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All Journal Jurnal Penelitian dan Pendidikan IPS Jurnal Ilmiah Bahasa dan Sastra Jurnal Inspirasi Pendidikan Jurnal Dimensi Edulitics (Education, Literature, and Linguistics) Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of Educational Research and Evaluation Jurnal Pengabdian Masyarakat (ABDIRA) Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) Research and Development in Education (RaDEn) Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Jurnal Pengabdian Kepada Masyarakat Rhizome: Jurnal Kajian Ilmu Humaniora Journey: Journal of English Language and Pedagogy
Lasim Muzammil
Department Of English Language Education, Faculty Of Language And Literature, Universitas PGRI Kanjuruhan Malang, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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From Screen to Speech: Exploring EFL Students’ Beliefs About the Role of Bimodal Subtitles in Speaking Practice Muzammil, Lasim; Andy, Andy; Liskinasih, Ayu; Milliard, Mallaury
Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Volume 5 Nomor 1
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/educare.v5i1.3095

Abstract

This study explores English language learners’ perceptions of bimodal subtitles‒simultaneous audio and text in the same language‒as a tool for developing speaking skills. While previous research has predominantly focused on the benefits of subtitles for receptive skills such as listening and vocabulary acquisition, limited attention has been paid to their influence on productive skills like speaking. Adopting a qualitative approach, this study gathers learner insights (N=62) through structured surveys and open-ended responses to examine how subtitled audiovisual materials shape learners’ confidence, pronunciation accuracy, and fluency. Five open-ended questions were grouped into thirty-six thematic EFLs’ responses (N = 532). Findings reveal that learners perceive bimodal subtitles as beneficial in enhancing speech production by offering real-time lexical and phonological reinforcement. Participants also reported an increase in their confidence when practicing spoken English. These perceptions align with prior research on multimodal learning and suggest that bimodal subtitles can be an accessible and effective scaffolding tool in language instruction. The study advocates for greater integration of subtitled media in pedagogical design, particularly in online and self-directed learning environments.
Teaching Proficiency through Reading and Storytelling (TPRS) as a Technique to Foster Students’ Speaking Skill Muzammil, Lasim; Andy
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i1.329

Abstract

Teaching Proficiency through Reading and Storytelling (TPRS) is quite essential to improve EFL learners’ speaking ability. It can be done successfully by means of the basic concept of TPRS known as comprehensible input in second language acquisition (SLA). This paper presents a study on learners’ speaking ability through TPRS making use of three important steps; Showing, Telling, and Reading. This is a quantitative study using quasi-experimental as the two intact groups are used; experimental and control group. The data are obtained from pre-test, post-test and questionnaires viewed from both students’ and teachers’ perspective. The data from pre-test and post-test are analyzed by using independent sample t-test. The experimental and control are ascertained to be homogenous in term of English performance from the pre-test analysis. The post-test are carried out from both groups after the treatment and the the result of the test are compared in order to prove if the null hypothesis is rejected indicating that there is significant difference performance between the two groups. The result of the study is expected to be beneficial for English teachers, EFL learners, and further researchers.
Utilizing TikTok Vlogs to Effectively Boost Young Learners' Speaking Proficiency Muzammil, Lasim; Liskinasih, Ayu; Diftu, Syafadillah Wanodya Ayu
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2735

Abstract

Mastering speaking skills poses a challenge for young learners, prompting the search for innovative solutions such as using educational tools. This study explores the impact of TikTok vlogs on the speaking skills of young learners, considering its potential as an educational tool. This study was conducted at one elementary school in Indonesia where the proficiency in speaking skills remained low. Participants of the present study were taken from 54 fourth-grade elementary students and the research utilized pre-test and post-test data analyzed through SPSS 21.00 using an Independent Sample t-test and N-Gain Test. The post-test data showed a significant result since the significance value of the post-test was 0.000 less than the significance level, 0.005, and this made the null hypothesis rejected. The N-gain score further confirmed its effectiveness, with a value of 58.76, compared to the control class's 18.42. These results highlight TikTok Vlog's positive impact, showcasing its potential in modern language education and advocating for its integration into teaching practices. Such compelling outcomes underscore the promising implications of integrating TikTok vlogs in language education, signaling a need for its broader implementation to bolster young learners' speaking skills in educational settings.  
Aplikasi Project Based Learning (PjBL)di KB-RA Terapi Tazkiyah Malang Herawati, Siane; Cholifah, Maria; Muzammil, Lasim; Andy, Andy
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 4, No 2 (2024): Abdira, April
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v4i2.451

