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All Journal English and Literature Journal Business Innovation and Entrepreneurship Journal Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal) EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Jurnal Ragam Pengabdian English Review: Journal of English Education
Mohammad Soni
Institut Pendidikan Indonesia Garut
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences Other

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Grammar Material Training to Improve Communication in Entrepreneurial Projects for Elementary and High School Students in Cilawu District, Garut Adiansyah, Adi; Isnawati, Isnawati; Soni, Mohammad
Indonesian Journal of Community Empowerment (IJCE) Vol 6 No 3 (2025): Indonesian Journal of Community Empowerment (August)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v6i3.1089

Abstract

This problem arises from the lack of specific training integrating language and communication aspects in the context of entrepreneurship. The lack of explicit instruction on appropriate, logical, and persuasive language use results in students lacking confidence in conveying their creative ideas. This method was chosen because it aligns with the objectives of community service activities, which are direct and participatory interventions, and allows for continuous reflection and improvement based on the results of the activities. Grammar training is effective as a medium for improving students' communication competencies in entrepreneurial projects, while simultaneously supporting the development of creative, communicative, and self-confident character traits at the elementary and secondary levels in Cilawu District. Teachers are encouraged to act as facilitators, assisting students in honing their communication skills, rather than simply as language instructors. Therefore, Grammar is effective as a medium for improving students' communication competencies in entrepreneurial projects, while simultaneously supporting the development of creative, communicative, and self-confident character traits at the elementary and secondary levels in Cilawu District.
ANALYZING TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION Suminar Ratnasari; Asep Suparman; Muhammad Soni
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.51

Abstract

This study focuses on the teachers’ strategies in teaching reading comprehension. The objective of the research is to find out teachers’ strategies in teaching reading comprehension. To reach this objective, this study used qualitative method and case study design for investigating and analyzing the natural situation focused on teachers’ strategies. To collect the data, this study used participants who involved in this study were three teachers in one of senior high schools in Garut. The result showed that the teachers used different strategies in teaching reading comprehension. The strategies are memorizing, question and answer relationship, silent reading, game, discussion, and reading aloud. Hopefully, this study may portray a clear explanation for readers about teacher’s strategies in teaching reading comprehension.
The Relationship between Personal Factors and Institutional Environment on English Learning Motivation in Islamic Boarding Schools: A Study of the L2 Motivational Self System Luzain Habibah Al-Athar; Irsyad Nugraha; Mohammad Soni
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/sj4cd925

Abstract

This study examines the motivational orientation of Islamic boarding school students toward English language learning and challenges the common assumption that religious identity may reduce acceptance of English as a global language. The research aims to describe students’ perceptions of the importance of English, sources of motivation, perceived learning difficulty, and preferred learning materials within the pesantren context. This study employed a quantitative descriptive survey design. Data were collected through a structured online questionnaire distributed to students who actively participated in English classes. Total sampling was applied to respondents who completed the questionnaire. The instrument consisted of closed-ended questions measuring perceived importance of English, motivational sources, level of difficulty, and instructional preferences. The collected data were analyzed using descriptive statistical techniques in the form of frequency and percentage distribution. The findings indicate that most students consider English an important subject despite perceiving it as difficult. Internal motivation emerged as the dominant source of learning drive, followed by teacher encouragement. Students showed greater interest in communicative daily conversation materials than in religious text-based materials. These results suggest that students’ motivation is future-oriented and internally driven rather than externally imposed. In conclusion, English learning motivation among Islamic boarding school students is characterized by positive perception, strong self-driven orientation, and resilience despite perceived difficulty. The findings confirm that religious educational settings do not inherently hinder students’ engagement with English as a global language.
INDONESIAN EFL TEACHERS’ TRAINING NEEDS AND PERCEPTIONS OF CONTEMPORARY ELT APPROACHES Erika Nur Shafiyah; Asep Suparman; Mohammad Soni
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10063

