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All Journal Journal Of Teaching Of English Wiralodra English Journal (WEJ) JURNAL PENDIDIKAN TAMBUSAI PROJECT (Professional Journal of English Education) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian kepada Masyarakat Journal of English Language and Education Journal of Educational Sciences INTERACTION: Jurnal Pendidikan Bahasa Aksara
Mobit, Mobit
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Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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The Google Classroom – Assisted English Writing Classroom Practices: An Indonesian EFL Teacher's Experiences Partini, Sri; Suryaman, Maman; Mobit, Mobit
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This research aims to investigate a teacher’s experiences and difficulties of Google Classroom-assisted teaching writing. This research used narrative inquiry as a research design. It used interview as the data collection technique to answer the research questions. One English teacher who taught in two grades of Vocational School in Karawang, Indonesia participated in this research. The finding shows that the teacher had particular ways to deliver the material assisted by Google classroom. To work with the Google Classroom, the teacher also used the PJBB Pembelajaran Jarak Jauh to deliver the material which was fit to school curriculum. To assess the students, the teacher used to ask the students to write down the answers of its task, and then they take the picture of its answers so they send it into Google Classroom. To conclude, this study shows that the internet data, device, student and teachers' ability, and so many other factors were given a big impact on online class, especially on Google Classroom-assisted teaching writing. The next researcher hopefully will conduct the research in the different focus of study, different learning media, and different classes or grades and also the next researcher hopefully conduct it with more participants. Because of this study just focused on writing narrative text lessons assisted by Google Classroom, the future research with another focus of study for example reading, speaking, listening, and so on hopefully will be conducted.
How Is The Attitude Towards English? Indonesian Vocational High School Students’ Experiences Suryata, Ata; Mobit, Mobit; Kartini, Dedeh
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Language attitude takes a pivotal role in their language learning practice. This research aims to investigate the students' attitude toward English as supporting language at vocational high school context and describe the impacts of the attitude toward English. The data was collected through observation, questionnaire and open-minded interviews. Six 12th grade students participated in this research. The analysis was carried out through data reduction, display and verification. The findings revealed that the students believed in their future carrier they need English. as tools to compete in work field later. The conclusion is students’s attitude towards English for supporting language in studying at vocational high school is positif in each component of attitude. Beside that, the impact of students’ attitude towards English for vocational high school are lack of serious and have a problem in self-confidence. It could be seen during the learning process some students face difficulties in learning English and they are also feel nervous and afraid to make mistakes when they were asked by the teacher to speak. This research is expect to help the researcher and able to useful in develpoing the next research from the other aspect towards English.
YouTube-Assisted Self-Regulated Vocabulary Learning: Indonesian EFL Learners’ Experiences Suli, Mad; Kamil, Acep Bahrum; Mobit, Mobit
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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This research is aimed to explore students’ YouTube-assisted vocabulary learning in the self-regulated learning context. This research was conducted with the participants of four students from a vocational high school in Karawang. This research used narrative inquiry approach; thus, the data were collected through interview, specifically semi-structured interview. The data of this research were analysed by thematic analysis method. This research has discovered that students would start to learn when they had spare time to use, they also had to keep on eye to the internet connection during their learning process, and lastly, they tried to recall the vocabulary they just learned after they finished their learning. Students also had some criteria for the videos they watched in their learning process. This research also found that students experienced some enjoyments in their YouTube-assisted vocabulary learning, although they were still reluctant to continue their learning.
Engaging Flipped-Classroom Model in An Indonesian EFL Grammar Instruction Heryana, Lina Marlina; Mobit, Mobit; Ridwan, Iwan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Based on the researcher preliminary study, it was found that the flipped classroom models are used as learning models to assist students in facilitating grammar learning. This research aimed to investigate the process of using flipped classroom models in grammar teachings and to find out students' perceptions of grammar teaching using flipped classroom model. This research used qualitative approaches and design case study. Five students at high school participated as participants in the study. The researcher collected the data through observation and interview. The finding showed that the use of flipped classrooms could help students collaborate with each other between group members in formulating problem-solving provided by the teacher and can use class time to be more effective. In addition, flipped classrooms make the learning process easier to use, effective and useful. By using this learning model, most students can understand the material.
Exploring Differentiated Learning in Teaching Writing at a Vocational High School: A Case Study Hariry, Izumi Zahra; Mobit, Mobit; Saefullah , Hilmansyah
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5522-5535

