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All Journal FONDATIA JETA (Journal of English Teaching and Applied Linguistic) TELL - US JOURNAL Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat UJET: Unila Journal of English Teaching Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat
Ainun, Nabila Hasri
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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CONVERGENCES AND DIVERGENCES BETWEEN AN EFL TEACHER’S BELIEFS AND CLASSROOM PRACTICES IN TEACHING SPEAKING Ainun, Nabila Hasri; Yusuf, Fazri Nur
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7471

Abstract

Revealing teachers’ beliefs about teaching in EFL speaking contexts may help better teaching practice. This research was conducted to investigate a teacher’s belief about teaching speaking focusing on convergences and discrepancies between the beliefs and the practices in the classroom. Grounded in a qualitative case study with interviews and classroom observations, an experienced English teacher with more than 10 years of teaching speaking in English participated in the study. The results of the study indicated that the teacher paid more attention to fluency and gave practical speaking tips when the students encountered communication breakdowns. Further, the teacher generally practiced her belief in the classroom, even though she encountered some discrepancies. It was due to some students’ factors including students’ language proficiency and their affective factors. Therefore, it is essential for EFL teachers to systematically and regularly monitor the relations between their beliefs and practices through reflective practices in order to improve their everyday practice of teaching speaking in particular. It is further suggested that teachers get engaged in some reflective practices to bridge their beliefs and teaching practices and find out how the reflection can benefit their beliefs and instructional decisions. 
Sosialisasi Persiapan Program Beasiswa Pendidikan Ke Luar Negeri bagi Anggota Karang Taruna Youngunter Desy Awal Mar'an; Anwar Fadila; Nita Sitta Rachma; Muhammad Ubaidillah; Nabila Hasri Ainun
Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): RUANG PENGABDIAN: Jurnal Pengabdian kepada Masyarakat
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/rp/v5i2.hal.89-99

Abstract

Education is one of the strategic efforts to improve the quality of human resources, particularly through the equitable distribution of access to educational scholarships. However, in practice, many young people still lack adequate information regarding overseas educational scholarships. Therefore, efforts are needed to disseminate information about international scholarships through socialization activities. This community service program aims to enhance youths’ understanding of various overseas scholarship opportunities and the requirements that need to be prepared from an early stage. This activity employed a descriptive qualitative approach, focusing on youths’ perceptions of the implementation of an overseas scholarship socialization program. The activity was conducted at the Community Hall of Gunung Terang Sub-district, Bandar Lampung, involving 13 youth members of Karang Taruna Youngunter. Data were collected through open-ended questionnaires and post-activity interviews with the participants. The data were analyzed using thematic analysis to identify changes in perceptions, levels of understanding, and participants’ motivation. The outcomes of the program were assessed based on indicators including increased knowledge of scholarship types and requirements, enhanced motivation to prepare for scholarship applications, and heightened awareness of the importance of early preparation. The findings indicate improvements in participants’ understanding and motivation, as well as the emergence of an action-oriented mindset in planning initial steps for overseas educational scholarship preparation, suggesting that this activity has the potential to serve as an initial model of youth empowerment at the community level.
IMPLEMENTASI PERFORMANCE PEDAGOGY DALAM PEMBELAJARAN MUSIK INFORMAL PADA KOMUNITAS BELAJAR MAHASISWA Riyan Hidayatullah; Sumarti; Prisma Tejapermana; Muharsyam Dwi Anantama; Nabila Hasri Ainun
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v5i1.2106