Abstract

This study aims to analyze English teachers’ experiences in participating in in-service training and identify their training needs related to contemporary English language learnng approaches. Teacher professional development is a crucial factor in improving the quality of learning, particulary in facing the 21st century, which emphasizes learning using communicative, collaborative approaches, and the use of technology in the teaching and learning process. This study employed  a quantitative approach with a survey method and involved English teachers as research respondents. Research data were collected using a questionnaire designed to obtain information related to teacher training experiences, training providers, training needs, and teachers’ level of knowledge regarding various contemporary English language learning approaches. The obtained data were tan analyzed descriptively to describe the training conditions and teachers’ profesional development needs. The results of this study indicate that English teachers’ participation in training is still relatively limited, even though the training is organized by various institutions, In addition, teachers alo demonstrated a high need for training on contemporary learning approaches, paticularly those related to the use of technology in English language learnig. The findings of this study indicate that teachers have a fairly good level of knowledge of several approaches, such as Project-Based learning, Student-Centered Approach, Task-Based Language teachng, although their understanding of technology-based approaches is still relatively low. Therefore, this study emphasizes the importance of providing more systematic, sustainable, and relevant teacher training programs that are aligned with learning needs.
INTERSEMIOTIC MEANING-MAKING IN MULTIMODAL ACADEMIC WRITING: HOW IMAGES AND WORDS WORK TOGETHER IN EFL PRE-SERVICE TEACHER TEXTS Irsyad Nugraha; Muhammad Soni; Moch Zidane Maulana; Aryani Nurwasilah; Ichsan Fajar Sidiq
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.211

Abstract

In contemporary higher education, academic writing increasingly involves the integration of visual and verbal resources, positioning multimodal literacy as a crucial competence for EFL pre-service teachers (Jewitt, 2016; O’Halloran, 2008). Despite growing interest in multimodality, research on EFL academic writing has largely focused on linguistic features, often overlooking intersemiotic relations between images and written language (Royce, 2002; Royce & Bowcher, 2013). Addressing this gap, this study investigates how intersemiotic meaning is constructed in multimodal analytical exposition texts produced by EFL pre-service teachers. Employing a qualitative design with Multimodal Discourse Analysis grounded in Systemic Functional Linguistics (Halliday & Matthiessen, 2013) and intersemiotic complementarity, the study analyzes semantic relations across visual and verbal modes. The findings reveal that declarative mood, balanced modalization, and dominant material processes establish an authoritative and persuasive stance, while visual elements re-realize and extend ideational meanings through representational structures. The study concludes that effective multimodal academic writing depends on strong intersemiotic alignment and highlights the importance of explicitly developing visual–verbal meaning-making competence in EFL teacher education.
Pengembangan Program Pengasuhan Berbasis Linguistik Sistemik Fungsional dan Appraisal Psikologis bagi Orang Tua di Garut Lucky Rahayu Nurjamin; Asep Nurjamin; Mohamad Soni; Yustika Nur Fajriah; Rafli Muhamad Ridhwan; Ridwan Maulana; Cahyani Dwiputri
Abdimas Galuh Vol 8, No 1 (2026): Maret 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v8i1.22260

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk memperkuat kompetensi pengasuhan positif pada orang tua anak usia dini di Desa Sukaratu, Kabupaten Garut, melalui pendekatan terpadu berbasis analisis appraisal linguistik dan psikologi. Intervensi mengombinasikan analisis appraisal dalam kerangka Linguistik Sistemik Fungsional (LSF) dengan strategi edukasi psikologis seperti manajemen stres, emotion labeling, serta praktik komunikasi konstruktif. Data dikumpulkan melalui asesmen pra–pasca, jurnal bahasa, observasi, dan diskusi kelompok dalam Kelompok Dukungan Sebaya (KKSB). Hasil menunjukkan penurunan signifikan pada skor stres subjektif orang tua (23%) dan peningkatan kemampuan dalam mengelola tekanan emosional melalui teknik breathing exercise, mindfulness grounding, dan model positive reappraisalLazarus–Folkman. Perubahan linguistik juga tampak nyata: afek negatif menurun 34%, penilaian konstruktif meningkat 41%, dan penggunaan graduasi ekstrem bernada negatif berkurang 29%. Orang tua menjadi lebih percaya diri dalam mengelola dinamika rumah tangga dan menunjukkan penurunan frekuensi ledakan emosi, didukung oleh meningkatnya praktik refleksi diri melalui jurnal harian. Meskipun anak tidak terlibat langsung, orang tua melaporkan peningkatan responsivitas anak terhadap arahan, berkurangnya konflik harian, dan meningkatnya kenyamanan komunikasi. Pada tingkat komunitas, KKSB berhasil menyusun “Modul Bahasa Pengasuhan Positif” serta melahirkan sejumlah ibu sebagai role model, sehingga mendorong rencana replikasi program ke dusun lainnya di Sukaratu. Secara keseluruhan, program ini menunjukkan efektivitas integrasi teori appraisal dan keterampilan psikologis dalam membangun ketahanan keluarga di komunitas pedesaan.
STUDENT'S PERCEPTIONS TOWARDS PRONUNCIATION FEEDBACKS IN ENGLISH SPEAKING ACTIVITY THROUGH ELSASPEAK TASK Sindi Nurhayati Hermina; Setia Muljanto; Pipih Setiaawati; Muhammad Soni; R Muhammad Satria Gyas Mustagis
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i2.9270

