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All Journal Journal of Language and Literature Studies Sasambo: Jurnal Abdimas (Journal of Community Service)
Lalu Ari Irawan
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Questioning Strategies in the English Classroom Interaction: An Effort in Improving EFL Learners’ Language Skills Hulmayadi Rahman; Arif Rahman; Lalu Ari Irawan
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1796

Abstract

Questioning strategies provide students with necessary springboards for communication. To encourage the students engagement and thinking in English Language learning, teachers’ need use different types of questioning strategies. Therefore, this research aims to explore the teacher’s questioning Strategies use in the English classroom interactions. The current study was focused on identifying the types of questioning strategies used by the English teachers in the English classroom interaction and finding out the teacher and students’ perception on using questioning strategy in the classroom interaction. This research used descriptive qualitative research. The technique of collecting data used by the researcher was observation and interview towards the English teachers. The instrument of this research are taken field note, transcription, interview and observation note. The results of the study shows that teachers employed several questioning strategies in the classroom, including rephrasing, simplification, repetition, decomposition, and probing. These strategies were used for various purposes based on the functions associated with each strategy. This study further indicates that based on the data interview most of the students agree with the implementation of questioning strategy during teaching and learning process.  Moreover, students believe that the uses of this strategy improve their understanding of the materials and recall the previous English material especially in the beginning of the class. In addition, all of teachers give positive response to use of questioning strategies practice in English class. This is because the questions presented in the class by teachers to students are very important to examine the students understand the material provided.
Teaching Strategies Applied by EFL Teachers at Inclusive Classroom: An Learning Experince Learnt from Inclusive Classes Neliyam Tiraeni; Lalu Ari Irawan; Arif Rahman
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1801

Abstract

The term inclusion in the field of education is broadly defined as the incorporation of students with disabilities or those with special needs into general classrooms. In this regard, inclusive education represents a concept of education with the aim of fulfilling human rights in terms of education without any sense of discrimination. Therefore, this study aimed to explore the pedagogical strategies used by teachers to teach English in inclusive classrooms. This study applies a descriptive qualitative method embracing the data collection techniques;  observation, interviewing, and note-taking. The subject of this research was English teachers in the 9th grade of SMP IT Al Qimah. To analyze the data from observation, and interview, this study used data condensation, data visualization, and conclusion/verification. The results of this study show that English teachers at the immersion level apply two strategies when teaching English: active learning strategy and cooperative learning strategy. The problem that teachers encounter is the difficulty in choosing learning materials and controlling students' moods. To solve problems related to teaching English in inclusive classrooms, teachers should share and discuss with after-school teachers about students' abilities and learning goals. In addition, to enrich skills and knowledge dealing with the problems in teaching English in inclusive classes, teachers need to read many reference materials. Based on the result of the study, it is suggested that the teacher provide a smart solution besides, only sharing with shadow teachers and finding out a lot of references dealing with teaching strategies for inclusive students. Those solutions provide teachers with a lot of new insight and creativity to overlook the problems.
Implementing Diagnostic Assessment in Designing Differentiated Learning for English Language Learning at the Junior High Schools Badrun Kholid; Arif Rahman; Lalu Ari Irawan
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1934

Abstract

The Merdeka Curriculum is an educational framework in Indonesia that emphasizes core subjects, personality development, and student skills. It integrates various assessments, including diagnostic, formative, and summative, to tailor education to individual student needs. Diagnostic assessments, in particular, are used to identify students' strengths and weaknesses, facilitating personalized learning experiences. Therefore, this study focuses on the implementation of diagnostic assessments in designing differentiated learning modules for English language learning in junior high schools in East Lombok. The purpose of this study is to investigate how teachers use diagnostic assessments to identify students' learning profiles, interests, and readiness, and how they subsequently design and implement differentiated teaching modules. This qualitative study involves interviews and observations with teachers who are implementing the Merdeka Curriculum. Data were collected through participatory observations and in-depth interviews to understand the practical application. The study revealed that teachers use three main tools for diagnostic assessment: the Quizizz application, the Akupintar.id website, and questionnaires. These tools help identify students' learning profiles and interests at the beginning of the school year. The research also identified five steps to develop differentiated learning modules: assessing students' needs, setting learning objectives, designing learning activities, incorporating different learning styles, and conducting regular formative assessments. Additionally, seven steps were found to be crucial for implementing differentiated learning, including classroom layout, use of varied learning materials, flexible teaching approaches, and regular assessment and feedback. The study can be concluded that the implementation of diagnostic assessments in the Merdeka Curriculum significantly aids in designing effective differentiated learning modules. This approach helps cater to individual student needs, enhancing their learning experiences and outcomes.
Publikasi Ilmiah untuk Akselerasi Kenaikan Pangkat Guru Bahasa Inggris SMP Negeri Se-Lombok Tengah Haerazi Haerazi; Lalu Ari Irawan; Arif Rahman; Jupri Jupri; I Ketut Warta
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 2 No. 1: February 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v2i1.191

Abstract

Publication of scientific papers is a must done by English teachers in Indonesiato promote their level of teachers. Publication of scientific papers is actuallyalso oriented to develop professional teachers because the published works arethose that lead the profession and improvement of the teaching-learningprocess. It can be done through the Classroom Action Research. Thus, thecomponents of instructions that can be done through the CAR include thestudents, teachers, subject matter, learning tools or facilities, learning outcomes,and management. The method of this workshop used Active ParticipatoryAction. The necessity of publication is intended so that teachers can improve thequality of the profession and the quality of learning in their schools. To achievethis goal, training in scientific writing was carried out by Lecturer Teams fromUNDIKMA in collaboration with the Central Lombok District Office. There are13 English teachers successfully publish their writings in national accreditedjournals.
Co-Authors Arif Rahman ARIF RAHMAN Badrun Kholid Haerazi, Haerazi Hulmayadi Rahman I Ketut Warta Jupri Jupri Neliyam Tiraeni