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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Journal of English Language and Pedagogy
Henri Fatkurochman
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Religion Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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IMPLEMENTASI GERAKAN LITERASI PADA PROGRAM KAMPUS MENGAJAR 6 DI SDN MUMBULSARI 03 JEMBER Fatqurhohman, Fatqurhohman; Jatmikowati, Tri Endang; Suaedi, Hasan; Agus Milu Susetyo; Henri Fatkurochman
Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Vol. 2 No. 5 (2024): Oktober
Publisher : CV. Alina

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59407/jpki2.v2i5.1230

Abstract

Program Kampus Mengajar bertujuan untuk memberikan dukungan belajar mengajar di SDN Mumbulsari 03 Jember melalui gerakan literasi sekolah, yang mencakup kegiatan pojok baca, private class, English time, dan kunjungan perpustakaan. Kegiatan ini diharapkan dapat meningkatkan kualitas pendidikan dan literasi siswa. Metode Pengabdian: Kegiatan ini dilaksanakan dengan melibatkan mahasiswa sebagai pengajar yang berinteraksi langsung dengan siswa. Mahasiswa mendesain dan melaksanakan program literasi yang bertujuan untuk meningkatkan pemahaman, motivasi, dan partisipasi siswa dalam kegiatan membaca dan menulis. Hasil dari kegiatan menunjukkan adanya peningkatan pemahaman literasi siswa, yang terlihat dari perbaikan kemampuan membaca dan menulis. Selain itu, motivasi belajar siswa meningkat, tercermin dari partisipasi aktif mereka dalam berbagai kegiatan. Keterlibatan siswa dalam akses sumber bacaan juga meningkat melalui kegiatan pojok baca dan kunjungan perpustakaan, yang memperluas wawasan dan minat baca mereka. Kehadiran Program Kampus Mengajar yang berkelanjutan di SDN Mumbulsari 03 Jember tidak hanya memberikan peluang bagi mahasiswa untuk mengembangkan diri di luar kampus, tetapi juga berkontribusi pada peningkatan mutu pendidikan. Program ini dapat dijadikan model untuk implementasi Kurikulum Merdeka Belajar di sekolah-sekolah lain. Kata Kunci: Kampus Mengajar, Kurikulum Merdeka Belajar, Gerakan Literasi
Demonstrating Reading Aloud in Improving EFL Student’s Pronunciation Latifah, Arifatul; Kristi Nuraini; Henri Fatkurochman; Wahyudi, Diki
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.14855

Abstract

The pronunciation of the English phonemes /ʃ/, /ð/ and /θ/ remains challenging for EFL learners in Indonesia due to the absence of these sounds in the Indonesian Phonological system. A preliminary study conducted with eleventh-grade students at SMK Al-Mu’ien revealed that the average pronunciation score was only 46.97, which was far below the minimum criterian of succes (70). This classroom action research aimed to determine how to improve students’ pronunciation by applying the Reading Aloud technique to XI grade students at SMK Al-Mu’ien in Jember. Data were collected through a pronunciation test to measure students' accuracy in pronouncing 51 targeted phonemes. Classroom observations were done to document the application of the Reading Aloud technique during each cycle. The data were then analyzed quantitatively to evaluate the improvements the students have made in their pronunciation and to capture how the learning process has taken place. The finding continuous improvement from the preliminary study (46.97) to Cycle 1 (53.58) and Cycle 2 (66.36), with 63.63% of students achieving the success criteria. The result suggest that the use of Reading Aloud, supported by teacher modeling, corrective feedback, and repetitive practice can significantly enhance students’ pronunciation. This study contributes to the growing body of literature on pronunciation teaching and highlights the pedagogical value of Reading Aloud for EFL learners.
An Analysis of Students’ Understanding of Language Features in Narrative Texts Reza Pujiesta Ryanda Putri; Indah Werdiningsih; Henri Fatkurochman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9291