Abstract

English pronunciation is essential for effective oral communication, yet it remains a persistent challenge for Indonesian junior high school students, particularly in terms of accuracy and speaking confidence. Recent advances in artificial intelligence, especially Computer-Assisted Pronunciation Training (CAPT), have introduced new opportunities for providing immediate and personalized pronunciation feedback. This descriptive qualitative study explored ninth-grade students’ perceptions of pronunciation feedback provided by the ELSA Speak application and examined the reasons underlying these perceptions. The study was conducted at SMPN 6 Garut and involved 34 ninth-grade students selected through purposive sampling. Data were collected through weekly reflective journals, classroom observations during pronunciation practice, and documentation of pronunciation scores generated by the application. The data were analyzed using thematic analysis to identify recurring patterns in students’ experiences. The findings reveal a clear polarization in students’ perceptions. Some students benefited from ELSA Speak due to its safe practice environment, visual feedback, and support for autonomous learning, while others experienced technical frustration, limited articulatory explanations, and digital fatigue caused by repetitive practice and reduced human interaction. The study concludes that ELSA Speak is not a one-size-fits-all solution and is most effective when used as a supplementary tool supported by teacher guidance. Further research is recommended to examine the role of teacher mediation and long-term use of AI-based pronunciation tools in diverse learning contexts. ABSTRAK Pelafalan bahasa Inggris merupakan aspek penting dalam komunikasi lisan, namun masih menjadi tantangan bagi siswa sekolah menengah pertama di Indonesia, terutama terkait ketepatan fonologis dan kepercayaan diri berbicara. Perkembangan teknologi kecerdasan buatan, khususnya Computer-Assisted Pronunciation Training (CAPT), menawarkan peluang baru melalui penyediaan umpan balik pelafalan yang bersifat langsung dan personal. Penelitian kualitatif deskriptif ini bertujuan untuk mengeksplorasi persepsi siswa kelas IX terhadap umpan balik pelafalan yang diberikan oleh aplikasi ELSA Speak serta mengidentifikasi alasan di balik persepsi tersebut. Penelitian ini dilaksanakan di SMPN 6 Garut dengan melibatkan 34 siswa kelas IX yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui jurnal reflektif mingguan, observasi kelas selama latihan pelafalan, serta dokumentasi skor pelafalan dari aplikasi. Data dianalisis menggunakan teknik analisis tematik untuk mengidentifikasi pola pengalaman siswa. Hasil penelitian menunjukkan adanya polarisasi persepsi siswa. Sebagian siswa merasakan manfaat dari ELSA Speak karena lingkungan latihan yang aman, umpan balik visual yang jelas, dan dukungan terhadap pembelajaran mandiri. Sebaliknya, siswa lain mengalami frustrasi teknis, keterbatasan penjelasan artikulatoris, serta kelelahan digital akibat latihan yang repetitif dan minim interaksi manusia. Penelitian ini menyimpulkan bahwa ELSA Speak bukan solusi tunggal pembelajaran pelafalan dan lebih efektif digunakan sebagai alat pendukung dengan bimbingan guru. Penelitian selanjutnya disarankan untuk mengkaji peran mediasi guru dan penggunaan jangka panjang teknologi CAPT dalam konteks pembelajaran yang beragam.
Co-Authors Adiansyah, Adi Afgany, Dea Marwah Alawiah, Sulistia Andini, Anggi Setia Annisa, Nayila Sifa Nurul Aryani Nurwasilah Asep Nurjamin Asep Suparman Baehaqi Bayu Ali Wardana Cahyani Dwiputri Dahlena, Alni Erika Nur Shafiyah Fajriah, Yustika Nur Hamdani, Nizar Alam Ichsan Fajar Sidiq Irsyad Nugraha Irsyad Nugraha Isnawati Isnawati Lindayani, Lindayani Luzain Habibah Al-Athar Maulani, Galih Abdul Fatah Moch Zidane Maulana Nugraha, Irsyad Nurjamin, Lucky Rahayu Nursalam, Hafidatun Pipih Setiaawati R Muhammad Satria Gyas Mustagis Rafli Muhamad Ridhwan Raynesa Noor Emiliasari Ridwan Maulana Safari, Shabina Meisya Andriani Setia Muljanto Sindi Nurhayati Hermina Sinta Dewi Sinta Dewi Solihat, Asri Sulistia Alawiah Suminar Ratnasari Yustika Nur Fajriah