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All Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Indonesian Journal of Community Empowerment
Kartika, Hilda Sry
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Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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"Research-Based Lesson Study" Workshop for English Teachers: Exploring Inquiry-Based Learning Strategies to Improve Comprehensive Reading Skills Suparman, Asep; Pratiwi, Ma'rifah Nur; Kartika, Hilda Sry; Munawir, Ahmad Farhi
Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 4 (2024): Indonesian Journal of Community Empowerment (November)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v5i4.1056

Abstract

This community service program aims to strengthen English teachers’ pedagogical competence by implementing a research-based lesson study workshop focusing on inquiry-based learning strategies to improve students’ reading comprehension skills. The workshop was carried out through a cycle of planning, implementation, observation, and reflection involving collaborative participation among teachers. Data were collected through pre-test and post-test, questionnaires, and field observations. The results indicate that teachers gained a deeper understanding of inquiry-based learning and successfully applied it in designing and conducting reading comprehension lessons. Furthermore, the collaborative reflection process enhanced teachers’ professional development and teaching quality. This activity demonstrates that lesson study integrated with inquiry-based strategies is an effective approach to support teacher capacity building and to foster students’ active engagement in learning.
Enhancing Students’ Procedure Text Writing Through Differentiated Learning and the Genre-Based Approach: A Classroom Action Research Rachmani, Rafsya; Fajriah, Yustika Nur; Munawir, Ahmad Farhi; Kartika, Hilda Sry; Irsyad, Muhammad Zanuar; Al-Awwal, Rijal Hengki Adil
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2282

Abstract

This study examines the impact of differentiated learning through varied instructional delivery methods on students’ ability to write Procedure Texts. The research was prompted by the need to address students’ diverse learning preferences and interests in the teaching and learning process. While differentiated instruction has been widely recognized as an effective pedagogical approach, limited research has explored its specific influence on students' development in writing skills, particularly in the context of Procedure Texts. To bridge this gap, the study was conducted using a two-cycle Classroom Action Research (CAR) design, incorporating three primary instruments: tests, observations, and interviews. The research participants consisted of thirty twelfth-grade students with four focused participants from a senior high school in Garut. The findings indicate that differentiated learning, which involves tailored instructional strategies for visual learners, read/write learners, auditory learners, and kinesthetics learners, significantly enhances students’ capacity to produce well-structured Procedure Texts. The study specifically highlights improvements in students’ understanding and application of genre moves and language features, demonstrating that customized learning approaches effectively support their writing development. Peculiarly, students could show their improvements in putting the complete generic structure and linguistic features, covering goals, materials/tools, stages, present tense, connectors, adverbials, and imperative sentences. Notably, the achievement rate increased significantly from 56% to 100%, indicating that all students were able to fully apply these elements in their procedural texts. The results underscore the importance of implementing differentiated instruction to cater to students’ individual learning styles, ultimately fostering their academic growth and writing proficiency. This study contributes to the existing body of knowledge on differentiated instruction and offers valuable insights for educators seeking to optimize writing instruction through adaptive teaching strategies.
Co-Authors Al-awwal, Rijal Hengki Adil ASEP SUPARMAN Fajriah, Yustika Nur Irsyad, Muhammad Zanuar Munawir, Ahmad Farhi Pratiwi, Ma'rifah Nur Rachmani, Rafsya