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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 Pendas : Jurnah Ilmiah Pendidikan Dasar 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 INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Hilmansyah Saefullah
Universitas Singaperbangsa Karawang
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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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Exploring Teacher’s Beliefs and Practices in Teaching Speaking Skill for Junior High School Students: A Case Study Adinda Maharani; Hilmansyah Saefullah
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9235

Abstract

  This qualitative case study investigates an English teacher’s beliefs and instructional practices in teaching speaking skills at a junior high school in Karawang, Indonesia. The research focuses on understanding the teacher’s beliefs on speaking instruction and how these beliefs are implemented in the classroom. Data were gathered through semi-structured interviews, classroom observations, and analysis of relevant documents. The results indicate that the teacher holds thoughtful and consistent beliefs about the value of speaking as a tool for communication and self-expression. He adopts a flexible teaching role, functioning as a teacher, friend, and supporter based on students’ needs. To foster student engagement and confidence, he utilized the Grammar Translation Method (GTM) alongside interactive games. While many of his practices were consistent with his stated beliefs, some discrepancies arose due to contextual limitations such as time constraints and lesson content. This study emphasizes the significance of aligning teachers’ beliefs with their classroom practices to enhance the effectiveness of speaking instruction in EFL settings.
Investigating EFL Learners’ Challenges and Strategies in Writing A Text Through Process Approach Aghenov Rizdaka; Nia Pujiawati; Hilmansyah Saefullah
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9244

Abstract

This study aims to investigate the challenges faced by EFL students and the strategies they employ in writing hortatory exposition texts through the process approach. The background of this study stems from the complexity of writing as a productive skill, where EFL learners often struggle with generating ideas, selecting appropriate vocabulary, organizing sentence structures, and applying proper grammar and punctuation. Although the process approach is known to enhance writing skills effectively, research examining its implementation in Indonesian high school contexts remains limited, particularly regarding students’ challenges and the strategies they apply. This research employed a qualitative method with a case study design, involving eight XI grade students from a senior high school in Karawang who had been taught how to write hortatory exposition texts using the process approach. Data were gathered through semi-structured written interviews conducted during each stage of the writing process: pre-writing, drafting, revising, editing, and publishing. The findings revealed that students encountered challenges in selecting suitable topics, developing main ideas, organizing paragraphs, and overcoming low self-confidence during the publication stage. To respond to these issues, students applied various strategies such as exploring digital platforms for topic selection, reading journal articles, creating writing outlines, requesting peer feedback, rereading drafts, and using online grammar checkers. These strategies helped the students complete their writing more confidently and systematically. The findings are expected to serve as a valuable reference for teachers and future researchers in developing more effective writing instruction.
Respons Siswa terhadap Masalah Komunikasi dalam Kelas EFL Tingkat Sekolah: Kajian Pustaka Naratif Putri, Shofa salsabilla; Kelik Wachyudi; Hilmansyah Saefullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59494

Abstract

Communication problems often occur in school-level English as a Foreign Language (EFL) classrooms. Students may experience difficulties when speaking, answering teachers’ questions, participating in discussions, delivering short presentations, or interacting with peers in English. These difficulties are not only related to vocabulary, grammar, and pronunciation, but also influenced by speaking anxiety, self-confidence, classroom atmosphere, peer support, and the teacher’s role. This article aims to synthesize previous research findings on students’ responses to communication problems in school-level EFL classrooms. Using a narrative literature review approach, this article examines theoretical books and research articles relevant to communication strategies, speaking anxiety, willingness to communicate, and oral communication barriers in EFL contexts. The synthesis shows that students’ responses can be understood through four main patterns: responses to maintain communication, avoidance responses, responses influenced by anxiety, and responses shaped by classroom support. This review argues that silence, long pauses, first-language use, and short answers do not necessarily indicate students’ inability. These responses may reflect language barriers, affective pressure, limited strategic competence, or the need for a more supportive speaking environment. The findings imply the importance of speaking instruction that is safe, gradual, communicative, and able to provide students with explicit opportunities to develop and use communication strategies consciously.  
Co-Authors Abdul Kodir Al-Baekani Abdurahman, Ismail Adinda Maharani Aghenov Rizdaka 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 Hidayah, Dahnia Putri Indah Purnama Dewi Iwan Ridwan Iwan Ridwan Khoerunnisa, Fyna Farhan Kriswanda Krishnapatria Maman Suryaman Mansyur Srisudarso Maya Rahmawati Maya Rahmawati, Maya Mobit Mobit Mobit, Mobit Nur Ifah Kurniati Nurul anisa Pahlevi, Muhammad Reza Praditya Putri Utami Pujiawati, Nia Putri Candra Kusuma Putri, Alya Aqila Putri, Shofa salsabilla 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