anxiety Inventory (SLWAI) and qualitative insights from interviews. Findings reveal that before the intervention, students experienced moderate to high levels of anxiety. After using digital storytelling, anxiety levels significantly decreased, especially among male students, with reductions in cognitive and somatic anxiety, as well as avoidance behaviours. Qualitative data further supported these findings, showing that students felt more motivated, engaged, and confident in their writing. Digital storytelling helped students improve their writing skills, increase their error awareness, and foster a sense of ownership and creativity. The study suggests that digital storytelling can be a valuable pedagogical tool to create a less intimidating learning environment and enhance writing proficiency in EFL classrooms. However, further exploration is needed to understand the differing impacts on male and female students.

Writing Anxiety Among Indonesian EFL Students in Online Discussion Forum Mahendra, Zulkifli Ihza; Arifin, Syaadiah; Ilyas, Hamzah Puadi
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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In the context of online learning increasingly adopted by an Indonesian higher education institution, students must adapt to new modes of instruction, which may lead to anxiety, particularly in EFL writing through online discussion forums. This study aims to identify and describe the types, levels, and contributing factors of writing anxiety, as well as how students manage their anxiety in online discussion settings. A mixed-methods approach with a concurrent triangulation design was used to understand the phenomenon. Data were collected through questionnaires and interviews with twenty-five first-semester master's students in the English Education Study Program at a private university in Jakarta.The findings revealed that most students experienced moderate anxiety, with cognitive anxiety being the most prevalent type. Contributing factors included linguistic difficulties, fear of negative comments, and time pressure. Furthermore, the study highlights the importance of supportive instructional strategies and self-regulation in reducing writing anxiety among EFL learners in digital contexts.

Penguatan Ideologi Muhammadiyah bagi Pengurus Aisyiyah Cabang Ciracas melalui Pendekatan Interaktif di Jakarta Timur Roslaini; Siswana; Ilyas, Hamzah Puadi; Warni, Silih
Open Community Service Journal Vol. 4 No. 1 (2025): Open Community Service Journal
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ocsj.v4i1.107

Pergantian kepengurusan dalam organisasi ‘Aisyiyah dilaksanakan setiap lima tahun sekali. Dalam proses regenerasi ini, sangat penting bagi pimpinan dan pengurus baru untuk memperdalam pemahaman terhadap ideologi Muhammadiyah guna menjaga eksistensi, kesinambungan, dan jati diri organisasi. Menjawab kebutuhan tersebut, Tim Pengabdian kepada Masyarakat (PkM) UHAMKA melaksanakan kegiatan pelatihan penguatan ideologi Kemuhammadiyahan bagi 15 pengurus PCA Ciracas, Jakarta Timur yang baru dilantik. Kegiatan ini dirancang menggunakan pendekatan interaktif-komunikatif melalui penyampaian materi, sesi tanya jawab, dan evaluasi. Evaluasi akhir dilakukan melalui angket daring menggunakan Google Form. Hasilnya menunjukkan dampak positif yang signifikan terhadap pemahaman peserta mengenai fungsi ideologi dalam organisasi, strategi penguatan nilai-nilai Kemuhammadiyahan, serta urgensi internalisasi nilai-nilai tersebut dalam dinamika gerakan ‘Aisyiyah. Temuan ini mencerminkan efektivitas metode pelatihan yang digunakan, sekaligus menegaskan pentingnya pelibatan aktif pengurus dan anggota dalam setiap aktivitas organisasi. Ke depan, pelatihan serupa diharapkan dapat terus diselenggarakan secara berkelanjutan, tidak hanya untuk memperkuat semangat berorganisasi, terutama di kalangan generasi muda, tetapi juga untuk memperjelas peran strategis anggota dalam mewujudkan visi dan misi Muhammadiyah melalui ‘Aisyiyah.

Edukasi Pemanfaatan Artificial Intelligencess Deepseek Dan Canva Bagi Mahasiswa Baru Dalam Membuat Media Presentasi Materi Perkuliahan Solehuddin, Moh.; Riyanto, Agus; Ilyas, Hamzah Puadi; Arifin, Syaadiah; Arsyad, Muhammad
Journal Of Human And Education (JAHE) Vol. 5 No. 2 (2025): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v5i2.2469

Tujuan penelitian ini adalah untuk mengedukasi mahasiswa baru tentang pemanfaatan AI DeepSeek dan Canva dalam membuat media presentasi materi perkuliahan yang efektif, menarik, dan profesional. Penelitian ini juga bertujuan untuk meningkatkan kompetensi mahasiswa baru dalam memanfaatkan teknologi tersebut, sehingga mereka dapat menyajikan materi perkuliahan dengan lebih baik dan efisien. Metode penelitian yang digunakan adalah Program Kreativitas Mahasiswa (PKM) dengan pendekatan pelatihan dan pelatihan praktis. Hasil penelitian menunjukkan bahwa mahasiswa baru mengalami peningkatan signifikan dalam kemampuan menyusun konten dan mendesain media presentasi setelah mengikuti pelatihan. Selain itu, mahasiswa memberikan respons positif terhadap pelatihan, menganggap DeepSeek dan Canva sebagai alat yang efektif untuk meningkatkan kualitas presentasi mereka. Dengan demikian, penelitian ini menyimpulkan bahwa edukasi pemanfaatan AI DeepSeek dan Canva dapat menjadi solusi inovatif bagi mahasiswa baru dalam menghadapi tuntutan akademik.