Abstract

This qualitative case study aims to explore the implementation of differentiated learning, the challenges and solutions faced by the teacher in teaching at a vocational high school. An English language teacher participated in this study. Data were collected through observation, interview, and documentation to answer three research questions. The findings encompass four main aspects: content, process, product, and learning environment differentiation. The teacher used various strategies such as adjusting materials based on diagnostic test results, using different delivery methods and media in the writing process, allowing flexibility in final written products, and managing the classroom in an adaptive way. The challenges faced include increased workload, complexity in planning content, teaching complexity, assessment fairness challenges, and limited classroom space. To overcome these challenges, the teacher developed strategies including effective time management, planning collaboration, teaching management, clear assessment communication, and creative space management. This study shows the importance of teacher flexibility and creativity in applying differentiated learning in writing classrooms.
Exploring Students’ Experiences in Learning Speaking through Task-Based Language Teaching: A Case Study in a Vocational High School Lestari, Sekar Dwi; Mobit, Mobit; Samsi, Yogi Setia
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5563-5574

Abstract

This study explores vocational high school students’ experiences in learning English speaking through Task-Based Language Teaching (TBLT). Many students face difficulties in speaking due to limited practice, anxiety, and fear of making mistakes. The research aimed to understand their feelings, challenges, and reflections during TBLT-based speaking lessons. A qualitative case study design was used, involving six tenth-grade students selected purposively based on their speaking levels (low, medium, high) as recommended by their English teacher. Data were collected through classroom observation and interviews, and analyzed using thematic analysis. The results showed that students had mostly positive experiences. They enjoyed practical tasks and peer interaction, which reduced anxiety and built confidence. However, they also struggled with vocabulary, pronunciation, and grammar, especially without clear instructions. Students suggested that tasks should be more relevant to their majors. Teachers are advised to design clearer, more contextual tasks and provide support in language use to optimize TBLT outcomes.
Exploring A High School Teacher’s Experience in Teaching Speaking Through Project-Based Learning: A Narrative Inquiry Wulandari, Rindi Fatikha; Ahmad, Yousef Bani; Mobit, Mobit
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5014-5024

Abstract

This narrative inquiry delves into the lived experience of an English teacher navigating the implementation of Project-Based Learning (PjBL) to enhance speaking competence within a unique, nature- and science-integrated high school in Indonesia. Addressing the pedagogical gap prevalent in traditional EFL settings—characterized by limited authentic exposure and teacher-cantered methods—the study sought to illuminate the teacher’s practices, the specific challenges encountered in a non-conventional context, and the adaptive strategies employed. Utilizing a qualitative methodology, data were meticulously collected through semi-structured interviews, intensive classroom observations, and document analysis (including lesson plans and project artifacts). The findings unequivocally demonstrate that PjBL is instrumental in promoting authentic language use and heightened student engagement through real-life tasks, such as presentation and video projects. Crucially, the teacher adopted dynamic, constructivist roles—shifting fluidly between facilitator, guide, and evaluator. The primary implementation hurdles identified were stringent time management demands, accommodating diverse speaking proficiency levels, and managing fluctuating student motivation. These were mitigated successfully via adaptive lesson planning, targeted group scaffolding, the strategic integration of digital tools, and the consistent provision of immediate feedback. This research provides a teacher-centered perspective that significantly contributes to the literature by validating PjBL’s efficacy and adaptability within complex, interdisciplinary EFL environments.
An Evaluation of Reading Materials in Indonesia Vocational English Textbook Setiawan, Dimas Andi; Wahyuna, Yuna Tresna; Mobit, Mobit
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 2 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10484497

Abstract

Textbooks are very influential for teachers and students in the learning process. This study aims to evaluate reading materials in textbooks. The researchers used an evaluation checklist framework developed by (Mohamed, 2013). The subject of this research is a textbook that uses an Merdeka curriculum. The result show that sufficient reading materials with a variety of texts is available in each chapter. Reading materials also helps students in reading comprehension. In addition to reading materials, it is also interesting and up-to-date by raising the latest issues. Then in terms of some reading, it is also easy with only a few paragraphs. In addition, the reading length corresponds to the textbook's grade level and uses several authentic materials. This means that this textbook is considered good in terms of reading materials. For the next research, can focus on other aspects such as speaking and listening materials.
Bahasa Inggris Anwar, Rivaldi; Pujiawati, Nia; Mobit, Mobit
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 3 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10645934

