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All Journal Dinamika Bahasa dan Budaya Jurnal Pendidikan Dasar Nusantara EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English JEES (Journal of English Educators Society) Channing: Journal of English Language Education and Literature JCES (Journal of Character Education Society) Globish: An English-Indonesian Journal for English, Education, and Culture Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal Ilmiah Mandala Education (JIME) Stilistika: Jurnal Pendidikan Bahasa dan Sastra Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) Abdimas Universal Kontribusia : Research Dissemination for Community Development International Journal of English Education and Linguistics (IJoEEL) Jurnal Paedagogy Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Kreatif: Jurnal Pemikiran Pendidikan Agama Islam CENDEKIA : Jurnal Ilmu Pengetahuan LOSARI: Jurnal Pengabdian Kepada Masyarakat English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Jurnal Pengabdian Masyarakat Saga Komunitas Akuntansi dan Humaniora: Jurnal Pengabdian Masyarakat Journal of Artificial Intelligence and Digital Business Mestaka: Jurnal Pengabdian Kepada Masyarakat TAMIKA: Jurnal Tugas Akhir Manajemen Informatika & Komputerisasi Akuntansi JELT: Journal of English Language Teaching Kegiatan Positif : Jurnal Hasil Karya Pengabdian Masyarakat Pubmedia Jurnal Pendidikan Bahasa Inggris Journal of Humanities and Social Studies Macca: Science-Edu Journal Cahaya Pengabdian LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Variable Research Journal Jurnal Pendidikan dan Sastra Inggris
Aidil Syah Putra
Universitas Muhammadiyah Tangerang
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THE EFFECT OF MIND MAP STRATEGY IN IMPROVING ENGLISH WRITING SKILLS IN CLASS VI ELEMENTARY SCHOOL BUARAN BAMBU V TANGERANG Rosnaningsih, Asih; Putra, Aidil Syah; Yanti, Ros Rizki
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 4 No 2 (2019): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (676.043 KB) | DOI: 10.29407/jpdn.v4i2.12452

Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah terdapat pengaruh yang signifikan dari penggunaan strategi pembelajaran Mind Map terhadap keterampilan menulis dalam pelajaran bahasa Inggris pada siswa kelas VI SDN Buaran Bambu V Kota Tangerang. Penelitian dilakukan dengan pendekatan kuantitatif tipe Quasi-Experiment. Populasi dalam penelitian ini adalah seluruh siswa kelas VI yang berjumlah 50 siswa. Sampel diambil dengan teknik sampling jenuh sebanyak 50 siswa (25 siswa kelas eksperimen dan 25 siswa kelas control). Instrumen dalam penelitian ini adalah test tulis. Semua data dihitung dengan menggunakan t-test formula. Hasil penelitian ini menunjukkan bahwa pengunaan metode pembelajaran Mind Map memberikan perbedaan efek yang signifikan terhadap keterampilan menulis dalam pelajaran bahasa Inggris pada siswa kelas VI SDN Buaran Bambu V Kota Tangerang.
Students’ Perceptions of Native and Non-Native English-Speaking Teachers and Their Implications for English Language Learning Afifa Zahara Sugandi; Marsha Fathia Jasmine; Aidil Syah Putra
Jurnal Pendidikan dan Sastra Inggris Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v6i1.6631

Abstract

English has increasingly functioned as global communication among people around the world with diverse cultural background. In this era, English is more frequently used among non-native speakers than native speakers themselves especially in academic, professional, and intercultural settings. Despite these developments, native speaker norms continue to have a strong influence in English language teaching and English language learning. NESTs are often viewed as a role model, and NNESTs viewed as someone who are incompetence in teaching a language. This research aims to find the strengths and weakness from students’ perspective, using a qualitative method and interview questions about each strength and weakness and their implication in English language learning. The result of this research was that each side was beneficial for students, as the NESTs helps with their pronunciation, idiomatic, and real-life communication usage to train students and building their confidence, and The NNESTs understood the students’ difficulties in learning and could be apply a teaching strategy to help them understand. However, the status of native or not wasn’t the important thing, it is the quality of teaching and the outcome for students so it will help them ready to communicate with people around the world.
Students’ Perceptions and Understanding of TEIL-Based Teaching Materials Adzima Madiena, Noor; Syah Putra, Aidil; Syifa, Zahratus; Noviyanti, Noviyanti
MACCA : Science-Edu Journal Vol. 3 No. 1 (2026)
Publisher : Education and Talent Development Center of Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/msej.v3i1.4722

