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All Journal JURNAL PENGABDI JURNAL PENDIDIKAN TAMBUSAI PROJECT (Professional Journal of English Education) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Ilmiah Wahana Pendidikan EDULIA: English Education, Linguistic and Art Journal Indonesian Journal of English Teaching Journal of Educational Sciences Innovative: Journal Of Social Science Research SABAJAYA Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa
Kamil, Acep Bahrum
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Implementing Teaching Writing Explanation Text using Mind Mapping and Popplet in Senior High School: A Classroom Action Research Herlina, Santi Sri; Wigati, Asih Fikri; Kamil, Acep Bahrum
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.835-846

Abstract

The aim of this study is to investigate the implementation of mind mapping and Popplet techniques in the learning of the writing of explanatory texts. The research method involved a qualitative approach to classroom action research. Data were collected through observation, semi-structured interviews, and documentation. The research participants were twenty-three students from class XI MIPA at senior high school, with nine students selected as respondents through purposive sampling. The findings of this study indicate that the use of mind mapping and Popplet techniques helped students better comprehend the learning material. Students provided positive feedback on the application of mind mapping and the Popplet app, as they felt these tools assisted them in the process of writing explanatory texts. The use of mind mapping facilitated students' idea organization, while Popplet enabled the visualization and digital presentation of explanatory texts. The findings indicate that combining mind mapping and Popplet can enhance the efficiency and effectiveness of learning to write explanatory texts. This research offers teachers a new tool to employ innovative approaches to writing instruction, facilitating students' comprehension and proficiency.
Students Perception Towards The Use of Animated Movie in Vocabulary Lesson (A Case Study) Rahmayanti, Kartika Tri; Ridwan, Iwan; Kamil, Acep Bahrum
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 3.A (2025): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

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Abstract

This study aims to explore students' perceptions towards the use of animated movies in vocabulary lessons at SKB (Sanggar Kegiatan Belajar) Purwokerto. Using a descriptive qualitative approach, this research involved 20 seventh-grade students at SKB Purwokerto. Data were collected through a questionnaire consisting of 20 questions, as well as in-depth interviews with 7 students to enrich the findings. The results of the study showed that the majority of students had a positive perception of the use of animated movies in vocabulary lessons. They felt that animated movies made the learning process more engaging and helped them understand and remember new vocabulary more easily. Additionally, animated movies were also considered to increase students' motivation to learn. However, some students expressed negative perceptions, such as the use of animated movies taking up learning time and causing confusion due to the fast pace. Based on these findings, it is suggested that teachers consider using animated movies as an innovative and effective medium for vocabulary lessons, while still providing clear and structured guidance. This study contributes to the development of creative teaching strategies in English education at SKB Purwokerto.
The Implementation of Learning Station Method in Teaching Report Text to Improve Students' Motivation and Learning Outcomes Lazarurizqi, Galih Jodi; Kamil, Acep Bahrum
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

Many junior high school students struggle to learn English and are unmotivated, especially when it comes to learn report texts, which are frequently thought of as boring. By using the Learning Station paradigm to improve academic achievement and motivation, this classroom action research sought to solve this problem. The study, which used pre-tests, post-tests, observation and interviews, was carried out in Class 9C at SMP Negeri 1 Karawang Timur over the course of two instructional cycles. The results showed that student outcomes had significantly improved, with average scores increasing from 64.08 to 77.76 and higher levels of desire and motivation. The Learning Station approach to learn report text made the classroom lively and fun by alternating activities between reading, writing, discussion, and interactive stations. Students expressed increased confidence and motivation.
Students’ Perception Towards The Use of Kahoot in Vocabulary Learning Putera Kamal, Akbar Newton; Utami, Praditya Putri; Kamil, Acep Bahrum
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study investigates students’ perceptions toward the use of Kahoot! in vocabulary learning at the junior high school level. The research employed a qualitative case study approach involving six ninth-grade students at SMPN 5 Tambun Selatan. Data were collected through observation and semi-structured interviews. The findings reveal that students perceive Kahoot! as a fun, engaging, and motivating tool that enhances vocabulary learning. They found it easier to understand and memorize new words through visual aids, contextual questions, and interactive features. Additionally, the gamified elements of Kahoot!, such as quizzes, scores, and time limits, fostered a more dynamic and competitive learning environment. However, students also reported technical challenges, including unstable internet connections and discomfort with the limited response time. Despite these issues, the overall perception of Kahoot! was positive, indicating its potential to improve vocabulary acquisition and student engagement. The study recommends further research on the long-term effects of gamified learning and comparisons with other platforms.
Engaging EFL Students through KWL Strategy in Reading Comprehension: A Case Study of Four Students at a Junior High School in Karawang Putri, Yulia Syafazira; Kamil, Acep Bahrum; Sumarta, Sumarta
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Reading comprehension challenges the students’ understanding the meaning of the text. This study aim to exploring students’ behavioral engagement through KWL strategy in reading comprehension. The research method used in this study is descriptive case study with a qualitative approach. This research was conducted with limited to 4 students at eighth grade. The results showed that the KWL strategy gives students a better reading experience by enabling them to understand English text more quickly. The KWL strategy can make students more focused in learning reading comprehension. The KWL technique can also has encouraged students’ participation to learn more actively in analyzing the reading comprehension with peers and teacher. Finally, the KWL strategy can give teaching that builds students’ enthusiasm for developing their ability to reading comprehension; almost all students feel this enthusiasm after implementing the KWL strategy. This research suggest that teachers should expand or develop their teaching strategies to produce better learning experiences.
Teachers’ Professionalism In Teaching Reading: Narrative Inquiry From A Voice Of Senior EFL Teacher At A Junior High School Yusuf, Muhammad; Kamil, Acep Bahrum; Sumarta, Sumarta
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The aims of this research is to open the insight of a senior EFL teacher toward the strategies that commonly use during reading teaching. Using narrative inquiry design, the result of this study would be in narrative form. The participant that chosen in this study is an EFL teacher with 25 years experiences. After collecting the data by interview, the researcher found the result that shows the mostly use strategies are Lecture and Direct Reading Activity. These two strategies come with it advantages and disadvantages. But, these two strategies consider the most effective and efficient to apply in the classroom.
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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Abstract