Elements of critical reading in EFL teachers’ instructions Ilyas, Hamzah Puadi
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.17142

Reading instructions should go a bit beyond ‘explicit question’ to facilitate students’ critical thinking. What it means by ‘explicit question’ is question whose answer can be found in the text explicitly. This research, therefore, aimed to investigate EFL teachers’ reading instructions to find out to what extend the instructions contained the elements of critical reading. Twenty-seven EFL teachers participated by listing all the activities they had given to students throughout their teaching career. All the activities were collected, and similar activities were combined. There were a total of ninety-nine instructions. The activities were then compared to critical reading framework to find out which elements they belonged to. Findings showed that teachers’ reading instructions only belonged to such categories as identifying, analyzing, summarizing, and guessing. Aside from that, the instructions for the four categories were the same. It appeared that EFL teachers lacked creativity and innovative ideas. There were still elements or categories of critical reading that had not yet been utilized or explored. These findings prompted the inclusion of critical reading instruction design skills in teacher education. After all, critical thinking has long been emphasized in national education as a means of developing responsible citizens and avoiding becoming a victim of false information.

Critical Thinking in EFL Students' Argumentative Writing: Manifestations and Challenges Ilyas, Hamzah Puadi; Arifin, Syaadiah
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29656

Critical thinking (CT) is widely recognized as an essential component of academic writing, yet EFL students often struggle to apply it effectively in argumentative essays. While previous studies have examined correlations between CT and writing quality or evaluated teaching interventions, less is known about how CT actually manifests in students’ written work and the challenges they encounter in real writing contexts. This study addresses this gap by exploring both the textual indicators of CT and students’ lived experiences of integrating it into their essays. The study involved 27 fifth-semester English education majors at a private university in Jakarta, Indonesia, with English proficiency ranging from intermediate to pre-advanced. Data were collected through two argumentative writing tasks, a focus group discussion, and document analysis. Thematic analysis and structured coding were used to identify CT indicators and challenges, with findings triangulated across data sources. Results showed that students demonstrated CT through coherent argumentation, use of evidence, engagement with counter-arguments, and organized essay structure. However, they struggled with organizing complex ideas, synthesizing information from multiple sources, and balancing creativity with logical reasoning, leading to disjointed arguments and superficial use of evidence. The study highlights the gap between theoretical CT standards and their practical application in EFL writing, underscoring the need for targeted instruction in argument structuring, source evaluation, and counter-argumentation.

Pelatihan Manajemen Kelas Berbasis Edutainment Bagi Dosen Pemula Dalam Mewujudkan Pembelajaran Yang Menyenangkan Solehuddin, Moh.; Hasyim, Dadang Muhammad; Riniati, Wa Ode; Ilyas, Hamzah Puadi; Muslimin, Muslimin
Journal Of Human And Education (JAHE) Vol. 4 No. 6 (2024): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v4i6.1774

Penelitian ini bertujuan untuk mengeksplorasi efektivitas pelatihan manajemen kelas berbasis edutainment bagi dosen pemula dalam menciptakan pembelajaran yang menyenangkan. Penelitian ini menggunakan pendekatan kualitatif dengan desain eksperimental pre-test post-test control group. Sampel penelitian terdiri dari dosen pemula yang dibagi menjadi kelompok kontrol dan kelompok perlakuan yang menerima pelatihan manajemen kelas berbasis edutainment. Data dikumpulkan melalui observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa pelatihan manajemen kelas berbasis edutainment efektif meningkatkan keterampilan dan kepercayaan diri dosen pemula dalam menciptakan pengalaman belajar yang lebih menyenangkan bagi mahasiswa. Dosen yang mengikuti pelatihan menunjukkan peningkatan dalam penerapan strategi edutainment, interaksi yang lebih positif dengan mahasiswa, dan peningkatan motivasi belajar mahasiswa

Teknik pembelajaran bahasa Inggris yang menyenangkan untuk taman kanak-kanak Fitriani, Somariah; Ilyas, Hamzah Puadi
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 4 No 2 (2021)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v4i2.10129

The variety of learning by applying teaching techniques in a fun, effective and efficient manner provides an important role in the learning process of children. Therefore, this community service activity aims to train the participants' abilities in teaching techniques that are specialized in games, songs and storytelling in English. This activity was carried out by using Google Meeting for two days. In addition, the uses of learning media and class routine activities are the goal of this community service. 18 participants participated in this activity, most of whom were kindergarten teachers. The implementation was carried out using the methods of lecturing, brainstorming and discussion, demonstration and mentoring. The results show that the participants' knowledge and understanding of the given themes increased. Participants are also able to answer several questions at the end of the session and be involved in online game activities. The results of the evaluation show that this activity is very useful and beneficial in increasing their ability to implementÂ more varied teaching techniques that are in accordance with the abilities of kindergarten children.

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