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All Journal JEE (Journal of English Education) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of General Education and Humanities Journal of Pragmatics Research Jurnal Penelitian Humaniora
Muhaimin Abdullah
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Pelatihan Pengembangan Aplikasi Berbasis Web untuk Penilaian dan Umpan Balik Reflektif bagi Guru Bahasa Inggris di SMA Swasta Kabupaten Gresik Muhaimin Abdullah; Ahmad Munir; Widyastuti; Syafi'ul Anam; Lies Amin Lestari; Ali Mustofa
Jurnal Abdimas Indonesia Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i4.2248

Abstract

Asesmen dan umpan balik merupakan dua komponen krusial dalam pelaksanaan pendidikan formal yang berperan penting dalam mendukung pencapaian tujuan pembelajaran. Namun, dalam praktiknya, kedua aspek ini seringkali menjadi tantangan bagi pendidik, terutama karena kendala teknis yang menghambat kelancaran proses penilaian dan pemberian umpan balik yang efektif. Oleh karena itu, dibutuhkan solusi berupa aplikasi sederhana yang dirancang secara khusus untuk mengakomodasi kebutuhan asesmen dan umpan balik dalam pembelajaran. Website dipilih sebagai platform utama dalam pengembangan aplikasi ini karena sifatnya yang ringan, mudah diakses, dan kompatibel dengan berbagai jenis perangkat. Pengembangan aplikasi berbasis web dalam kegiatan ini dilakukan secara terstruktur dan tersistematis melalui tahapan analisis masalah, desain aplikasi, uji coba internal, pelatihan penggunaan sistem, dan evaluasi. Kegiatan ini diikuti oleh 37 guru Bahasa Inggris SMA Swasta se-Kabupaten Gresik. Hasil menunjukkan bahwa aplikasi yang didesain dan dikembangkan berfungsi secara efektif sebagai alat bantu yang praktis bagi pendidik dalam melaksanakan penilaian serta memberikan umpan balik reflektif secara lebih efisien dan terstruktur. Selain memudahkan guru, aplikasi ini juga dirancang agar peserta didik dapat menerima umpan balik secara langsung dan tepat waktu, sehingga mereka memiliki kesempatan untuk memahami proses serta capaian pembelajaran mereka, sekaligus melakukan perbaikan yang diperlukan. Unsur kebaruan dari solusi yang diinisiasi pada kegiatan ini terletak pada penyatuan proses penilaian dan umpan balik dalam satu laman terpadu yang dapat diakses oleh guru maupun siswa, sehingga menciptakan alur komunikasi yang lebih efisien, transparan, dan terstruktur dalam pembelajaran. Selain itu, aplikasi ini dirancang dengan antarmuka yang intuitif dan penggunaan tools yang bersifat self-explanatory, sehingga memudahkan pengguna untuk mengoperasikan sistem tanpa memerlukan pelatihan teknis yang mendalam. Pendekatan ini memungkinkan implementasi teknologi yang lebih inklusif dan adaptif di lingkungan sekolah.
NEGOTIATING ENGLISH USE IN COASTAL TOURISM : DECOLONIZING ELT AND COMMUNICATIVE FUNCTIONALITY Faiqoh Tsuroya; Ahmad Munir; Muhaimin Abdullah
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4469

Abstract

This study investigates the tension between institutional English norms and students’ lived communicative practices in a coastal tourism context, addressing a gap in decolonizing ELT research that has largely focused on classroom-based discourse rather than real-life interaction. Using an exploratory qualitative design, the study involved one English teacher and nine senior high school students in Situbondo, East Java, Indonesia, who regularly interacted with international tourists in local tourism settings. Data were collected through semi-structured interviews, observations, and documentation, and analyzed thematically. The findings reveal a mismatch between classroom-oriented English instruction, which prioritizes grammatical correctness and native-speaker norms, and tourism-based communication, which relies on intelligibility, code-mixing, gestures, and adaptive meaning-negotiation strategies. The study offers originality by situating decolonizing ELT within everyday tourism interaction and by foregrounding local English practices as legitimate communicative resources in an Indonesian coastal context. These findings suggest the need for a more contextual, communicative, and experience-based ELT pedagogy that aligns classroom learning with learners’ real-world social and economic language needs.
Functional Pragmatic Analysis in Building Students' Contextual Understanding of Literary Works Rahayu Kuswardani; Muhaimin Abdullah; Rizky Ramadhan; Fithriyah Inda Nur Abida; Risman Iye
Journal of Pragmatics Research Vol. 6 No. 2 (2024): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v6i2.277-292

Abstract

This study aims to analyze the role of a functional pragmatic approach in developing students' contextual understanding of literary works. The functional pragmatic approach emphasizes the importance of context in interpreting text meaning, considering the social, cultural, and situational backgrounds that influence communication in literature. In literature education, this method helps students go beyond understanding the literal content of a text. It encourages them to explore the deeper layers of meaning by considering the relationship between the author, the reader, and the broader societal context in which the text was produced. The research employs a qualitative case study design, engaging literature students as participants to examine how this approach is implemented in real classroom settings. The study utilizes several data collection techniques, including observations, interviews, and document analysis. These methods allow the researcher to comprehensively understand how the functional pragmatic approach is applied during literature lessons and its impact on students' comprehension. The findings indicate that this approach significantly enhances students' ability to critically analyze the meaning of texts and deepen their understanding of the social and cultural contexts embedded in the literature.Additionally, it fosters an appreciation for the values and messages conveyed through literary works. The study's implications suggest that incorporating a functional pragmatic approach in literature instruction could powerfully support the development of students' contextual understanding and critical thinking skills. By emphasizing the importance of context in literary analysis, this approach can help students engage with texts on a deeper level, making literature more meaningful and relevant to their lives.
Reading Comprehension Across Prior-Exposure Groups in Interactive Flat Panel-Based Gamified Vocabulary Learning: A Non-Experimental Comparative Study Sri Agustina; Ahmad Munir; Muhaimin Abdullah
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1877