Abstract

This study aims to investigate students’ perceptions and understanding of Teaching English as an International Language (TEIL)-based teaching materials in an EFL context. The research employed a qualitative descriptive approach involving 15 English Education students at Universitas Muhammadiyah Tangerang who had experienced the use of TEIL-oriented materials in their learning process. Data were collected through classroom observation and semi-structured interviews. The findings reveal that students generally perceived TEIL-based teaching materials positively in terms of relevance, clarity, and usefulness. The materials helped students develop a broader understanding of English as a global means of communication and increased their awareness of diverse English varieties. Furthermore, students reported that TEIL-based materials enhanced their confidence in using English for international communication and reduced anxiety related to native-speaker norms. This study suggests that integrating TEIL principles into English teaching materials can contribute to more inclusive and contextually relevant English language learning in EFL settings.
Technology and Media Integration in English Language Teaching within the TEIL Framework Hakim, Taufiqul; Putra, Aidil Syah; Syaktanani, Keyne Cahaya; Yanti, Marchella Legie
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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

Abstract

This study examines the use of technology and digital media in English language learning within the Teaching English as an International Language (TEIL) framework, focusing on understanding students' experiences and perceptions. A qualitative research approach was employed involving 15 first-semester students from the English Education program at Universitas Muhammadiyah Tangerang. Data were collected through semi-structured interviews then analyzed using thematic analysis to identify recurring patterns and themes. Results revealed that students actively utilize various digital platforms including video streaming services (YouTube, Netflix), social media (Twitter/X, TikTok, Instagram), learning applications (Duolingo, Google Translate), online games, and music streaming platforms for authentic language exposure. Students perceived significant pedagogical benefits including increased motivation, improved language skills particularly in listening and vocabulary, better material comprehension through multimodal content, exposure to diverse English varieties and accents, and valuable opportunities for real international communication practice. However, notable challenges emerged including digital distraction, unreliable internet connectivity, and comprehension difficulties with fast-paced authentic content, highlighting the need for systematic instructional support to maximize technology's potential in TEIL contexts.
Teaching English as an International Language (TEIL) in the ELT Curriculum: A Library Research Suci Indah Sari; Riska Rahma dani; Aidil Syah Putra
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14027

Abstract

The global spread of English has significantly reshaped the goals and practices of English language teaching worldwide. English is no longer used exclusively by native speakers but functions as an international language for communication among speakers from diverse linguistic and cultural backgrounds. This development has led to the emergence of Teaching English as an International Language (TEIL), which emphasizes intelligibility, communicative effectiveness, and intercultural awareness rather than native-speaker norms. This study aims to examine the concept of TEIL and its implications for the development of the English Language Teaching (ELT) curriculum. Employing a qualitative approach with a library research design, this study analyzes fifteen relevant national and international journal articles using content analysis techniques. The findings reveal that the integration of TEIL principles into the ELT curriculum supports the development of global communicative competence, acceptance of English language variation, and cross-cultural understanding. The review also indicates that teachers and students generally hold positive perceptions of the TEIL approach, although challenges remain in terms of teacher readiness and the availability of appropriate teaching materials. Overall, the study highlights the importance of adopting a TEIL-oriented ELT curriculum to create more inclusive, contextual, and globally relevant English language education.
English as a Lingua Franca: Concepts and Differences with World Englishes Adinda Zahra Hidayat; Hilmah Rahmatul Amalia; Aidil Syah Putra
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13941

Abstract

English has become a global means of communication used by speakers from diverse linguistic and cultural backgrounds. This condition challenges the traditional view of English that prioritizes native-speaker norms and standard varieties. Two influential frameworks that address this global use of English are English as a Lingua Franca (ELF) and World Englishes (WE). However, the conceptual distinction between these two perspectives is often unclear, particularly in educational contexts. This study aims to explore students’ understanding of English as a Lingua Franca and its differences from World Englishes within the framework of Teaching English as an International Language (TEIL). The research employed a qualitative descriptive design involving 15 undergraduate students of an English Education program at Universitas Muhammadiyah Tangerang. Data were collected through open-ended questionnaire responses and analyzed using thematic qualitative analysis. The findings reveal that most participants perceive ELF as a functional tool for communication that emphasizes intelligibility and mutual understanding rather than native-speaker accuracy. Meanwhile, World Englishes is generally understood as recognizing the existence of multiple English varieties shaped by local and cultural contexts. Although many participants were able to distinguish between ELF and WE, some conceptual overlap was evident. Overall, the study suggests the importance of explicitly integrating ELF and WE concepts into TEIL to promote a more inclusive and realistic understanding of English as a global language.
Meningkatkan Literasi Membaca melalui Inisiatif Taman Baca dan Workshop Literasi di kelurahan Cipondoh Nargis Nargis; Aidil Syah Putra; Yudhie Indra Gunawan
Jurnal Pengabdian Masyarakat Saga Komunitas Vol. 3 No. 2 (2024): Jurnal Pengabdian Masyarakat Saga Komunitas Volume 03 Nomor 02 April 2024
Publisher : Sagamedia Indo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53801/jpmsk.v3i2.200

