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All Journal Jurnal Pendidikan dan Pengajaran Journal Of Teaching Of English IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL: English Teaching Journal Jurnal Pengabdian Pada Masyarakat Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI JUDIKA (JURNAL PENDIDIKAN UNSIKA) INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) ELT in Focus JIIP (Jurnal Ilmiah Ilmu Pendidikan) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian kepada Masyarakat Journal of Educational Sciences Studies in English Language and Education Jurnal Pengabdian Pada Masyarakat Innovative: Journal Of Social Science Research Journal of Educational Review and Cultural Studies EduInovasi: Journal of Basic Educational Studies Journal of Education, Social & Communication Studies INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Hilmansyah Saefullah
Universitas Singaperbangsa Karawang
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Investigating EFL Learners' Engagement in Multimodal Vocabulary Learning : A Case Study Tiara, Alifa Giecha; Saefullah, Hilmansyah; Nugraha, Sidik Indra
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk menginvestigasi bagaimana pembelajaran bahasa multimodal dengan menggunakan buku audio dan permainan kata digital di Wordwall.net dapat memfasilitasi keterlibatan siswa SMA EFL dalam pemerolehan kosakata bahasa Inggris. Studi kasus kualitatif ini dilakukan di sebuah SMA negeri di Karawang, melibatkan 33 siswa kelas 11. Data dikumpulkan melalui kuesioner pra-studi, jurnal reflektif siswa, wawancara semi-terstruktur, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendekatan multimodal ini meningkatkan pemahaman kontekstual kosakata, menciptakan pengalaman belajar multisensori, meningkatkan kemampuan mengingat dan menggunakan kosakata baru, mendorong keterlibatan mandiri dan aktif, serta meningkatkan motivasi siswa. Buku audio menyediakan konteks naratif yang kaya, sementara permainan kata digital memungkinkan interaksi dan praktik aktif. Studi ini berkontribusi pada pemahaman tentang efektivitas pendekatan multimodal dalam pembelajaran kosakata EFL, memperkuat teori pembelajaran multimedia dan menyoroti pentingnya keterlibatan aktif dalam pemerolehan bahasa. Implikasi praktis meliputi integrasi sumber daya multimodal dalam instruksi kosakata dan pengembangan materi pembelajaran bahasa.Keterbatasan penelitian mencakup ukuran sampel yang terbatas dan durasi studi yang singkat. Rekomendasi untuk penelitian masa depan termasuk studi longitudinal dan eksplorasi kombinasi modalitas lainnya dalam pembelajaran kosakata.
EFL Students’ Engagement with Teacher’s Written Corrective Feedback: A Case Study at A Vocational High School Zaeni, Bunga Viona; Wachyudi, Kelik; Saefullah, Hilmansyah
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (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.v4i1.8672

Abstract

Umpan balik membantu siswa menilai tulisan mereka dan melihat apakah tulisan itu bagus atau perlu perbaikan. Oleh karena itu, penelitian ini bertujuan untuk mengetahui bagaimana siswa EFL kejuruan menanggapi umpan balik tertulis dari gurunya dan terlibat dengan Umpan Balik Korektif Tertulis (Written Corrective Feedback). Makalah ini menggunakan desain studi kasus. Pengumpulan dokumen dan wawancara digunakan untuk mengumpulkan data. Penelitian ini menemukan tiga kategori keterlibatan siswa terhadap umpan balik koreksi tertulis dari guru: yaitu keterlibatan afektif, perilaku, dan kognitif. Singkatnya, keterlibatan kognitif siswa dengan umpan balik korektif tertulis dari guru melibatkan pemrosesan dan pemahaman umpan balik secara aktif, sementara keterlibatan perilaku melibatkan pengambilan tindakan berdasarkan umpan balik tersebut, dan keterlibatan afektif melibatkan respons emosional dan motivasi terhadap umpan balik tersebut. Temuan ini menyoroti bahwa kurangnya kemahiran berbahasa Inggris dapat membatasi kemampuan siswa sekolah menengah atas untuk secara efektif menerima umpan balik guru mereka dalam menulis, khususnya dalam menulis teks recount di kelas EFL.
Teacher’s Roles in Technology-Mediated TBLT in EFL Class Amara, Jihan; Saefullah, Hilmansyah
Innovative: Journal Of Social Science Research Vol. 5 No. 4 (2025): 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.v5i4.20904

Abstract

This study investigates the role of teachers in Technology-Mediated Task-Based Language Teaching (TBLT) in the context of English as a Foreign Language (EFL) at a vocational high school. Using a qualitative case study approach, data were collected through classroom observations and teacher interviews. The findings highlight the role of teachers in three stages of TBLT: Pre task, Task Cycle, and Language Focus. In the Pre-task stage, teachers act as motivators and presenters, activating students' background knowledge using PowerPoint and guiding initial understanding. During the Task Cycle, teachers facilitate group collaboration and monitor students' progress while using smartphones to explore tenses. In the Language Focus stage, teachers provide feedback and use Baamboozle as a technological tool for formative assessment. The study demonstrates that teachers' roles extend beyond pedagogy to include digital integration, which aligns with the principles of TMTBLT. These findings provide insights into how technology and task-based methods can enhance language teaching in school settings and promote student centered learning.
Using Mind Mapping Strategy In Teaching Descriptive Writing To The Tenth Grade Students Of SMK Budi Mulia Utama Sanjaya, Meggy; Miftakh, Fauzi; Saefullah, Hilmansyah
Innovative: Journal Of Social Science Research Vol. 5 No. 4 (2025): 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.v5i4.21008

