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All Journal Jurnal Pengabdian UNDIKMA Pendidikan Bahasa dan Sastra
Sudirman Sudirman
Universitas Pendidikan Mandalika
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Pelatihan Keterampilan Bahasa Inggris Komunikatif bagi Pedagang Souvenir di Sentra Kerajinan Gerabah Sasak Terasne Terasne; Dira Permana; Ahmad Hanan; Sudirman Sudirman; Baiq Sumarni
Jurnal Pengabdian UNDIKMA Vol. 4 No. 4 (2023): November
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v4i4.9175

Abstract

This community service program aims to improve English communication skills for pottery souvenir traders who sell around the Sasak Pottery craft center, Penujak Village, Central Lombok Regency. The implementation of this service uses a transfer of knowledge-based training method consisting of preparation, implementation, and evaluation activity. The service activity partners are souvenir traders at the Sasak Pottery Craft Center, totaling 30 people. The evaluation instrument for this activity uses an English conversation test and is analyzed descriptively. The results of the implementation of the activities show that: 1) The training participants, consisting of souvenir traders at the Sasak Pottery craft center, have gained knowledge both theoretically and practically regarding good communication skills in English. 2) Souvenir traders have been able to use English as a means of communication to promote and offer various types of handicraft products to foreign guests. It is hoped that this training activity can positively contribute to improve the residents' welfare, especially for makers and/or sellers of pottery souvenirs around Penujak village.
The Effect of 3-2-1 Strategy on Students’ Reading Comprehension at Tenth Grade Students of Senior High School Sismita Paulina; Ahmad Hanan; Sudirman Sudirman
Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2026): Jurnal Pendidikan Bahasa dan Sastra
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/2xbgtb08

Abstract

Reading comprehension remains one of the most persistent challenges in English as a Foreign Language (EFL) instruction, particularly because conventional, teacher-centered techniques often leave students passive and rarely encourage them to reflect on what they read. This study examined whether the 3-2-1 Strategy could significantly improve the reading comprehension of tenth-grade students at SMAN 4 Mataram. A quantitative, quasi-experimental design employing a nonequivalent control group with a pretest-posttest procedure was used, involving 72 students divided into an experimental class (n = 36) taught with the 3-2-1 Strategy and a control class (n = 36) taught through the conventional method commonly used by the teacher. Data were gathered through a 20-item multiple-choice reading comprehension test covering identifying main ideas, finding specific information, making inferences, understanding vocabulary in context, and drawing conclusions, and were analyzed using the Shapiro-Wilk test of normality, Levene’s test of homogeneity, and an Independent Samples t-Test. Results showed no significant difference between the two groups at pretest (Sig. = 0.956), confirming comparable initial reading ability, whereas the posttest results revealed a significant difference (t = 4.480, df = 70, Sig. = 0.000), with the experimental class (M = 75.97) outperforming the control class (M = 62.08) by a mean difference of 13.89 points. Overall, the findings indicate that the 3-2-1 Strategy significantly improves students’ reading comprehension and offers English teachers a practical, reflection-based technique for teaching reading.
Co-Authors Ahmad Hanan Baiq Sumarni Dira Permana Sismita Paulina Terasne Terasne