Abstract

Integrating 21st-century skills into textbooks is very important to accommodate students' needs for the 21st-century skills to face the global era. This study investigates the integration of the 21st-century skills in the Merdeka Curriculum English Textbooks for the tenth-grade students. Content analysis was employed as the research design. The researchers used checklist method as the instrument and analyzed the findings by using a descriptive approach. The result of the analysis revealed that 11 of the 21st-century skills were integrated into the textbook, including the essential skills such as critical thinking, problem-solving, effective communication, collaboration, creativity, and innovation. The textbook also includes various other skills, such as media literacy, leadership and responsibility, information and communication technology (ICT), productivity and accountability, initiative and self-direction, social and cross-cultural, and flexibility and adaptability. The 11 skills are included through Nunan’s (2004) task components, namely goals, inputs, procedures, learner roles, and settings. The integration is also completed through other strategies, such as pictures and quotes. In conclusion, this textbook has fulfilled skills which required by current context of education, so that students are capitalized by the appropriate characteristics.
Analisis Representasi Gender pada Buku Paket Bahasa Inggris Iriana, Ghani Juliyanto; Mobit, Mobit; Kamil, Acep Bahrum
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 4 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10516583

Abstract

Gender biases and stereotypes are still prevalent in language textbooks, although a few studies have identified instances of positive representation. This study investigates gender representation in the 7th-grade of Indonesian EFL textbooks published by the Ministry of Education, Culture, Research and Technology (MONECRT), which recently published with the new guideline of Merdeka Curriculum. Focusing on the portrayal of gendered character activities and domestic roles, the study employs critical discourse analysis (CDA) to examine both visual and verbal representations. Guided by Fairclough's three-dimensional framework and Van Leeuwen's elements of social practice, the findings revealed that activities portrayal of female was stereotyped as passive, dependent, needing others and characterized more evaluative. Furthermore, male portrayed as hasty and having poor time management. In contrast, the domestic role of gender portrayed equal as both father and mother depicted with housework activities including cooking and cleaning. To sum up, the portrayals of gendered character activities often perpetuate entrenched stereotypes, while emerging discourse shows positive representations of domestic roles. This study underscores the significance of increased awareness among teachers and textbook developers regarding gender-related issues in English education.
Co-Authors 8Kelik Wachyudi Abbas, Totoh Tauhidin Abdul Kodir Al-Baekani Ahmad, Yousef Bani Aina Khoirida Ambarwati, Evi Karlina Amelia, Nabilla Anwar, Rivaldi Arintha, Alifia Rufi Azzahra, Anugrah Syifa Budiharti, Silvya Dedeh Kartini Diannisa, Lutfi Dita Permatasari Elih Sutisna Yanto Eri Kurniawan Evi Karlina Fadillah, Farah Dhina Fathiyya, Iftikharunnisa' Hariry, Izumi Zahra Heryana, Lina Marlina Hikmi, Marsa Aghni Nurul Hilmansyah Saefullah Indah Purnama Dewi Iriana, Ghani Juliyanto Iwan Ridwan Kamil, Acep Bahrum Kholishoh, Annisaa Nur Kriswanda Krishnapatria Lestari, Sekar Dwi Maman Suryaman Mansyur Srisudarso Maya Rahmawati Medina, Ravena Ophellia Ditya Muhamad Reza Pahlevi Nina Puspitaloka Novitasari, Pipit Nurramdaeni, Nurul Nurul anisa Ocktavia, Lulu Oktaviani, Novi Partini, Sri Pujiawati, Nia Puspitaloka, Nina Putri Kamalia Hakim R. Dian Dia-an Muniroh Rahayu, Indah Tri Ravena Ophellia Ditya Medina Roviani, Roviani Saefullah , Hilmansyah Salim, Fatulloh Setiawan, Dimas Andi Solly Aryza Sukarno Suli, Mad Sulistyoningrum, Delia Suryata, Ata Sutisna Yanto, Elih Totoh Tauhidin Abas Ubaydillah, Annisa Nur Wachyudi, Kelik Wahyuna, Yuna Tresna Wawan Setiawan Wulandari, Rindi Fatikha yogi setia samsi, yogi setia Yousef Bani Ahmad Yuna Tresna Wahyuna