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All Journal Abdimas Englisia Journal Journal of English and Education Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of ELT Research Jurnal SOLMA 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) Open Community Service Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pendidikan Progresif
Hamzah Puadi Ilyas, Hamzah Puadi
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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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.
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.
Translating John Dewey's Idea of Education as a Social Function into EFL Teaching Practices Ahmad, Zuhad; Ilyas, Hamzah Puadi
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1814

Abstract

This article represents the writers’ independent perspectives regarding the conversion of John Dewey’s ideas about education as a social function. As is recognized, Dewey’s philosophical vision of education has been embraced by educational authorities in numerous countries, and his ideas remain pertinent in the contemporary era, where the intricacies of societal challenges converge with the advancement of technology. The world appears to be becoming increasingly interconnected. In the context of EFL, students must be equipped with the tools to effectively process the rapid influx of information and actively engage in societal issues to address challenges. Accordingly, this article aims to translate Dewey’s concept of education as a social function, given that there is still a paucity of literature on this topic, despite the prevalence of studies that indirectly utilize Deweyan ideas, such as collaborative learning. However, no explicit connection is made to Dewey’s ideas in education. This article commences with an examination of Dewey's education as a social function, subsequently extending the analysis to the context of EFL instruction. In this section, the writers propose EFL teaching instructions and activities that align with the tenets of Deweyan philosophy. It is hoped that this article will contribute to the ongoing discourse on the interconnection between EFL and the social function of education and provide insights for EFL educators in the formulation of instructional strategies, given the dual objective of equipping learners with linguistic proficiency and preparing them to take responsible roles within their communities.
Beyond similarities and differences: Unveiling critical thinking in EFL students’ comparison-contrast essays Ilyas, Hamzah Puadi; Tarmini, Wini; Ahmad, Zuhad
Journal of English and Education (JEE) Vol. 12 No. 1 (2026): VOLUME 12 NO 1 MAY 2026
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v12i1.46352

Abstract

Critical thinking is widely recognized as a key objective in English as a Foreign Language (EFL) writing instruction. However, few studies have explored how it is demonstrated in specific academic genres. This study examined how EFL university students expressed critical thinking through the writing of comparison-contrast essays. Guided by Paul and Elder’s (2020) critical thinking framework, the study addressed the question: How do EFL students demonstrate critical thinking in the process of composing comparison-contrast essays? The research took place in an essay writing course at a university in Jakarta, Indonesia, involving 20 fifth-semester English education majors aged 21–23. Data included students’ essays and their written reflections on the writing process. The data were analyzed using qualitative content analysis, applying the elements and intellectual standards of critical thinking to identify patterns of reasoning. The findings showed that students demonstrated critical thinking through analytical categorization, evaluative judgments, integration of perspectives, and logical organization. Reflections revealed deliberate thinking strategies that supported the writing process. The study concludes that comparison-contrast writing, when paired with structured instruction and reflective practice, provides a productive platform for developing critical thinking. These insights contribute to genre-based writing pedagogy and support the integration of critical thinking as a central goal in EFL education
Interpreting pedagogical beliefs: English language teaching in Islamic educational institutions Ilyas, Hamzah Puadi; Tarmini, Wini
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32156

Abstract

Within Islamic educational institutions, English language instruction embodies a dual focus: the cultivation of linguistic proficiency and the transmission of ethical and spiritual values. This qualitative phenomenological study investigates the pedagogical beliefs of English teachers in Madrasah Aliyah (Islamic senior high schools) and their subsequent enactment in classroom practice. The research addresses two core questions: (1) What epistemological and pedagogical beliefs underpin their approach to English language teaching? and (2) How are these beliefs operationalized in instructional strategies and teacher-student dynamics? Conducted across three urban centers in Indonesia—Jakarta, Bogor, and Tangerang—the study engaged eleven experienced English teachers, each with over five years of service. Data were gathered via semi-structured interviews and non-participant classroom observations, then subjected to thematic analysis. Findings reveal that teachers conceptualize English not merely as a global lingua franca but as a vehicle for fostering ethical conduct and spiritual consciousness. This belief system manifests in pedagogical actions such as adapting secular textbook content, intentionally embedding Islamic principles into lessons, and modeling values of respect and integrity. The study concludes that a strong alignment exists between teacher belief and pedagogical practice within this faith-based context. It underscores the necessity for teacher education programs to explicitly bridge English language teaching methodologies with Islamic educational philosophy and calls upon curriculum developers to design materials that integrate linguistic and moral-ethical learning objectives.
Co-Authors Agus Riyanto Ahmad, Zuhad Arifin, Syaadiah Dadang Muhammad Hasyim 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