Abstract

This quantitative non-experimental comparative study examined the reading comprehension performance of 112 eleventh-grade students at an Indonesian public senior high school based on their prior exposure to Interactive Flat Panel-based gamified vocabulary learning. Before data collection, students in XI P8 and XI P9 had participated in six instructional sessions conducted over three weeks, in which gamified vocabulary activities were integrated with analytical exposition, hortatory exposition, and discussion texts (n = 56). In contrast, students in XI P6 and XI P7 had not received the same instructional exposure (n = 56). During data collection, all participants completed the same researcher-developed 30-item reading comprehension test under comparable assessment conditions. Descriptive statistics and a two-tailed Mann–Whitney U test were employed. Students with prior exposure obtained higher scores (M = 87.13, SD = 9.92; Mdn = 88.00) than those without prior exposure (M = 61.25, SD = 17.10; Mdn = 55.50). The score distributions differed significantly, U = 361.50, z = −7.03, p < .001, with a large rank-biserial correlation, |rᵣᵦ| = .769. Because exposure was not randomized and was associated with intact class membership, the findings indicate a substantial group difference related to prior exposure rather than a causal effect of Interactive Flat Panel use.
Beyond the Dictionary: Enhancing Inferential Reading Comprehension through Digital Contextual Guessing Strategies via Google Sites Nanang Tri Cahyono; Ahmad Munir; Muhaimin Abdullah
Journal of General Education and Humanities Vol. 5 No. 5 (2026): October
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i5.2035

Abstract

Reading comprehension in English as a Foreign Language (EFL) remains a significant challenge for Indonesian students, particularly at the inferential level. The background of this study highlights a national literacy crisis where students face a severe "vocabulary bottleneck" and heavily rely on digital translation tools, leading to a cognitive "short-circuit" that disrupts reading flow and deep text comprehension. To address this issue, the present study integrates Technological Pedagogical Content Knowledge (TPACK) as a multimodal digital scaffold to evaluate the effect of the Contextual Vocabulary Guessing Strategy via Google Sites on inferential reading comprehension. This study used a quasi-experimental, non-equivalent control group pretest-posttest design with 63 eleventh-grade students from SMAN 1 Kandat, selected for homogeneity in prior proficiency scores. The experimental group (n = 30) received an intervention focusing on four context clues (definition, contrast, example, and logic) embedded in interactive texts concerning Gen Z health issues, while the control group (n = 33) followed conventional teacher-led translation methods. Data were collected using a validated and reliable 20-item multiple-choice test mapped to Barrett's Taxonomy. The Analysis of Covariance (ANCOVA) results revealed a significant main effect of the instructional strategy (F(1, 60) = 10.34, p = 0.002, partial eta squared = 0.147) after controlling for prior reading ability. The findings indicate that the digital contextual guessing intervention significantly improved students' inferential reading comprehension compared with conventional instruction.
EXPLORING CONTEXTUAL PROBLEM-BASED LEARNING PRACTICES WITHIN DEEP LEARNING-ORIENTED ENGLISH INSTRUCTION FOR ANALYTICAL EXPOSITION TEXTS: A QUALITATIVE STUDY Lathifah Nur Karimah; Ahmad Munir; Muhaimin Abdullah
Jurnal Penelitian Humaniora Vol. 27 No. 2 (2026): Vol 27, No 2: August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v27i2.17755

Abstract

As Indonesian secondary schools move forward, their educational system is becoming more inclined towards developing meanings, reflective thinking and learner-oriented approaches for deep learning. For English language teaching in particular, critical reasoning and understanding social contexts through reading analytical exposition texts should be the focus. However, conventional classroom learning practices usually make students passive receivers who pay attention to the structural aspects of texts. Consequently, this study investigated contextual Problem-Based Learning (PBL) strategies in teaching analytical exposition texts from deep learning perspective. This study used qualitative case study research with an English teacher and eleventh-grade students at one public senior high school in Indonesia. Data were collected through observations, interviews, document analysis, and reflective field notes. The finding indicates that PBL helped students to collaborate, reflect, analyze, think critically and work contextually in the classroom. Contextual PBL facilitates students' participation in arguing, analyzing socio-cultural issues and writing critically in their analytical exposition text. The implementation of PBL reveals several major features of deep learning including meaningful learning, mindful learning, joyful learning, collaboration, and learner autonomy. Nevertheless, there were some obstacles in PBL practice including time restrictions, unequal participation, varied literacy proficiency among students, and teachers' struggles in forming a context-based learning problem. Overall, contextual PBL plays a vital part in promoting deep learning-oriented English instruction through development of critical literacy in students.
Co-Authors Ahmad Munir Ali Mustofa Faiqoh Tsuroya Fithriyah Inda Nur Abida Lathifah Nur Karimah LIES AMIN LESTARI Nanang Tri Cahyono Rahayu Kuswardani Risman Iye Rizky Ramadhan Sri Agustina Syafi'ul Anam