Articles
<![CDATA[Intercultural Teaching and Learning English through Reading Skill ]]>
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol. 1 No. 2: July 2018 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
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DOI: 10.35307/saltel.v1i2.12
<![CDATA[In this globalization era, teaching English has to also involve intercultural aspects in order that students can develop their awareness towards the differences of the culture of the target language. The intercultural teaching and learning English can be corporated with reading skill activities as suggested by Usó-Juan & MartÃÂnez-Flor (2008). This study was a qualitative study which potrayedreading activities to assist intercultural teaching and learning English. The data were taken with observation of teaching learning in the classroom with 25 students of 2nd semester at a state university in Karawang, West Java. 6 students were also selected to have interview in order to know their response and understanding. Finaly, there were some reading activities, such as critical reading and cultural bump, conducted in the classroom that could quite effectively improve the students’ intercultural awareness. Some students also responded by giving positive statements about reading skill activities so their intercultural understanding could improve. However, implementing these activities were not an easy task because the teacher needs to understand the theoritical concept of intercultural language learning.]]>
<![CDATA[Students’ Perception on Quizlet as a Vocabulary Learning Tool ]]>
<![CDATA[Azizah, Sarah]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 4 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i4.22693
<![CDATA[This study aims to understand how students perception Quizlet as a tool for learning English vocabulary. This researcher conducted this research at one of the junior high schools in West Cikarang, which consisted of three class VIII students. This research uses a qualitative descriptive design. In addition, the researcher collected data using interviews and questionnaires. Researchers conducted interviews via WhatsApp telephone. Questionnaires were distributed through WhatsApp groups and using a 5-point Likert scale. This study uses thematic analysis, which includes six steps. Familiarize yourself with the data and generate the initial code, search for topics, view topics, define and name data, and make a report are the six steps. The findings show that students' perceptions of using Quizlet show positive responses and feelings. Quizlet can make students feel happy and interested during learning. However, there are challenges in using Quizlet, about feeling challenged with each other during learning and the problem of internet connection that is not always stable.]]>
<![CDATA[Students’ Responses in Learning Extensive Reading Through the Literature Circle ]]>
<![CDATA[Suci, Trie Clara]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 9 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan) ]]>
Publisher : <![CDATA[STKIP Yapis Dompu ]]>
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DOI: 10.54371/jiip.v5i9.899
<![CDATA[The literature circle develops into an interesting and challenging strategy that can encourage students to take an active role in reading instruction. The aim of this study is to investigate students’ responses to learning extensive reading through the literature circle. The participants of this study were four secondary students in Karawang. To gain the natural experience of the participants, the author uses phenomenological study. The dataset for this study were collected by observation, interviews, and documentation. The data collection methods for this study were observations, interviews, and documentation. The authors used thematic analysis. The results showed that using a literature circle can help students read more, make them feel more involved in group discussions, and encourage them to read more English textbooks. However, the authors found out some obstacles that students face while conducting this activity such as the lack of sufficient time to carry out this activity. in the question-and-answer session students feel less exporting text from their group of friends.]]>
<![CDATA[EFL Students’ Engagement in The Use of Digital Storytelling in Speaking Classroom ]]>
<![CDATA[Rahmani, Kalisha Arlinda]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Ridwan, Iwan]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 20 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.8418644
<![CDATA[English speaking skill is one of the important skills that must be possessed by students. Without having speaking skill, students cannot communicate properly. Indonesian students have been learning English since they were in elementary school to university. However, the fact is that students often find difficulties in learning English, especially in their speaking skills. Therefore, the teacher as an educator should prepare interesting learning methods for students to help them solve their problems. This study describes the implementation of Digital Storytelling in the speaking classroom. This study aims to investigate students’ engagement in implementing Digital Storytelling in speaking classroom. The method used in this research is descriptive qualitative. Participants in this study were 37 junior high school students in Karawang. Collecting the data in this study using observation and interviews. The results of this study indicate that students are actively in learning process to speak using Digital Storytelling, students feel happy and excited during the learning process, and students are motivated to improve their speaking skills using Digital Storytelling, and the use of Digital Storytelling is effective for learning to speak English.]]>
<![CDATA[Respons Siswa Terhadap Komunikasi Nonverbal di Kelas EFL ]]>
<![CDATA[Candra, Jos Luise]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Pahlevi, M Reza]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 25 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.10427533
<![CDATA[The objective of this study is to describe various students' responses to teachers’ nonverbal communication in the EFL classroom. The study employs descriptive case study as the research method. Conducted in a Vocational High School in Karawang, this research involves three in-service EFL teachers and 75 students of three different classrooms. These three classroom interactions were observed, questionnaires were administered to students, and participants were interviewed. The data is then generalized and analyzed with thematic analysis. This study concluded that five nonverbal types were used by teachers; these five nonverbal types were kinesics, vocalics, oculesics, haptics, and proxemics. And students are responding to each in positive but different ways; kinesics and vocalics are used to prompt participation; oculesics and haptics are used to eliminate distractions; and proxemics were used to promote interaction.]]>
