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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris LINGUISTIK : Jurnal Bahasa dan Sastra JURNAL PENDIDIKAN TAMBUSAI Voices of English Language Education Society JUDIKA (JURNAL PENDIDIKAN UNSIKA) Academy of Education Journal INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) Journal Mathematics Education Sigma [JMES] Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Jurnal Pengabdian Masyarakat dan Riset Pendidikan INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Sumarta, Sumarta
Program Studi Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Pre-service EFL Teachers’ Voices on Designing and Implementing Lesson Plan for Online Learning Euis Rahmawati; Hilmansyah Saefullah; Sumarta Sumarta
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v5i2.1775

Abstract

Designing and implementing a lesson plan is a complex process, so that according to several studies, the pre-service EFL teachers still had difficulties during designing and implementing a lesson plan. As novice designers, pre-service EFL teachers still lack of knowledge and expertise. Therefore, this study aims to find out the voices of the pre-service EFL teachers about their own experiences in designing and implementing their lesson plans. Five pre-service EFL teachers who had experienced to design and implement a lesson plan in the teaching practicum program during the Covid-19 pandemic outbreak at Senior High Schools in Karawang were recruited as the research participants. This study uses a qualitative approach and uses collective case studies research design. Online written interviews and virtual observation were conducted to collect data as information to answer the research question, and the interview data were then analyzed using thematic analysis. This research found out that designing and implementing lesson plans practiced by the pre-service EFL teachers during the teaching programs were perceived as decision-making process, non-negotiable process, and challenging process.
Penerapan Task-Based Language Teaching (TBLT) Dalam Pembelajaran Grammar (Tata Bahasa) Bagi Guru-Guru Di Wilayah Desa Kedung Jeruk Iwan Ridwan; Sumarta Sumarta; Abdul Kodir Al Baekani; Dani Firmansyah
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 3 No. 4 (2023): Desember : Jurnal Pengabdian Masyarakat Nusantara
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v3i4.2384

Abstract

Grammar is one of components to support the abilities of listening, speaking, reading and even writing. Either learning or teaching the grammar is a rather difficult activity. Some methods were developed by experts, such as Grammar Translation method, students were drilled to comprehend the pattern or formula of  a sentence, yet they were stuck when they used it in a verbal communication. Then, coming CLT or Communicative Language Teaching which was said much more better, yet in the reality, the students, of course, much better use their english verbally, nevertheles, they were still confused what pattern they used. Therefore, Task Based Language Teaching or TBLT is one of alternative solutions for both. The students are not merely provided the pattern of sentence but also they can use it verbally in any situational conversation. Besides, in attracting students’ interest in learning grammar, it is integrated to technology called padlet.com as an online application supporting students’ enthuasiasm in learning grammar. After joining this workshop, the teachers can practice the TBLT approach in teaching grammar to  their students which is integrated to technology. Thus, it can be concluded that the use of TBLT helps teachers integrate technology, pedagogy, and content knowledge in learning grammar.
Pelatihan Pengembangan Rencana Pelaksanaan Pembelajaran (RPP) Berbasis Artificial Intelligence (AI) bagi Guru di SMA Negeri 1 Ciampel Karawang: Penelitian Sumarta; H. Acep Bahrum Kamil; Fauzi Miftakh
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5206

Abstract

The development of Artificial Intelligence (AI) technology provides significant opportunities in education; however, its utilization by teachers remains limited. This community service activity aimed to enhance the competencies of teachers at SMA Negeri 1 Ciampel Karawang in utilizing AI for developing effective, creative, and innovative lesson plans. The implementation methods included: (1) training on AI platform usage (ChatGPT, Canva AI, Grammarly); (2) mentoring in AI-based lesson plan development; and (3) evaluation of implementation results. The activity involved 20 teachers from various subjects. Results demonstrated: (1) a 78.5% increase in teachers' understanding of AI in education based on pre-test and post-test; (2) completion of 20 innovative AI-based lesson plans with average quality score of 85.1 (Excellent); (3) increased teacher satisfaction with lesson plan development ease scoring 4.60/5.0. This activity contributes to improving the quality of learning planning and promoting technology integration in teaching and learning activities in the digital era.
Integrating Debate in Speaking Learning Through Project Based Learning: Case Study at a Senior High School in Bekasi Aulia Humairo Buhaeri; Sumarta Sumarta; Iwan Ridwan
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1708-1718

Abstract

Speaking activities in English classrooms often remain teacher-centered and lack opportunities for students to develop critical thinking. This study aims to analyze how debate activities facilitate teachers in implementing Project-Based Learning (PBL) in speaking instruction and to identify the challenges encountered during its application. Using a qualitative method with a case study design, the research was conducted at a senior high school in Bekasi. Data were collected through classroom observations and interviews with an English teacher and analyzed using thematic analysis. The results revealed that integrating debate into PBL effectively enhanced students’ speaking skills, particularly in fluency, pronunciation, vocabulary, and confidence. The teacher’s role shifted from instructor to facilitator, creating a more active and student-centered learning environment. Despite challenges such as limited time, varying student abilities, and inadequate school facilities, the debate-based PBL approach proved to promote communication, collaboration, critical thinking, and creativity. In conclusion, debate integration within PBL serves as an effective model to improve both linguistic competence and 21st-century learning skills.
Strategic Knowledge as a Selective Mechanism of Pedagogical Reasoning among Experienced EFL Lecturers Sumarta
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.35596

