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All Journal English Review: Journal of English Education English and Literature Journal Indonesian EFL Journal JURNAL PETIK JEPAL (Journal of English Pedagogy and Applied Linguistics) Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal)
Nugraha, Irsyad
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Communication Skills Training for Students through the Communicative Language Teaching Method Soni, Muhammad; Fajriah, Yustika Nur; Nugraha, Irsyad; Nurjamin, Lucky Rahayu
Indonesian Journal of Community Empowerment (IJCE) Vol 6 No 3 (2025): Indonesian Journal of Community Empowerment (August)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v6i3.1074

Abstract

Given the challenges and needs mentioned above, English language skills training through speaking is a strategic and crucial step for students. This community service activity aims not only to improve their English skills but also to prepare them to face the challenges of an increasingly connected global world. The methods employed include role-playing and group-based projects. The results of this community service activity identified students as possessing English language skills through the CLT method, which plays a role in shifting their learning paradigm from passive and focused on mastering grammatical structures to active, communicative, and meaning-oriented. This training opens new insights into how to learn and use English. English communication skills training through the CLT method successfully equips students with language competencies that are not only theoretical but also practical and contextual. Thus, through this method, students learn to use English as a real-life communication tool that can support academic activities, social life, and prepare them for entering the global workforce.
A GENRE-BASED APPROACH IN TEACHING MULTIMODAL TEXTS Nugraha, Irsyad; Emilia, Emi; Gunawan, Wawan
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.9568

Abstract

Abstract: This research aims to investigate how the teaching and learning processes of English Education Program Students occur in creating multimodal texts using the Genre Based Approach teaching method. The study seeks to demonstrate that Genre Based Approach, as a teaching method for academic reading and writing courses, can assist students in creating their own multimodal texts, which combine words and images. Participatory Case Study is employed as the research design, aiming to delve deeper into the phenomenon of teaching and learning processes within it. The use of field notes in each phase of the learning activities is crucial in this research as it clearly records interactions between lecturers and students in the classroom. This study provides evidence that the analysis based on the Image Framework analysis (O'Halloran, 2008) in collaboration with the Transitivity System from Systemic Functional Linguistics (Emilia, 2014) enables students to comprehend multimodal texts, analyze them, and ultimately create their own multimodal texts using the genre of analytical exposition. The results of this research demonstrate that the Genre Based Approach teaching process, conducted over 14 sessions from February 21 to April 10, 2024, has improved the reading and writing abilities of fourth-semester students who will be undertaking the PLP program in their fifth semester. This improvement is evidenced by the pre-test and post-test results, which measured understanding of multimodal texts and the production of multimodal texts.
ENHANCING HIGH SCHOOL STUDENTS’ COMPREHENSION OF DISCUSSION TEXT WITH GENDRE BASED APPROACH & FEEDBACK Nugraha, Irsyad; Emilia, Emi; Gunawan, Wawan
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11351

Abstract

The Genre-Based Approach (GBA) has been a common teaching method in Indonesia for many years, particularly for learning how to write. GBA consists of four stages: 1) Building Knowledge of the Field, 2) Modeling of the Text, 3) Joint Construction of the Text, and 4) Independent Construction of the Text. This research examines how effectively GBA and teacher feedback can improve high school students' understanding of discussion texts. This research combined Classroom Action Research (CAR) with a Genre-Based Approach (GBA) to investigate learning outcomes in a class of 12th - grade at SMA Negeri 1 Garut. The CAR cycle, involving planning, action, observation, and reflection, was interwoven with the GBA stages: building field knowledge, modeling, joint construction, and independent construction of texts. The Genre-Based Approach (GBA) provides a structured framework for analyzing texts, making it easier for both teachers and students. By breaking down the structure of texts like discussions, GBA helps students understand how to present their own arguments effectively, including counterarguments and reasoned conclusions. Furthermore, providing constructive feedback to students is essential for their learning. This feedback not only improves their understanding of the material but also enhances their interest, motivation, and performance in future assignments.The study found that GBA is beneficial for improving students' understanding of discussion texts. However, the research also highlighted that the successful implementation of GBA often depends on the teacher providing effective feedback to students. The study concluded that when implemented effectively, GBA, combined with constructive teacher feedback, significantly enhances high school students' writing skills for discussion texts.Keywords: Genre-based Approach (GBA); feedback; high school; writing skill; discussion text
Co-Authors Adiansyah, Adi Admajayanti, Fifian Alami, Intan Alawiyah, Sopi Andini, Anggi Setia ASEP SUPARMAN Ayu Safitri Damayanti, Hemalia Dya, Dya Emi Emilia Emiliasari, Raynesa Noor Fajriah, Yustika Nur Fifian, Fifian Ghandy, Ghandy Halla, Maulana Ahsan Hemalia, Hemalia Hidayat, Perdi Hidayat, R. Rizkiki Azkia Hilda Hilda Ismiati, Iis Isnawati Isnawati Julianna, Ainna Kartika6, Hilda Sry Kurnia, Ateng Nisa, Asri Ainun Nuralifah, Rini Nurjamin, Lucky Rahayu Nursabani, Riyandi Febriana Ramadhan, Mochamad Randi Riza Umami Salsabila, Dya Samsudin, Taupik Septiyanti, Siti Nur Azizah Sholihah, Kiah Nur Sidiq, Muhammad Japar Siti Fatimah Soni, Mohammad Soni, Muhammad Tawanggono, Ghandy Ardyan Wardana , Bayu Ali Wawan Gunawan