Abstract

This community service activity aims to implement the Performance pedagogy approach to improve the quality of informal music learning in a student learning community at the Department of Language and Arts Education (JPBS), Faculty of Teacher Training and Education (FKIP), Universitas Lampung. The program was carried out through a workshop attended by 20 students from the Music Education, Indonesian Language and Literature Education, and English Education study programs. Activities included conceptual presentations, demonstrations, ensemble practice, and musical performance. Evaluation was conducted using pre-test and post-test via the Kahoot application. Results showed a significant increase in participant understanding, from 36% correct answers in the pre-test to 84% in the post-test. The result shows an improvement of 48%. Qualitative reflections indicated a shift in participants' orientation toward viewing performance not as an end product of learning, but as an integral and meaningful part of the learning process itself. This program demonstrates that the Performance pedagogy approach is effective and relevant as a model for strengthening student learning communities through informal music learning.   Kegiatan pengabdian kepada masyarakat ini bertujuan mengimplementasikan pendekatan Performance pedagogy untuk meningkatkan kualitas pembelajaran musik informal dalam komunitas belajar mahasiswa di Jurusan Pendidikan Bahasa dan Seni (JPBS), Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lampung. Program ini dilaksanakan melalui kegiatan lokakarya yang diikuti oleh 20 mahasiswa dari Program Studi Pendidikan Musik, Pendidikan Bahasa dan Sastra Indonesia, dan Pendidikan Bahasa Inggris. Kegiatan meliputi pemaparan konsep, demonstrasi, praktik ansambel, dan pertunjukan musik. Evaluasi dilakukan melalui pretest dan posttest menggunakan aplikasi Kahoot. Hasil evaluasi menunjukkan adanya peningkatan pemahaman peserta yang signifikan, dari 36% jawaban benar pada pretest menjadi 84% pada posttest, atau mengalami peningkatan sebesar 48%. Refleksi kualitatif juga menunjukkan adanya pergeseran orientasi peserta dalam memandang pertunjukan, dari sekadar hasil akhir pembelajaran menjadi bagian yang integral dan bermakna dari proses pembelajaran itu sendiri. Program ini menunjukkan bahwa pendekatan Performance pedagogy efektif dan relevan sebagai model untuk memperkuat komunitas belajar mahasiswa melalui pembelajaran musik informal.
OPTIMISING FRENCH PRONUNCIATION IN SON ET INTONATION COURSE THROUGH SHADOWING METHOD SUPPORTED BY DIGITAL AUDIO-VISUAL MEDIA Riza Harani Bangun; Setia Rini; Nabila Hasri Ainun; Aksendro Maximilian; Resa Permata Sari
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/11ry9r48

Abstract

This study examines the effectiveness of the shadowing method, integrated with digital audio-visual media, in optimising phonological competence development within the Son et Intonation (Sound and Intonation) course for first-semester students of the French Language Education Study Program at Universitas Lampung, Indonesia. The primary concern addressed is the suboptimal phonological proficiency of beginning learners, as evidenced by a class mean pre-test score of 66.07, with the majority of participants classified within the Very Low and Low performance categories. Employing a qualitative action-based research design, the study implemented five interrelated procedural stages: initial phonological competence assessment, shadowing instructional design development, digital audio-visual media production, classroom implementation, and evaluative post-test measurement. Thirty first-semester students participated in four progressively structured shadowing variants, muted shadowing, whisper shadowing, whisper-full shadowing, and full shadowing using authentic native speaker recordings as primary input models. Results indicated significant gains across all five rubric assessment dimensions: Pronunciation, Liaison & Enchaînement (sound linking), Intonation & Accentuation, Rhythm, and Fluency. The class mean post-test score surpassed the target threshold of 75.00, accompanied by a substantial reduction in the proportion of students in the Very Low and Low categories. These findings confirm that the shadowing method, when systematically supported by purpose-designed digital audio-visual media, effectively strengthens phonological competence and establishes a structured foundation for the development of oral communicative skills toward the B2 proficiency target specified in the Cadre européen commun de référence pour les langues (CECRL; Common European Framework of Reference for Languages).
CODE-SWITCHING AND CODE-MIXING IN THE TAPIS PODCAST EPISODE “BAHASA LAMPUNG MILIK SIAPA?”  A SOCIOLINGUISTIC ANALYSIS OF MULTILINGUALISM IN LOCAL BROADCASTING MEDIA Mei Fatmila Sari; Muhammad Ramdhan Fathin Al Farabi; Andriansyah; Nabila Hasri Ainun; Septia Uswatun Hasanah; Detia Aulia Oktarina
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/510pwr91