Abstract

Latar   belakang: Kegiatan pengabdian masyarakat ini didorong oleh rendahnya minat baca di kalangan anak-anak usia sekolah. Membaca adalah salah satu indikator penting yang menentukan kemampuan seseorang dalam mengakses dan memanfaatkan informasi. Tujuan: Pengabdian Masyarakat ini bertujuan untuk meningkatkan minat membaca anak-anak usia sekolah dengan cara mendirikan taman baca di RT 03, yang dilakukan oleh mahasiswa/i Universitas Muhammadiyah Tangerang dalam program KKN Cipondoh. Metode:  Pendirian taman baca dan penyelenggaraan workshop literasi membaca untuk meningkatkan minat baca anak dilakukan oleh mahasiswa KKN Cipondoh bersama dosen-dosen Universitas Muhammadiyah Tangerang. Workshop literasi membaca untuk menumbuhkan minat baca anak-anak diadakan oleh dosen pembimbing lapangan dan koordinator DPL secara langsung pada tanggal 07 September 2023, bertepatan dengan acara penutupan KKN Cipondoh. Peserta pengabdian ini adalah RT 03 dan RW 01 Kelurahan Cipondoh, Kecamatan Cipondoh. Hasil: Setelah mengikuti pengarahan dalam workshop yang dihadiri oleh pejabat kelurahan, masyarakat, dan anak-anak berusia 5-15 tahun, mereka sangat antusias menyambut taman baca tersebut. Mereka segera mulai membaca setelah taman baca diresmikan oleh kelurahan, dosen, dan mahasiswa KKN Cipondoh. Kesimpulan: Kegiatan pengabdian masyarakat ini sukses meningkatkan literasi membaca di kalangan masyarakat Kecamatan Cipondoh, Tangerang, melalui inisiatif Taman Baca berbasis komunitas. Program ini juga berhasil meningkatkan kesadaran masyarakat tentang pentingnya membaca dan pembelajaran sepanjang hayat.
From Problem to Practice: Thai EFL Teacher Narrative on Vocabulary Learning Challenges and Solutions Zahra Janatunnisa Fauzun; Yudhie Indra Gunawan; Aidil Syah Putra
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20594

Abstract

This study aims to explore the experiences of Thai EFL teacher in addressing vocabulary learning challenges within a rural primary school context.. This research employed a qualitative method with a narrative inquiry design. The participant was selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and video recordings as research instruments. The data were analyzed using narrative analysis supported by thematic analysis to identify recurring patterns in the teacher’s experiences. The results show that students’ vocabulary learning difficulties are influenced by limited concentration, short memory span, weak foundational literacy, and minimal exposure to English outside the classroom. To address these challenges, the teacher implemented adaptive instructional strategies, including repetition, multimodal input (games, songs, and visual aids), and contextualized learning. The findings also reveal that teacher–student interaction, emotional support, and continuous reflective practice play a significant role in improving vocabulary learning. Overall, the study highlights that effective vocabulary instruction in under-resourced EFL contexts depends on teacher adaptability and contextual awareness. The findings suggest the importance of strengthening reflective and adaptive competencies in teacher education while promoting flexible curriculum support for rural schools.
Students' Experiences in Using Zoom-Based Learning to Enhance English Speaking Skills in EFL Classrooms Salsabila, Citra Umi Kultsum; Zahwa, Defarra Al; Sholiha, Naila Bilqis; Putra, Aidil Syah
Jurnal Ilmiah Mandala Education (JIME) Vol 12 No 1 (2026): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v1i2.10123

Abstract

This study investigates English Education students’ experiences in using Zoom-based learning to enhance English speaking skills in an EFL classroom context. A qualitative descriptive design was employed with nine undergraduate students from the English Education Study Program at the University of Muhammadiyah Tangerang, Indonesia. Data were collected through semi-structured interviews conducted via Zoom in mixed Indonesian–English to support comfortable expression. All interviews were recorded using Zoom’s built-in recording feature, transcribed verbatim, and analyzed through thematic analysis to identify recurring patterns. The findings indicate that Zoom facilitates speaking practice by increasing opportunities for structured interaction, particularly through breakout rooms and guided discussions, and by enabling flexible participation via audio, video, and chat. Students also valued screen sharing for organizing ideas and sustaining talk during tasks. Nevertheless, participants reported constraints that hindered performance, including unstable internet connection, audio delay, reduced spontaneity due to limited non-verbal cues, and anxiety when speaking on camera or being recorded. Overall, Zoom-based learning can contribute to speaking development when instructors design interactive, turn-rich tasks, manage turn-taking clearly, and provide supportive, focused feedback. Creating a psychologically safe climate and preparing technical contingencies are recommended to reduce anxiety and maintain engagement in online speaking classes in this participant cohort.
English across borders: Higher education students’ perceptions of language policy and the global role of English Khanaia Audria Titania; Aidil Syah Putra; Kayla Aulia
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 11 No. 1 (2026): July 2026
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v11i1.16592