Abstract

This study adopts a qualitative approach and employs an observational research design. The objectives of this research are: (1) to investigate how the teacher implements the mind mapping strategy in teaching descriptive texts, and (2) to assess students’ abilities in writing descriptive texts using the mind mapping strategy. The findings of this study reveal two main points. First, the teacher effectively implemented the teaching of descriptive texts using the mind mapping strategy in alignment with pedagogical principles. Second, the students’ performance in writing descriptive texts using the mind mapping strategy was considerably lacking. Nearly all students failed to construct mind maps that adhered to the structure and examples demonstrated by the teacher. Only one or two students successfully created mind maps that reflected the proper format and conventions. Most students produced disorganized visuals, which suggests several possible contributing factors, such as limited prior knowledge, inadequate writing practice, low motivation, or difficulty transferring ideas from visual mind maps into coherent written texts.
Teacher’s Beliefs and Practices of Authentic Assessment in EFL Speaking Classes: A CASE STUDY alam, anggit chandra; Abas, Totoh Tauhidin; Saefullah, Hilmansyah
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 7 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.11055136

Abstract

The teacher's obligation to implement authentic assessment has been increasingly emphasized since the publication of the 2013 curriculum. In its implementation, there are still many obstacles faced by teachers, such as the many aspects of assessment and the teacher's lack of understanding of authentic assessment. The focus of this research is to investigate teachers’ beliefs and practices of authentic assessment in assessing students' speaking skills. This study uses a qualitative method with a case study design. The participants in this study were two teachers who had teaching experience of more than 20 years who taught at the same school. Data collection was carried out through interviews and followed by class observations twice a week. The results of this study found that both teachers expressed their beliefs about authentic assessment in terms of authentic assessment concept, assessment reference, authentic assessment task, assessment instrument, and assessment preparation. However, several stated beliefs are not implemented in practice. Based on the findings obtained, the implications in this research indicate the need for guidance to teachers regarding the importance of thorough preparation in assessing students' abilities with established curriculum standards.
ANALYZING TEXTUAL MEANING IN MAUDY AYUNDA'S G20 SPEECH AT PRESS CONFERENCE ON THE INTRODUCTION OF THE GOVERNMENT SPOKESPERSON: A SYSTEMIC FUNCTIONAL APPROACH FOR ELT MATERIALS Putri, Alya Aqila; Saefullah, Hilmansyah; Wachyudi, Kelik
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2024): Volume 5 No. 4 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i4.31421

Abstract

In the current era of globalization, the ability to speak English is becoming increasingly important in various fields, including politics, diplomacy, and education. This investigation uses the Len's systematic functionally method to try to explain the theme and rheme of Maudy Ayunda's spoken work.  Through the analysis of themes and rhemes in political and diplomatic speeches, this study aims to make a significant contribution to teaching English, especially by enriching teaching materials related to political and diplomatic speeches. Descriptive text employing Michael Halliday's SFL viewpoint technique is the study methodology employed. The speech given by Maudy Ayunda at a press conference regarding the appointment of the government spokesperson for Indonesia's G20 presidency serves as the study material. Through the analysis of themes and rhemes in speech sentences, this research assists students in understanding the structure and meaning of texts as well as improving their ability to understand, analyze, and respond to the texts effectively. The results of this investigation can be utilized for developing English teaching materials that facilitate understanding the meaning and context of texts. By understanding the use of themes and rhemes in political speeches, students can improve their ability to comprehend better, analyze, and respond to such texts. In teaching English, understanding themes and rhemes in political and diplomatic speeches holds significant value. Analyzing themes and rhemes helps students grasp the structure and meaning of texts, thereby enriching English language teaching materials related to the register of political and diplomatic speech.
The Pre-service EFL Teachers’ Voices on Designing and Implementing Lesson Plan for Online Learning Euis Rahmawati; Hilmansyah Saefullah; Sumarta Sumarta
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v5i2.1775

Abstract

Designing and implementing a lesson plan is a complex process, so that according to several studies, the pre-service EFL teachers still had difficulties during designing and implementing a lesson plan. As novice designers, pre-service EFL teachers still lack of knowledge and expertise. Therefore, this study aims to find out the voices of the pre-service EFL teachers about their own experiences in designing and implementing their lesson plans. Five pre-service EFL teachers who had experienced to design and implement a lesson plan in the teaching practicum program during the Covid-19 pandemic outbreak at Senior High Schools in Karawang were recruited as the research participants. This study uses a qualitative approach and uses collective case studies research design. Online written interviews and virtual observation were conducted to collect data as information to answer the research question, and the interview data were then analyzed using thematic analysis. This research found out that designing and implementing lesson plans practiced by the pre-service EFL teachers during the teaching programs were perceived as decision-making process, non-negotiable process, and challenging process.
Exploring Students-Teacher Interaction in Dialogic Reading of Descriptive Texts Annisa Sita Herdanti; Hilmansyah Saefullah
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v5i2.1823

