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All Journal Journal Albion : Journal of English Literature, Language, and Culture Jurnal Cendekia Ilmiah Ulil Albab
Artipah Artipah
Universitas Tama Jagakarsa
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Using Descriptive Text to Imrove the Vocabulary Mastery of the Student at SMPN 242 Jakarta Yanti Ngguna Manggil; Lili Wahdini; Artipah Artipah
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 3: April 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i3.3203

Abstract

Penelitian tindakan kelas dilakukan dengan tujuan untuk: 1) meningkatkan kosakata siswa yang belajar Bahasa inggris dengan menggunakan teks deskriptif, 2) meningkatkan penerapan pembelajaran Bahasa inggris menggunakan teks deskriptif, 3) mengetahui adanya peningkatan kosakata sebagai hasil pembelajaran menggunakan teks deskrptif. Penelitian ini diawali dengan pendahuluan yang diminati setelah kegiatan PPL (Praktek Pengalaman Lapangan). Sesuai dengan pengamatan terlihat bahwa siswa kurang kosakata, untuk itu peneliti merancang pembelajaran Bahasa inggris di SMP Negeri 242 Jakarta dengan menggunakan teks deskriptif untuk meningkatkan kosakata siswa, penelitian ini dilakukan dengan 2 siklus. Hasil dalam penelitian ini adalah 1) RPP (Rencana Pelaksanaan Pembelajaran) dengan teks deskriptif disusun dengan baik, sehingga tema pembelajaran yang dipilih dapat menumbuhkan minat dan motivasi siswa dalam meningkatkan kosakata siswa. 2) dalam penerapan kosakata dengan teks deskriptif dapat melatih siswa untuk bekerja secara individu maupun kelompok dan tanggung jawab atas semua tugasnta, 3) penggunaan teks deskriptif dapat meningkatkan hasil belajar kosakata siswa dari skor rata-rata pre-test sebesar 2,265, (dengan 3 siswa mendapatkan 8,9%, 6 siswa mendapatkan17,1%, dan 13 siswa mendapatkan 37,1%). Pada post-test I skor rata-rata adalah 3.040, (dengan 19 siswa mendapatkan 54,3% dan 16 siswa mendapatkan 45,7%). Sedangkan rata-rata post-test II adalah 265.000 (dengan 17 siswa mendapatkan 48,6% dan 18 siswa mendapatkan 51,4%). Berdasarkan teks diatas peneliti dapat menyimpulkan kosakata ditingkatkan dengan menggunakan teks deskriptif untuk meningkatkan kosakata.
An Analysis of Students’ Grade VII Difficulties in Learning English Subject at SMPN 242 Jakarta Sri Narwati; Siti Rodiyah; Artipah Artipah
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 4: Juni 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i4.3533

Abstract

This research explores a comprehensive analysis of the challenges faced by class VII students at SMPN 242 Jakarta in mastering English lessons. Using a phenomenological approach with a qualitative descriptive methodology, this research has two objectives: (1) identifying various categories of learning difficulties faced by Class VII students at SMPN 242 Jakarta in English lessons, and (2) the underlying causes of factors contributing to learning difficulties This. This research consisted of Class VII E students, with data collection carried out through interviews and documentation. The data analysis process includes data reduction, data presentation, and drawing data conclusions. The research results are as follows: (1) Various categories of learning difficulties were observed in Class VII students studying English at SMPN 242 Jakarta. These categories include Learning Disorders, characterized by reduced self-confidence; Learning Disabilities, includes individuals who face challenges in understanding learning material. This research also reveals a diverse spectrum of internal and external factors that contribute to students' learning difficulties. Internally, low interest in learning is one of the key factors, which is caused by the complexity of the subject matter and students' lack of understanding. This research highlights the variety of learning difficulties experienced by class VII students at SMPN 242 Jakarta and underscores the important role of internal and external factors in shaping the learning landscape.
Redefining inclusivity: A cultural studies perspective through systematic literature review Deny Gunawan Susandi; Dadi Waras Suhardjono; Erma Damayanti; Artipah Artipah; Ditta Mustika Rakhmawati
Journal Albion : Journal of English Literature, Language, and Culture Vol 7, No 1 (2025): Issue 1
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/albion.v7i1.11977

Abstract

This research focuses on the wide-ranging notion of inclusivity looking at cultural studies and highlights the non-Western contexts like Indonesia. Following PRISMA protocols, a systematic literature review was carried out on 45 selected articles published between the years of 2015 and 2025. The findings show that there are three primary themes: culture representation, power relations, and local traditions. It can also be remarked that the western notion of inclusivity seems inadequate when placed in collectivist contexts. ‘Gotong royong’ as an example of Indonesian inclusivity models reflects traditional local customs. Furthermore, decolonial and intersectional frameworks illuminate the enduring socio-historical inequalities that are shaped through identity-based hierarchies within practices of inclusion. This research articulates the need to develop a culturally specific framework of inclusivity which regards inclusivity as multiscopic; rooted in local contexts while applicable worldwide. It seeks to contribute to scholarship and guide policy for more inclusive governance towards social justice.
Redefining Inclusive Learning in the Age of AI: A Qualitative Study of University Lecturers’ Perspectives Artipah Artipah; Erma Damayanti; Ditta Mustika Rakhmawati; Deny Gunawan Susandi
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 5 No. 4: Maret 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v5i4.14617

Abstract

The growing integration of artificial intelligence (AI) in higher education has reshaped teaching and learning practices, yet its implications for inclusive learning remain underexplored. This study investigates how university lecturers conceptualize and enact inclusive learning within AI-mediated educational contexts. Employing a qualitative interpretive approach, data were collected through semi-structured interviews and reflective accounts from lecturers in English education and mathematics with experience using AI in teaching. Data were analyzed using reflexive thematic analysis to identify recurring patterns across participants’ perspectives. The findings indicate that inclusion is understood not merely as accommodation but as a pedagogical commitment to access, participation, and meaningful learning. Three interrelated themes emerged: the reframing of inclusion in AI-supported learning, the dual role of AI as both an enabler and a constraint, and the central role of lecturers as pedagogical and ethical mediators. The study reveals that AI does not inherently promote inclusivity; rather, its educational impact depends on how it is interpreted and enacted by lecturers. This study proposes an AI-Mediated Inclusive Learning Framework, emphasizing that inclusive learning in the age of AI is a pedagogical and ethical achievement rather than a technological outcome.
Co-Authors Dadi Waras Suhardjono Deny Gunawan Susandi Deny Gunawan Susandi Ditta Mustika Rakhmawati Erma Damayanti Lili Wahdini Siti Rodiyah Sri Narwati Yanti Ngguna Manggil