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All Journal Infotech 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 Journal of Educational Sciences SABAJAYA Jurnal Pengabdian Kepada Masyarakat
Kamil, Acep Bahrum
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Implementation of Small Group Discussion in Teaching Writing Descriptive Text: Senior High School Teacher’s Experience Zahrah, Shofura; Miftakh, Fauzi; Kamil, Acep Bahrum
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

Small group discussion is a student-centered method that is effective in increasing students’ activeness, for example, in learning writing. This research aims to explore teacher’s experience in implementing small group discussions when teaching writing descriptive text. Through a descriptive qualitative approach, data was collected by interviewing the teacher was teaching writing descriptive text using small group discussion in senior high school grade 11th. The result shows the teacher’s experience in implementing small group discussions in teaching writing descriptive is good, and her opinion about this method is that small group discussions are proven effective when implemented in class and can increase students’ activeness, creativity, and confidence. Moreover, small group discussions also have disadvantages; one is that students rely on their friends in the group. So, the solution that the teacher can do is to make students’ assessment diagnostic to know better and understand the potential skills that students have.
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.
Co-Authors Abadi , Agung Prasetyo Arahman, Fahmi Rizqi Bhusaery, Raihan Chaerul, Andrie Elih Sutisna Yanto, Elih Sutisna Fadillah, Zikry Indra fahrudin Haerudin Herlina, Santi Sri Ida Ayu Putu Sri Widnyani Iwan Ridwan Juliandani, Astri Lazarurizqi, Galih Jodi Maman Suryaman Mansyur Srisudarso Melia, Sindi Miftakh, Fauzi Muhammad Reza Pahlevi Noviyanti, Eka Listia Nuryani, Nunuy Praditya Putri Utami Pramuswara, Novita Andika Putera Kamal, Akbar Newton Rahmayanti, Kartika Tri Sukarya, Deni Sumarta, Sumarta Sumartra, Sumartra Suprananto2 Wachyudi, Kelik Wigati, Asih Fikri Zahrah, Shofura