Abstract

The interaction between students and teachers in the classroom is an important part of language learning. Dialogic reading is one of the learning strategies that can be appropriate to facilitate EFL students’ and teacher’s interaction in the classroom. The dialogic reading emphasizes the interaction between adults and children in this case students and teacher, the teacher used a variety of question techniques such as ‘PEER’ and ‘CROWD’ strategy of dialogic reading. Therefore, this research aims to explore the students and teacher interaction on dialogic reading in learning reading English text. The researcher chooses micro-ethnography method to get a clear description of the interaction between the teacher and students in an EFL setting. It applied in Junior High School in Purwakarta, with three students as a participants. The result of this research showed that the teacher interacted with students’ by kind of interaction, and the students interacted with the teacher by kind of interaction too, and also the students a quiet active when they were asked by the teacher. In the classroom between teacher and students should have the willingness to participate in the interaction.
Digital Storytelling and EFL Students’ Engagement in Developing Speaking Skills Ramadanti, Nisrina; Ridwan, Iwan; Saefullah, Hilmansyah
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study aimed to explore the students’ behavioral, cognitive, and emotional engagement in English speaking learning through the digital storytelling (DST) project. This case study research was conducted at a private senior high school in Karawang, West Java. The participants in this study were 14 eleventh-grade students. The data were collected by observation, interview, and students’ reflective journals. Six of the fourteen students voluntarily participated in the interview to obtain their views on the DST project. The results of the study revealed that students showed positive responses in behavioral engagement because they completed their project and constantly paid full attention in class. Secondly, the DST project also cognitively involved the students, both in speaking skills and in using technology. Finally, the students' emotional engagement was positive during this DST project, as they felt happy sharing their hobbies through a digital platform.
Exploring Junior High School Students’ Experiences in Multimodal Task-Based Language Learning: English Hidayah, Dahnia Putri; Saefullah, Hilmansyah; Dewi, Indah Purnama
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study investigates how junior high school students engage with digital multimodal composing (DMC) tasks through a task-based language teaching (TBLT) framework in an English as a Foreign Language (EFL) context. Conducted as a qualitative case study, the research involved classroom observations, interviews, and analysis of students’ digital poster projects. The findings reveal that students approached the multimodal tasks through collaborative planning, negotiation of design, and creative problem-solving using digital tools. While linguistic and technical challenges occasionally hindered their progress, students displayed increasing autonomy, digital awareness, and confidence in expressing ideas through multimodal texts. These results suggest that integrating DMC into TBLT not only strengthens students’ writing competence but also cultivates meaningful participation in digital literacy practices. The study provides insights into how task-based multimodal projects can bridge language learning and digital communication for young EFL learners.
Co-Authors Abdul Kodir Al-Baekani Abdurahman, Ismail Aghenov Rizdaka Ahmad, Yousef Bani Aina Khoirida alam, anggit chandra Amalya, Lala Vyona Amara, Jihan Anisyafa Firda Dwi Damaranti Annisa Sita Herdanti Aziz, Kasyfil Budiharti, Silvya Cahya Ramadanti Utami Damaranti, Anisyafa Firda Dwi Dewi, Indah Purnama Dewi, Liliana Sandra Elih Sutisna Yanto Elih Sutisna Yanto Elih Sutisna Yanto, Elih Sutisna Euis Rahmawati Evi Karlina Fauzi Miftakh Hernawati Hernawati Hidayah, Dahnia Putri Indah Purnama Dewi Iwan Ridwan Iwan Ridwan Khoerunnisa, Fyna Farhan Kriswanda Krishnapatria Maharani, Adinda Maman Suryaman Mansyur Srisudarso Maya Rahmawati Maya Rahmawati, Maya Mobit Mobit Mobit, Mobit Nia Pujiawati Nur Ifah Kurniati Nurul anisa Pahlevi, Muhammad Reza Praditya Putri Utami Putri Candra Kusuma Putri, Alya Aqila Ramadanti, Nisrina Sanjaya, Meggy Sela, Annisa Nuriski Septianingsih, Anis Sidik Indra Nugraha Sidik Indra Nugraha Sidik Indra Nugraha, Sidik Indra Sukarno Sumarta Sumarta Surya, Demas Bermani Tiara, Alifa Giecha Totoh Tauhidin Abas Totoh Tauhidin Abbas Utami, Cahya Ramadanti Vici, Diajeng Nada Vira Oktafiyani Wachyudi, Kelik Wawan Setiawan yogi setia samsi, yogi setia Yousef Bani Ahmad Zaeni, Bunga Viona