Abstract

Strategic knowledge remains underexamined in EFL research and is often conflated with ordinary instructional adaptation. This qualitative multiple-case study examined how strategic knowledge shaped pedagogical reasoning and potential pedagogical content knowledge (PCK) development among five experienced EFL lecturers across five subject areas at an Indonesian state university. Data were collected over one semester using Content Representations (CoRes), Pedagogical and Professional-experience Repertoires (PaP-eRs), ten classroom observations, and post-observation interviews; detailed reasoning-chain analysis centred on CoRe and PaP-eR evidence. Framework-guided thematic analysis integrated within-case reconstruction of planned and enacted reasoning with cross-case synthesis based on Shulman’s model and six strategic-knowledge indicators. All teachers calibrated content to perceived learner characteristics, adapted instructional representations, and staged small-group-to-whole-class activities. However, the uniformity of these practices was more consistent with professional routines than with strategic knowledge. Stronger evidence emerged only when teachers recognized a conflict between pedagogical principles, diagnosed the resulting misalignment, and constructed a non-routine response. The analysis yielded a tentative four-phase sequence—evaluation, strategic diagnosis, alternative construction, and implementation—strongly evidenced in two cases, partially in one, weakly in one, and absent in one; implementation was confirmed in only one case. The findings position strategic knowledge as a selective and unevenly visible mechanism of pedagogical reasoning rather than an automatic attribute of experience. Only one case provided moderate, self-reported evidence of enacted PCK revision, underscoring the need for longitudinal corroboration.
EFL TEACHER’S ATTITUDES ON THE ASSESSMENT IN 2013 CURRICULUM: NARRATIVE INQUIRY STUDY Fentri Effani; Muhammad Reza Pahlevi; Sumarta Sumarta
Linguistik : Jurnal Bahasa dan Sastra Vol 6, No 2 (2021): Linguistik : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v6i2.261-268

Abstract

The purpose of this study is to identify EFL teacher’s attitudes based on the 2013 curriculum assessment in the Senior High School. It is aim to give illustration to the teachers on how to do on the 2013 curriculum. This research used qualitative analysis and narrative inquiry as a research design, The reason is narrative inquiry is related to the theme of this research, where this study wants to find out how attitudes are related to the practice of a teacher when assessing students, so this is closely related to narrative inquiry which focuses someone to tell experiences that have occurred. Semi-structured interviews will be conducted to obtain information about the EFL teacher’s attitudes about the assessment. The results of this study there are three important findings, namely: teacher’s emotional response to the assessment based on 2013 curriculum including teacher feels enjoy, accused, challenged and confused, the teacher carries out the aspects in authentic assessment well, and teacher uses alternative tools to carry out learning.
TEACHERS’ PERCEPTION ON THE EVECTIVENESS USING GRAMMARLY AS A TOOL FOR WRITING ASSESSMENT Siti Deti Wijayanti; Sumarta Sumarta; Maya Rahmawati
Linguistik : Jurnal Bahasa dan Sastra Vol 6, No 2 (2021): Linguistik : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v6i2.342-355

Abstract

In this digital era the progress writing assessment changes rapidly to monitor and determine students writing has developed tools in order to assessing the students’ writing automatically to help the teacher. The tools called Automated Writing Evaluation (AWE) which are more commonly known as computer-generated feedback. In other hand, Grammarly as one of developed AWE program is effective to help teachers in correcting EFL writing. Most previous study, however, are primarily concerned with students’ improvement and perceptions using Grammarly. While, limited study taking yet on Teachers’ perception on the effectiveness of Grammarly application as a tool of writing assessment. This research aimed at investigating teachers’ perception on the effectiveness of Grammarly application as a tool of writing assessment. This research used the qualitative approach with descriptive case study design. The subject of the research was three EFL teacher who has been teaching English language for many years and used grammarly as a tool for writing assessment.  The findings from three participants indicates that the teachers respond positive perception. Positive perception refers toward that grammarly had helped the teachers in assessing students’ writing assessment effectively and efficiently at gramamar, punctuation and spelling features based on principle assessment by (brown, 2004) that is practically, reliability, validity, authenticity and washback.
Co-Authors Abdul Kodir Al Baekani Acep Bahrum Acep Bahrum Kamil Ahmad, Yousef Bani Aulia Humairo Buhaeri Azkia, Irena Azka Cakranegara, Pandu Adi Dewi, Indah Purnama Euis Rahmawati Fatmawati, Resyi Fauzi Miftakh Fentri Effani Firmansyah, Dani Fitri, Isna Anisa Fitriyana, Wahyudin H. Acep Bahrum Kamil Hasanah, Jamilah Hasna Afifah, Hasna Hilmansyah Saefullah Ida Ayu Putu Sri Widnyani Irena Azka Azkia Iwan Ridwan Iwan Ridwan Iwan Ridwan Jilan Fisabilillah Haya Wina Kamil, Acep Bahrum Kusrin Lestari, Sri Ayu Indah Mansyur Srisudarso Maya Rahmawati Melita Alit Rahmania Muhammad Reza Pahlevi Muhammad Reza Pahlevi MUHAMMAD YUSUF Muhammad Yusuf Nugraheni1, Puteri Ainiyyah Nuryani, Nunuy Pahlevi, Muhammad Reza Prihandy, Radenal Putri, Yulia Syafazira Rahmania, Melita Alit Rahmi Tri Lestari Ramadanti, Dwi Ayu Resyi Fatmawati Rizki, Rafie Andika Siti Deti Wijayanti Sri Ayu Indah Lestari Totoh Tauhidin Abas Tyas Aina Yuskandini Wahyudin Fitriyana Wahyuna, Yuna Tresna Wigati, Fikri Asih Wina, Jilan Fisabilillah Haya Wulan Samsuri Yousef Bani Ahmad Yulia Syafazira Putri Yuna Tresna Wahyuna Yuskandini, Tyas Aina