Abstract

This study aims to investigate students’ understanding of language features in narrative texts, including characters, past tense, adverbs of time, direct speech, and moral values. It also explores the factors that contribute to students’ difficulties in comprehending these features. This study was conducted at SMK Islam Bustanul Ulum Pakusari Jember with 29 male students, using a convergent mixed-methods design, quantitative worksheet analysis, and qualitative questionnaire insights. Quantitative data were used to identify students’ understanding of language features and moral values in narrative texts based on worksheet results. Qualitative data to explain the factors contributing to students’ difficulties, including reading strategies and learning obstacles. Data sets complement by showing well-understood or challenging aspects and reasons behind results. Results showed students had a strong understanding of past tense, direct speech, and specific characters, with all (100%) identifying them correctly. However, some aspects needed improvement, especially adverbs of time (correctly identified by 65.52% of students), spelling consistency, and English moral value (34.48%). The questionnaire results highlighted variations in reading strategies, such as scanning and skimming techniques, as well as obstacles, including limited vocabulary and lack of focus, which were addressed through dictionary to improve comprehension of narrative meaning. This study shows that culturally relevant worksheets effectively improved comprehension and supported students’ understanding by linking linguistic learning with local heritage. These findings suggest focusing future instruction on gradual support for inferential comprehension and spelling accuracy, with further research exploring longer interventions, mixed-gender participants, and strategies to strengthen moral value interpretation in narrative texts.
Analysis of Students Perceptions of the Utility of Google Translate in Assisting Comprehension of English Texts at Muhammadiyah 3 Jember Hamdani, Mohammad Slamet; Henri Fatkurochman; Muhlisin Rasuki
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3448

Abstract

This study examines students’ perceptions of Google Translate in assisting English texts comprehension at Muhammadiyah 3 Jember Senior High School, in Indonesia. The study had two focuses namely evaluating the benefits and limitations of GT as a learning tool. Using a descriptive quantitative method, data was collected through a Likert scale questionnaire to eleventh-grade students and analyzed using SPSS 27. The results showed that 91.4% of students viewed GT positively due to its accessibility, time efficiency, and practicality compared to traditional dictionaries. Key benefits included vocabulary enrichment, assistance in understanding word and sentence meaning, and better pronunciation through audio features. However, there were some limitations that emerged: 25.9% doubted the accuracy of paragraph levels, 80.2% acknowledging the risk of changing the meaning of the text, 69.2% criticized the unorganized sentence structure, and 30.8% expressed concerns about over-reliance hindering critical thinking. The study concludes that while GT effectively support comprehension, teacher-guided translation verification is important to reduce inaccuracies and dependency. This research contributes to technology-enhanced language learning by advocating a balanced and wise use of translation tools. Future research is recommended using mixed methods and a wider range of educational contexts.
An Analysis on the Errors of The Tenth Grade Students Writing on the Descriptive Text Wachi, Wae Asae; Henri Fatkurochman; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3797

Abstract

This study aims to analyze the common errors made by tenth-grade students in writing descriptive texts and to identify the causes of these errors. Conducted at SMK Islam Bustanul Ulum Pakusari in the 2024/2025 academic year, the research employed a qualitative descriptive design. Data were collected through classroom observations, students’ written texts, and semi-structured interviews. The analysis reveals that students made various types of errors, including grammatical, lexical, spelling, and structural errors. The causes of these errors are categorized into three major factors: interlingual interference, intralingual interference, and carelessness. The findings indicate that students need more intensive writing practice and guidance in grammar and text structure. This study suggests that English teachers should design more structured and motivating writing exercises to reduce students’ writing difficulties.
The Effect of Implementing Flipped Classroom on Highschool Students’ Reading Skill Rachmanda, Refianisya; Hanafi; Henri Fatkurochman
JELP Journal of English Language and Pedagogy Vol. 5 No. 1 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i1.3799

Abstract

In this research the research problem formulated is “is there any significant effect of implementing flipped classroom on high school students’ reading skill?” and the objective of this research to find out whether there is a significant effect of implementing flipped classroom on high school students’ reading skill. Based on research problem and relevant theory the hypothesis of this research is there is an significant effect of implementing flipped classroom on high school students.VThe research design of this research used quasi experimental research design. The research subject are XI-G and XI-J in MAN 2 Jember that each of class consisting of 35 students (N=70). The data are collected by pre test and post-test and the research instrument used reading test in order to analyze the students reading score. All students participating active during the teaching and learning activities and students in experiment class become more confident because the already learned the material via online before the learning activities in the class. The result of the post test scores are analyzed use Mann Whitney U Test and the result is 0,031 and it was less than 0,05 (0,001 < 0,05),  Based on the research result, it can be concluded that students’ reading text is significantly affected by implementing flipped classroom method
Co-Authors agus milu susetyo Arifatul Latifah, Arifatul Fatqurhohman Fatqurhohman Hamdani, Mohammad Slamet Hanafi Hasan Suaedi Indah Werdiningsih Kristi Nuraini Muhlisin Rasuki Rachmanda, Refianisya Reza Pujiesta Ryanda Putri Tri Endang Jatmikowati Wachi, Wae Asae WAHYUDI, DIKI Yeni Mardiana Devanti