Abstract

This study examines higher education students’ perceptions of language policy and the global role of English within contemporary educational contexts. Using a descriptive quantitative survey design, data were collected through a closed-ended questionnaire distributed to English education students. The study explores how English is perceived in relation to government language policy, formal education, and international communication. The findings indicate that most respondents perceive English as a policy-regulated language that holds a central position in compulsory education and international domains such as diplomacy, trade, and access to global information. Participants also recognize the influence of English on local and national languages and express support for bilingual or multilingual language policies involving English. These findings reflect students’ perceptions of English as a global lingua franca that offers educational and socio-economic opportunities while simultaneously raising concerns about linguistic balance and diversity. The study highlights the importance of developing inclusive language policies that integrate English alongside local languages to support global engagement without marginalizing linguistic diversity.
Co-Authors Abdul Rohim, Abdul Adinda Zahra Hidayat Aditia Hendri Maulana Aditia Hendri Maulana Adzima Madiena, Noor Afifa Zahara Sugandi Aida Nur Amalina Al-Ahmadan, Mujadid Al-Anwar, Sylvia Febbryani Alkhobir, Zami Aqil Alvita Farha A Alyani, Elsa Ananda Sasi Kirana Andhio Alif Putra Anita Febiana Putri Annisa Nur Kholijah Arjulayana Arjulayana armanila, Armanila Asep - Suhendar Audia Triana Aulia Febriani Ayu Sintia, Desmi Az Zahra Rizani Azahra, Dimah Bagus Hady Hartanto Bagus Hady Hartanto Bahar, Aulia Aldilah Bunga Malika Putri Cahyani, Yunita Lintang Cici Ulmasitoh Cintana Marito Pasaribu Cintya, Novi Dalpah, Dalpah Dewi Kartikasari Dian Heriantini Dianti, Hilmina Rahma Eka Ugi Sutikno, Eka Ugi Erlina Chamalia Rochmah Evina Septiani Fathiaty Murtadho Fauzan Rofiqi Gadis Kamilah Cahyadi Haerudin Haerudin Hakim, Taufiqul Haliza Tri Yudhawati Hartanto, Bagus Hady Herman Saputra Hilma Fitriana Hilmah Rahmatul Amalia Iffah, Ida Farhatul Istama, Nanda Rizka Kayla Aulia Khanaia Audria Titania Khilda Umi Rahmah Kintan Saraswati Kukuh Satria Lastari, Dyah Supraba Lisa Aprilia Maely Aisyah Rezqy Lubis Maharani, Ika Shakila Marsha Fathia Jasmine Mediena, Yasmin Elfa Meirandani, Amanda Melyana, Mita Muhammad - Noval Muhammad Riduan, Muhammad Muhammad Saddam Nargis Nargis Nargis Nargis, Nargis Nur Latifah Nur Latifah, Nur Pramesti, Rahmadini Windy Putri S, Erningsih Putri, Intan Cahyani Qodriyati, Nurul Lailatul Rahayu, Elly Riana Andriani Putri RIANI, Siti Anggi Riska Rahma dani Rizka Salsabiila Syahan Rochmah, Erlina Chamalia Rosnaningsih, Asih Safarah Fauziah Rahmi sahren, sahren Salamah, Siti Zahro Salsa Sabilla Alin Safitri Salsabila, Citra Umi Kultsum Sari, Sekar Wulan Sarrohmahniyati, Sarrohmahniyati Sholiha, Naila Bilqis Sintiya Ridiyanti Sita Ardelia Siti Rismiyatul Hidayah siti wulandari Suci Indah Sari Syaktanani, Keyne Cahaya Syifa, Zahratus Unzila Alzura Fauzi Widya Megananda Cynthia Wiutami Danesha Afrianto Wulan Astriani Yanti, Marchella Legie Yanti, Ros Rizki Yasmin Elfa Mediena Yudhie Indra Gunawan Yudhie Indra Gunawan Yumna Rasyid, Yumna Yuni Lutfiah Zahra Janatunnisa Fauzun Zahra Maulidia Zahwa, Defarra Al Zanzali, Noor Azlan Ahmad