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All Journal Abdimas Englisia Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of ELT Research Jurnal SOLMA Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Voices of English Language Education Society PROJECT (Professional Journal of English Education) JOLLT Journal of Languages and Language Teaching ELLTER Journal Journal of English Language and Education Journal Of Human And Education (JAHE) Studies in English Language and Education Open Community Service Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Medika: Medika Jurnal Pendidikan Progresif Indonesian Journal of English Language Teaching and Applied Linguistics
Hamzah Puadi Ilyas, Hamzah Puadi
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Arts Humanities Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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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

Abstract

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 Strategi Penggalian Ide untuk Meningkatkan Kemampuan Menulis Deskriptif Siswa EFL di SMA Muhammadiyah Cileungsi Arifin, Syaadiah; Ilyas, Hamzah Puadi
Jurnal Medika: Medika Vol. 4 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/8gaz1z37

Abstract

Menulis merupakan salah satu keterampilan penting dalam pembelajaran bahasa Inggris, namun siswa EFL sering menghadapi kendala dalam mengorganisasi ide dan menyusun teks yang terstruktur. Pengabdian ini bertujuan mengkaji efektivitas strategi mind mapping dan pertanyaan WH (WH-Q) dalam meningkatkan kemampuan menulis paragraf deskriptif siswa EFL dalam kerangka Kurikulum Merdeka. Kegiatan melibatkan 29 siswa kelas X SMA Muhammadiyah Cileungsi melalui dua sesi daring via Zoom, didukung Google Classroom dan WhatsApp Group. Data diperoleh dari kuesioner pra–pasca serta tugas menulis, lalu dianalisis menggunakan rubrik berbasis genre. Hasil menunjukkan peningkatan signifikan pada aspek organisasi ide (+1.0), tata bahasa (+1.2), kosakata (+1.2), dan struktur teks (+1.2). Panjang tulisan siswa bertambah dari rata-rata 3–4 kalimat (±45 kata) menjadi 7–9 kalimat (±95 kata). Analisis kualitatif mengungkap bahwa siswa merasa lebih termotivasi menulis karena strategi ini membantu menggali ide sekaligus mengurangi kecemasan. Kendala utama mencakup keterbatasan perangkat, koneksi internet yang tidak stabil, dan durasi pelatihan yang singkat. Temuan ini menyarankan bahwa strategi mind mapping dan WH-Q dapat diintegrasikan ke dalam pembelajaran reguler Kurikulum Merdeka guna mendukung pengembangan literasi, berpikir kritis, dan kreativitas siswa.
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

Abstract

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

Abstract

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 implement  more varied teaching techniques that are in accordance with the abilities of kindergarten children.
Blending Extensive and Intensive Reading to Enhance Critical Reading Skills in The EFL Context Ilyas, Hamzah Puadi; Istaryatiningtias, Istaryatiningtias
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15441