Abstract

KB-RA Tazkiyah Therapy provides opportunities for children with special needs such as the blind, deaf, ADHD or ABK to get equal opportunities in the learning process. Taking into account the needs of children and the condition of the school as well as the facilities needed for normal students and those with special needs, as well as age differences, the service teaches Project based Learning (PjBL) for all students, both normal and those with special needs. This community service activity takes the form of fun cooking, namely decorating cupcakes for Tazkiyah KB-RA Therapy students. The application of this training is to increase feelings of empathy, cooperation among students who have different ages, the conditions of normal students and students with special needs who are in the same class as other students. The method applied in this activity is the training of decorating cupcakes. Some of the benefits that can be obtained from KB-RA and TAZKIYAH THERAPY through community service activities are: (1) Gaining creative knowledge and skills in decorating cup cakes (fun cooking) (2) Gaining knowledge in applying Project based Learning (PjBL).
Pembelajaran Mendengarkan Dengan Video dan Audio Listening Secara Daring : Persepsi Mahasiswa dan Dosen Andy, Andy; Muzammil, Lasim
Rhizome : Jurnal Kajian Ilmu Humaniora Vol. 2 No. 1 (2022): Januari
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/rhizome.v2i3.905

Abstract

Kemahiran mendengarkan dalam EFL dapat ditingkatkan, baik menggunakan rekaman audio atau video dari penutur asli. Dengan intens berlatih, mempermudah pengenalan pelafalan kosa kata berikut tata bahasa nya. Penelitian ini menganalisa persepsi mahasiswa dan dosen tentang pembelajaran mendengarkan menggunakan Video Listening dan Audio Listening secara daring. Metode kuantitatif dipakai dengan penelitian survey kepada 60 mahasiswa dan 5 dosen Pendidikan Bahasa Inggris Unikama. Data kuantitatif karena tidak terdistribusi secara normal (independent sample non-parametric test) dianalisa menggunakan Independent-Samples Mann-Whitney U Test. Terdapat perbedaan persepsi yang signifikan antara penggunaan Audio dan Video Listening (p < a ; 0,00 < 0,05). Dari data kualitatif pembelajaran dengan video listening cenderung lebih dipilih, dikarenakan lebih tidak membosankan, terdapat subtitles serta terbantu dengan visual gerakan bibir. Akan tetapi, lima partisipan dosen berpendapat bahwa penggunaan video atau audio listening tergantung pada tujuan pembelajarannya. Agar efektif, semua stakeholders perlu menyesuaikan penggunaan audio atau audio-video berdasarkan analisa kebutuhan pembelajaran.
Utilizing Question-and-Answer Technique to Boost Students’ English-Speaking Skills Lasim Muzammil; Andy Andy; Umi Tursini; Lesi Bebeto
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.829

Abstract

A question-and-answer technique is one of the strategies to learn English-speaking skills. It invites the class to ask the concerned student questions and avoids a monologue where all the focus is on one person, which helps the teacher reduce tension. The purpose of this study was to confirm the impact of question-and-answer sessions on the speaking proficiency of first-grade senior high school students in Malang, Indonesia. A Quasi-experimental research design was employed since the present study utilized two intact groups. To find out the result, the researchers conducted a pre-test to measure the homogeneity of the group and a post-test to verify the technique's effectiveness. Based on the pre-test result, the groups were claimed to be homogenous before treatment was done since the significant value (.53) was greater than 0.05 (.53> 0.05). However, the post-test result after the treatment indicated that the two groups differed significantly at 0.05 levels as the sig. of the test results was less than 0.05 (.001<0.05). Furthermore, the descriptive statistics revealed better performance in the experimental than in the control group (76.56 > 66.22). It is summarized that the students who were taught using question-and-answer techniques had better speaking ability than those who were not. Therefore, the researchers recommended teachers apply this technique to their students to develop their speaking ability.
Co-Authors A. Andy Agus Sholeh Andy Andy Andy Andy Andy Arsyid Ayu Liskinasih Diftu, Syafadillah Wanodya Ayu Finda Hikmah Arifani Hafidzin, Haris Khoirul Herawati, Siane Lesi Bebeto Lilik Sri Hariani MARIA BINTANG Maria Cholifah Maria Purnawati Maulana Sigit Purwa H Milliard, Mallaury Nadila, Yulita Prasanti, Ria Anugrah Rusfandi Rusfandi Sa'dun Akbar Salwa Salwa Sofia Agustin Adhaningrum Teguh Sulistyo Tursini, Umi Umi Tursini Uun Muhaji Widiastuti, Oktavia Yuli Astutik