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.
An Analysis of Speaking Activities in Indonesian ELT Textbook Based on Cognitive Domain of Bloom's Taxonomy Revised Rena, Inggrit Presti; Al-Baekani, Abdul Kodir; Kamil, Acep Bahrum
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.39-47

Abstract

Textbook has an essential role as teaching material, especially in learning speaking English. Teachers should use a suitable textbook in their teaching process to meet learning objectives. This study aims to analyze speaking activities based on cognitive domain in the Indonesian ELT textbook endorsed by Indonesian Ministry of Educational and Culture entitled Bahasa Inggris, Think Globally Act Locally untuk SMP/MTS Kelas IX [English for Junior High School Grade IX]. The data were collected using documentary technique. The findings show that there were three speaking activities such as reading aloud, role play, and presentation task. Also, there were 57 speaking activities that focused on cognitive domain category. Besides, all categories of cognitive domain did not apply in this textbook. There are only four categories that were applied such as remembering (C1), applying (C3), analyzing (C4), and creating (C6). Thus, this textbook was not quite good to fulfill learning objectives.
Students' Engagement in Learning English Vocabulary using Audiovisual Games in Junior High School Nur Azkiyah, Sarah; Pujiawati, Nia; Kamil, Acep Bahrum
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.13174

Abstract

This study investigates student engagement in learning English vocabulary using Kahoot!, an interactive audiovisual gaming platform as a teaching tool in middle school. The subjects in this study are eighth-grade students in the class in the second semester of the academic year 2023-2024. Through classroom observations and in-depth interviews with students, the research explores four dimensions of engagement: emotional, behavioral, cognitive, and agentic. The study finds that Kahoot! effectively enhances student engagement in learning English vocabulary. Students responded positively to Kahoot!, expressing initial excitement, enthusiasm, and motivation in vocabulary learning. They appreciated Kahoot!'s interactive and enjoyable nature, facilitating active participation and friendly competition among classmates. Moreover, Kahoot! aids in improving vocabulary comprehension and retention through audiovisual elements and interactive quizzes. Students also valued the platform for its flexibility, allowing for both independent learning and collaborative activities. Overall, Kahoot! is found not only to boost motivation but also to create a lively classroom environment that is supportive and effective. This research underscores the potential of educational technology like Kahoot! in transforming traditional learning approaches into dynamic and engaging experiences tailored to various learning styles and preferences.
Implementing Vocabulary Journal Strategy in Intensive Reading Activities for EFL Vocational Students Salfarani, Nindyara Aftika; Kamil, Acep Bahrum; Ambarwati, Evi Karlina
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.13180

Abstract

Vocabulary mastery is one of the key components in language learning, especially in the context of intensive reading. Many strategies can be used in vocabulary learning, one of which is vocabulary journaling. While many studies have explored the experiences of upper secondary students, this study explores the experiences of five students in tenth-grade vocational secondary students in using vocabulary journals in intensive reading. This study used a qualitative design with a case study method and used interviews and reflective journals to collect students' experiences in using the vocabulary journal strategy. The data were then analyzed using thematic analysis. The findings of this study revealed that all participants had positive experiences using vocabulary journal strategy in intensive reading. Students revealed that vocabulary journaling improved their vocabulary knowledge and reading comprehension skills. In addition, students are more independent and motivated to learn more about vocabulary. Therefore, vocabulary journaling is an appropriate strategy to facilitate students' learning experience in practicing vocabulary improvement and understanding the content of stories.
Co-Authors Abadi , Agung Prasetyo Abdul Kodir Al-Baekani Ambarwati, Evi Karlina Arahman, Fahmi Rizqi Elih Sutisna Yanto, Elih Sutisna Fadillah, Zikry Indra fahrudin Fauzi Miftakh Haerudin Herlina, Santi Sri Ida Ayu Putu Sri Widnyani Iriana, Ghani Juliyanto Iwan Ridwan Juliandani, Astri Lazarurizqi, Galih Jodi Luthfiah, Desty Rahmasari Maman Suryaman Mansyur Srisudarso Marpaung, Ivan Christian Melia, Sindi Mobit, Mobit Muhammad Reza Pahlevi Muhammad Yusuf Noviyanti, Eka Listia Nur Azkiyah, Sarah Nuryani, Nunuy Praditya Putri Utami Pramuswara, Novita Andika Pujiawati, Nia Putera Kamal, Akbar Newton Putri, Yulia Syafazira Rahmayanti, Kartika Tri Rena, Inggrit Presti Salfarani, Nindyara Aftika Setyani, Yeni Sukarya, Deni Suli, Mad Sumarta, Sumarta Sumartra, Sumartra Suprananto2 Wachyudi, Kelik Wahyuna, Yuna Tresna Wigati, Fikri Asih Zahrah, Shofura