Abstract

This study explores the integration of extensive and intensive reading strategies and their impact on critical reading and critical thinking skills in an English as a Foreign Language (EFL) context. The research addresses two primary questions: What challenges do EFL students encounter when engaging in extensive and intensive reading? and In what ways does the integration of these reading strategies influence students' critical reading skills? A qualitative research design was employed, involving 19 EFL students in the fourth semester of a private university in Jakarta. Specifically, the study applied a thematic analysis approach to systematically interpret the data, ensuring that emerging categories captured the complexity of students’ experiences. Data were collected through student reflections, interviews, and classroom observations during a 14-session reading course. Key findings reveal that students face challenges in text selection, vocabulary constraints, time management, and critical analysis. However, the integration of both reading strategies enhanced students' comprehension strategies, analytical thinking, and motivation. Students demonstrated greater confidence in discussions, improved inferencing abilities, and the ability to connect ideas across texts. The results highlight important pedagogical implications, suggesting that teachers should adopt a balanced integration of extensive and intensive reading to foster critical literacy, while policymakers and curriculum designers can draw on these insights to strengthen reading components in EFL programs. These findings suggest that integrating extensive and intensive reading approaches can significantly enhance EFL students' critical reading skills, providing valuable insights for future teaching practices. The study contributes to the theoretical understanding of reading instruction in EFL settings and offers practical recommendations for integrating these strategies in classroom settings.
Factual Text Genre: Analysis of the Ability of High School Teachers in Developing Learning Tools Safi’i, Imam; Tarmini, Wini; Ilyas, Hamzah Puadi
Jurnal Pendidikan Progresif Vol 10, No 2 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Factual Text Genre: Analysis of the Ability of High School Teachers in Developing Learning Tools. Objective: This study aims to describe the ability of Indonesian language teachers in Banten Provision in designing factual text genre. Method: The method was content analysis. The research sample was taken purposively through the XII grade. Indonesian Language Lesson Plan Module compiled. Data collection and analysis were done by measuring the relevance of data categorization in terms of genre pedagogical, genre scientific, and the completeness of the evaluation instrument. Findings: The average ability of teachers in describing learning with genre pedagogical approach was 67%; the ability of teachers in describing genre scientific methods was 83%; the ability of teachers in making assessment instruments based on the genre of text was 50%. Conclusion: Teachers’ competence in designing textual genre-based learning was not optimal. The results of this study can be utilized as an assessment of the effectiveness of the implementation of Indonesian language learning based on the text genre.Keywords: factual text genre, high school teacher, content analysisDOI: 10.23960/jpp.v10.i2.202008
Critical Reading: Meningkatkan Kemampuan Mahasiswa Psikologi dalam Menghadapi Teks Akademik : Pengabdian Ilyas, Hamzah Puadi; Arifin, Syaadiah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.462

Abstract

Pelatihan critical reading ini bertujuan untuk meningkatkan keterampilan membaca kritis mahasiswa psikologi, khususnya dalam memahami teks akademik dan literatur psikologi. Sebanyak 25 mahasiswa mengikuti pelatihan yang meliputi ceramah pengantar, strategi membaca kritis, praktik membaca individu, dan presentasi kritis. Metode pengumpulan data dilakukan melalui Focus Group Discussion sebelum dan setelah pelatihan. Hasilnya menunjukkan peningkatan pemahaman mahasiswa tentang konsep critical reading, manfaatnya dalam konteks akademik, serta strategi-strategi yang dapat diterapkan dalam membaca teks. Mahasiswa mengakui bahwa critical reading tidaklah mudah dan memerlukan latihan berkelanjutan, terutama dalam menghadapi teks berbahasa Inggris. Pelatihan ini berhasil membekali mahasiswa dengan keterampilan dasar critical reading yang sangat berguna dalam studi psikologi mereka, namun tantangan tetap ada dalam penerapannya, terutama terkait dengan kosakata teknis. Diperlukan latihan terus-menerus untuk meningkatkan keterampilan ini di masa depan. Pelatihan ini juga meningkatkan kesadaran mahasiswa tentang pentingnya mengevaluasi sumber informasi secara kritis, yang sangat relevan dalam era informasi yang serba cepat. Meskipun mahasiswa merasa lebih siap, tantangan terbesar tetap pada pemahaman bahasa Inggris akademik, yang membutuhkan penguasaan kosa kata yang lebih mendalam. Sebagai rekomendasi, program pelatihan lanjutan yang lebih fokus pada peningkatan kosakata teknis dan latihan membaca dapat lebih memperkuat kemampuan critical reading mereka di masa depan.
Insights on Integrating Critical Thinking with EFL Instructions in Indonesian Higher Education Ilyas, Hamzah Puadi; Istaryatiningtias, Istaryatiningtias
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i2.2044