Abstract

Abstract: Code-switching and code-mixing are linguistic phenomena commonly observed in multilingual communities, including in digital media that address regional cultural issues. This study examines the forms, types, and factors influencing code-switching and code-mixing in the Tapis Podcast episode “Bahasa Lampung Milik Siapa?” broadcast on TVRI Lampung. A descriptive qualitative approach was employed, with data gathered through listening, recording, note-taking, and verbatim transcription of the speech produced by the host and guest speaker. The classification of code-switching and code-mixing forms draws on Suwito's (1985) theoretical framework, while the contributing factors are analyzed according to Nababan (1984, 2021) and Fishman (1972). The findings reveal that all identified instances of code-switching were internal. Code-mixing, meanwhile, took the form of outer code-mixing into English and Arabic, as well as inner code-mixing into the Lampung language. At the formal linguistic level, single words constituted the most dominant form of code-mixing, followed by hybrid blends (basters), phrases, and idioms. Topic of conversation and speaker-related factors emerged as the primary triggers of both phenomena. Taken together, these findings suggest that multilingual practices in podcasting not only reflect global linguistic influences but also serve as a vehicle for speakers to assert local identity. Culturally grounded podcasts thus carry significant potential as media that support the preservation and revitalization of regional languages in the digital era.
Penerapan Media Tanggaris (Ular Tangga Hubungan antar Garis) dengan TaRL untuk Meningkatkan Hasil Belajar Siswa SD Rani Aryanti Rukmana; Fatimah Azzahroh; Nabila Hasri Ainun
FONDATIA Vol 10 No 1 (2026): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i1.6053

Abstract

Teacher-centered learning is often less optimal because it does not sufficiently account for differences in students’ developmental stages and levels of understanding and tends to maintain theoretical, traditional methods. This study aimed to assess the effectiveness of the Tanggaris media (Ular Tangga Hubungan Antar Garis) combined with the Teaching at the Right Level (TaRL) approach in improving students’ understanding of the concept of relationships among lines in Mathematics. The study employed a quantitative pre-experimental one-group pretest–posttest design involving 23 third-grade students at a public school in Bogor City. The research instrument was a 10-item multiple-choice test administered before and after the intervention, while data analysis was conducted using the Shapiro–Wilk normality test, N-Gain calculation, and a paired-samples t-test. The normality test results indicated that the data were normally distributed, with pretest significance of 0.321 > 0.05 and posttest significance of 0.069 > 0.05. The mean student score increased from 57.8 on the pretest to 81.7 on the posttest, with an N-Gain value of 0.5330, indicating moderate effectiveness. The paired-samples t-test showed a significance value (2-tailed) of 0.000 < 0.05; thus, the alternative hypothesis was accepted, indicating that the use of Tanggaris media with the TaRL approach had a significant effect on students’ learning outcomes. Accordingly, the implementation of TaRL-based Tanggaris media was effective in improving students’ understanding of relationships among lines and making the learning process more adaptive and meaningful.
Navigating the Spoken–Written Divide: Senior High School Teachers’ Perceptions of Teaching Speaking through the Genre-Based Approach Nabila Hasri Ainun; Aksendro Maximilian
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.318

Abstract

The Genre-Based Approach (GBA), long embedded in Indonesia’s English curriculum and still conceptually retained under the Merdeka Curriculum’s text-type competencies, is widely associated with the teaching of writing, leaving its application to speaking comparatively under-examined. This qualitative case study investigates how two experienced English teachers in a state senior high school in Bandar Lampung perceive and enact GBA in teaching speaking, with particular attention to an issue rarely addressed in prior GBA research: teachers’ awareness of the distinction between spoken and written text. Data were collected through semi-structured interviews, transcribed, and analyzed thematically following an inductive-deductive coding process. Five themes emerged: teachers’ conceptual understanding of GBA, their enactment of the four-stage teaching–learning cycle in speaking lessons, their awareness of the spoken–written text distinction, their perceived effectiveness of GBA for developing speaking, and the contextual challenges they faced. Findings reveal that although both teachers grasped the basic principles of GBA and implemented its four stages, they diverged markedly in their sensitivity to spoken-mode features: one teacher defaulted to written-text-like, rehearsed speech due to perceived student limitations, while the other deliberately cultivated spontaneous, interactive talk. This asymmetry suggests that procedural familiarity with GBA does not guarantee a genre-appropriate treatment of spoken discourse. The study contributes a mode-awareness lens to GBA teacher-cognition research and offers implications for teacher professional development under the Merdeka Curriculum.
Co-Authors Aksendro Maximilian Aksendro Maximilian Andriansyah Anwar Fadila Desy Awal Mar’an Detia Aulia Oktarina Fatimah Azzahroh Fazri Nur Yusuf Mei Fatmila Sari Muhammad Ramdhan Fathin Al Farabi Muharsyam Dwi Anantama Nita Sitta Rachma, Nita Sitta Rani Aryanti Rukmana Resa Permata Sari Riyan Hidayatullah Riza Harani Bangun Septia Uswatun Hasanah Setia Rini Sumarti Sumarti Tejapermana, Prisma Tejapermana Ubaidillah, Muhammad