<![CDATA[Online Learning Through Google Classroom during COVID-19 Pandemic: Secondary Student's Perception ]]>
<![CDATA[Susanto, Nira Ramadhani]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Al-Baekani, Abdul Kodir]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 3 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v5i3.2143
<![CDATA[Pandemi Covid-19 mempengaruhi dunia khususnya dunia pendidikan. Sekolah di tutup sementara akibat pandemi global. Seluruh siswa terpaksa melakukan pembelajaran di rumah, berbagai media platform online seperti Google Classroom membantu siswa dalam belajar. Namun rupanya ada begitu banyak hal yang di alami siswa selama belajar online dengan Google Classroom. Oleh karena itu, penelitian ini bertujuan untuk mengungkap bagaimana tanggapan para siswa selama pembelajaran online dengan Google Classroom. Baik dari pengalaman belajar mereka, juga perasaan-perasaan yang terlibat dalam proses pembelajaran. Penelitian ini melibatkan lima partisipan siswa dari salah satu Sekolah Menengah Pertama wilayah Cikarang Timur. Penelitian ini menggunakan Desain Naratif, data yang di kumpulkan berasal dari hasil wawancara dengan kelima partisipan. Hasil wawancara menunjukkan bahwa para siswa merasa terbantu dengan adanya Google Classroom, fitur yang mudah serta waktu belajar yang fleksible. Namun jaringan internet yang buruk serta tugas yang menumpuk sering kali membuat para siswa stress.]]>
<![CDATA[Exploring EFL Secondary Students In A Flipped Classroom In Reading Learning ]]>
<![CDATA[Mulyani, Sri]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Pahlevi, Muhammad Reza]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v6i2.4277
<![CDATA[Pentingnya pembelajaran membaca dalam pembelajaran dan pengajaran Bahasa asing khususnya Bahasa Inggris telah menjadi fokus yang telah menghasilkan berbagai pandangan mengenai pengajaran membaca dan model pembelajaran tergantung pada perspektif dan konteks pembelajaran Bahasa. Penelitian ini berfokus pada persepsi siswa mengenai kelas terbalik dalam pembelajaran membaca dalam Bahasa Inggris. Penelitian ini dilakukan dengan menggunakan studi kasus kualitatif. Partisipan dari penelitian ini yaitu empat siswa sekolah menengah pertama di Karawang. Data yang dihasilkan berasal dari observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa (1) Dengan menggunakan kelas terbalik siswa merasa lebih paham materi reading. (2) Penggunaan kelas terbalik dalam pembelajaran membaca membuat siswa lebih aktif.]]>
<![CDATA[Investigating Secondary Students’ Voice of Speaking Anxiety in Online Learning during Covid-19 Pandemic Through Zoom Application ]]>
<![CDATA[Nur’Asifa, Ismi]]>;
<![CDATA[Pahlevi, Muhammad Reza]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v6i2.4286
<![CDATA[Situasi saat ini adalah situasi yang berbeda dari yang sebelumnya. Kecemasan berubah menjadi masalah dalam menyampaikan pesan. Oleh karena itu, tulisan ini berfokus pada investigasi kecemasan berbicara siswa dalam pembelajaran daring selama pandemi covid-19 dengan menggunakan aplikasi zoom. Penelitian ini menggunakan penelitian kualitatif dengan studi kasus. Peneliti menggunakan 20 siswa dan dua peserta di kelas dua sebagai subjek penelitian. Penelitian ini menggunakan analisis tematik untuk menginterpretasikan data yang dihasilkan dari hasil observasi, wawancara, dan dokumentasi. Hasilnya menunjukkan bahwa siswa merasa online learning membuatnya lebih malu, tidak percaya diri, dan takut melakukan kesalahan serta feeling insecure di pembelajaran speaking pada saat online learning.]]>
<![CDATA[A Case Study of Teacher’s Practice and Students’ Preferences of Corrective Feedback in English Speaking Activities in The Classroom ]]>
<![CDATA[Oktavani, Sheila]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Journal of Educational Sciences Vol 8, No 3: July 2024 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.8.3.p.336-348
<![CDATA[Corrective feedback as a strategy in teaching and learning speaking skills in English as a Foreign Lanugage (EFL) has become a topic of interest in educational research. Although there are numerous studies on corrective feedback in speaking activities, there is still a limited amount of research involving Indonesian junior high school students as participants and using a qualitative descriptive case study. This study is aims to examine the teacher practice and student preferences regarding the use of corrective feedback in classroom speaking activities with 7th grade students of Karawang Junior High School as participants. The study used a descriptive case study with a qualitative approach. The data collection technique consisted of observation and interview. Data were analyzed using Miles and Huberman’s (1984) interactive model. The findings revealed that the students had a positive attitude towards corrective feedback and recognized its benefits in improving their pronunciation and vocabulary. They prefer immediate responses in challenging circumstances and are satisfied with the amount of feedback they have received. This has the potential to improve EFL teaching practice by allowing teachers to reasses their teaching, particularly in terms of speaking skills, to improve EFL students’ speaking skills.]]>
<![CDATA[INVESTIGATING TEACHER’S CHALLENGES IN DESIGNING TMTBLT MATERIALS IN THE SPEAKING CLASSROOM ]]>
<![CDATA[Afifah, Hasna]]>;
<![CDATA[Sumarta, Sumarta]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[This study investigates the challenges teacher’s face when designing materials for Technology-mediated Task-based Language Teaching (TMTBLT) in speaking classroom. Using a narrative inquiry approach, interviews with a teacher revealed three key challenges: challenges in creating engaging tasks, challenges in designing language needs, and challenges in determining the complexity of tasks. The findings emphasize the importance of teacher creativity, adaptability, and ongoing needs assessment for successful TMTBLT implementation. This research contributes to understanding teacher challenges in TMTBLT material preparation and suggests future research directions in exploring broader TMTBLT applications and the role of teacher training programs in overcoming these challenges.]]>