Abstract

This research sought to address three key questions: how EFL instructors in higher education integrated critical thinking (CT) skills into their teaching practices, what challenges they encountered during the integration process, and how EFL students perceived and experienced the impact of this integration. Five instructors from four universities and 49 students participated in this research, with the following methods being employed: interviews with the instructors and open-response questionnaires and focus group discussions with students. A qualitative research approach was adopted using a descriptive design to explore the integration of CT within EFL instruction. The instructors were selected purposively based on their experience teaching EFL courses at the tertiary level and their willingness to participate. Students were chosen through convenience sampling from two intact classes in the third and fifth semesters. The data collection instruments included semi-structured interviews for instructors, open-ended written questionnaires for students, and one focus group discussion. Instrument validation involved expert judgment and pilot testing with non-participant instructors and students. Thematic analysis following Braun and Clarke’s (2006) six-phase framework was applied, with inter-coder reliability established at 87% to ensure analytical consistency. The findings indicated that EFL instructors could integrate CT in almost all EFL courses (reading, listening, speaking, writing, grammar, and vocabulary), with the CT themes emerging being analyzing, evaluating, giving arguments, guessing, inferring, reasoning, and summarizing. The study contributes to EFL pedagogy by documenting practical instructional strategies for CT integration and offering a context-sensitive framework for developing CT across language skill areas. It also offers theoretical insights into how sociocultural and constructivist principles manifest in EFL classrooms. These findings can inform curriculum reform, teacher training, and future research in CT-oriented language education.
Peningkatan Kreativitas Mengajar Speaking Skills bagi Guru Bahasa Inggris: Pengabdian Ilyas, Hamzah Puadi; Ahmad, Zuhad
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3431

Abstract

This training aims to enhance the creativity of English language teachers in teaching speaking skills through approaches based on Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), as well as the utilization of available technology. The activity was conducted over two days with lectures, discussions, and hands-on practice sessions. The first day focused on theory and discussions regarding creative and relevant speaking teaching techniques, while the second day provided participants with the opportunity to practice the speaking activities they had designed. The results of the training showed a significant improvement in teachers' creativity in designing more varied and engaging speaking activities. Participants also realized that creativity in teaching does not always depend on advanced technology but can be maximized by utilizing available resources in the school environment. Additionally, they gained important insights on how to overcome resource limitations with creative ideas that can be applied in their classrooms. However, some challenges were identified, particularly in the application of technology and the adaptation of new methods in diverse classroom contexts. This training is expected to contribute to the development of more creative and effective English language teaching.
Communication skill: A Challenge For Vocational High School Students in the 21st century Fitriani, Somariah; Ilyas, Hamzah Puadi
Jurnal SOLMA Vol. 8 No. 1 (2019)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29405/solma.v8i1.3097

Abstract

For vocational high school graduates to be accepted in business and industry, increasing the ability to use international languages, one of which is English is one of the main goals. Thus, the purpose of this community service is to train the students in understanding presentations appropriately. While the particular objectives are: 1) Improve the knowledge of strategies of writing and presentations in English well; 2) Enrich English vocabulary; 3) Improve writing and speaking skill; 4) Increase self-confidence, and 5) Prepare them to become professional graduates in terms of mastering English. There are thirty students of 12th grade of SMKN 56 North Jakarta participating in this training. The training was conducted within 12 hours, which was divided into three sessions for two days. At each meeting, students were monitored and practiced under the trainers' guidance. The trainers also showed two examples of good presentations on YouTube. The training techniques are the lecture, discussion, brainstorming, and demonstration / direct practice that train students to understand every step by step in presentation and writing. The results show that students' self-confidence developed, and vocabulary mastery, writing, and presentation skills increased as well. Out of 30 students, 5 participants delivered a presentation without reading the text. Although the results were not significant, the students had active participation in the discussion and practiced in groups and gave the speech in public. The evaluation result was 38.79 of a 1-4 scale with an excellent category. It is concluded that this training is highly needed and useful for vocational students.
Co-Authors Agus Riyanto Ahmad, Zuhad Arifin, Syaadiah Dadang Muhammad Hasyim El-Khuluqo, Ihsana Furi, Sitti Aisyah Ratna Istaryatiningtias Mahendra, Zulkifli Ihza Ma’mun, Akhmad Haqiq Muhammad Arsyad Muslimin Muslimin Ni’matur , Rohmah Riniati, Wa Ode Roslaini Safi'i, Imam Safi’i, Imam Silih Warni Siswana Siti Zulaiha Solehuddin, Moh. Somariah Fitriani Wini Tarmini