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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Journal Of Teaching Of English Empowerment : Jurnal Pengabdian Masyarakat Journal of Applied Studies in Language JELL (Journal of English Language Learning) Journal of English Education Studies PeTeKa LINGUISTIK : Jurnal Bahasa dan Sastra JURNAL PENDIDIKAN TAMBUSAI Proceedings of ISELT FBS Universitas Negeri Padang SALTeL Journal (Southeast Asia Language Teaching and Learning) Jurnal Perspektif Academy of Education Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) ELT in Focus Abdi Dosen : Jurnal Pengabdian Pada Masyarakat JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) CALL JOLLT Journal of Languages and Language Teaching Jurnal Ilmiah Wahana Pendidikan Journal of English Language and Education ALACRITY : Journal Of Education INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Journal of Educational Sciences Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Multidisciplinary Research and Development INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan

Fauzi Miftakh

Universitas Singaperbangsa Karawang

Author-ID : 2593630

Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 78 Documents Claim Missing Document

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INCORPORATING EDMODO AS LEARNING MANAGEMENT SYSTEM OF SUMMATIVE ASSESSMENT IN EFL CLASSROOM Nadia Fauzatus Sabila; Muhammad Reza Pahlevi; Fauzi Miftakh
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 8, No 2 (2020): Volume 8, Issue 2, October 2020
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v8i2.p%p

This present study aims to find out how an English teacher carries out Edmodo in summative assessment and to find out students’ perceptions doing online assessment through Edmodo in EFL classroom. This basic interpretive study involved thirty students of one of senior high schools in Karawang. The data were collected from the subject of this research directly even via google form and whatsapp by using some instruments, such as: observation sheet, interview guideline, and questionnaire. The present study used semi-structured interview for three interviewees via whatsapp. The researchers also distributed close-ended questionnaire via google form to thirty students. Then, it was analyzed by using Miles and Huberman’s method of data analysis. The finding indicated that the teacher conducts an online assessment using Edmodo with appropriate procedures. Edmodo leads teacher and students’ technological knowledge and Edmodo renders the test practical and motivating. The students perceived Edmodo well as summative assessment although there was a few negative assumption. Most students would prefer to be evaluated through Edmodo instead of the traditional test or paper-based test. Keywords: keyword Edmodo, online assessment, summative assessment

A study of student’s English speaking skill through schoology Erik Nurdiansah; Fauzi Miftakh; Nina Puspitaloka
English Vol 5 No 1 (2021): June 2021
Publisher : Politeknik Negeri Bali

This study is aimed to find out the strengths and the weaknesses of schoology in teaching and learning speaking and the student’s perception on the implementing schoology in teaching and learning speaking. For this research the researchers took six students of 10th grade. Qualitative was chosen as research approach to answer the research questions, while the research methodology used in this paper was narrative inquiry. The research instruments that was used in this research are interview guideline, students’ and teachers’ reflective journal questions. The data were collected by doing the three techniques: interview, reflective journal and documentation. The data analysis used thematic analysis. The finding of this research is divided into two themes: understanding schoology as an instructional media in learning speaking and student's experience of schoology in learning speaking. In this research, the researchers find out some the strengths and the weaknesses of the schoology and the students' perception of the implementing schoology in teaching and learning speaking. (1) The advantages of using schoology in teaching and learning speaking are easy to access, easy to send assignment, students can get direct feedback from the teacher personally, the features are appealing. There is no significant weaknesses of the schoology in speaking, the only weaknesses that teachers and students face are those related to internet signals. (2) The students' perception towards the implementation of schoology has a positive perception and impression because they can express their ideas in the process of learning speaking. As the conclusion, schoology is very helpful in teaching and learning speaking process, however, the teachers need to pay more attention on the weaknesses. From these research, we can anticipate the troubles that will happen and hopes that this research becomes alternative for teachers in teaching speaking.

Activating students’ cognitive perspective using problem based learning in Efl speaking class Nurvia Silviana; Fauzi Miftakh
English Vol 5 No 1 (2021): June 2021
Publisher : Politeknik Negeri Bali

Speaking is one of the skills in mastering English that must be taught and learned in senior high school. The problem based learning (PBL) is an appropriate strategy to assist the students in their speaking skills learning. Cognitive perspective also takes accountability on this research due to students’ perspective toward the PBL that moreover influences their speaking skills. The purpose of the research is to explore students’ perception about problem based learning also to discover the phase in PBL that delivers students’ cognitive aspect in the speaking classroom at the second year students of SMAN 1 Karawang. Qualitative research was used as the research approach with descriptive research as the method of this research. This research took place at SMAN 1 Karawang by taking the XI IPA 5 class as the sample with six research participants. They were chosen by purposive sampling. All of the data was gathered through observation, student’s reflection journals, and documentation. It was found that the use of PBL technique was able to assist the constraints of students in solving a problem along the way with their cognitive perspective while speaking it out. Moreover, the researcher also discovers that PBL and cognitive perspective hold strong intercourse between each other, the phase in PBL goes along with human mental processes particularly in cognitive views. Furthermore, it shows how PBL assists students in their problem-solving skills with their cognitive views and how it triggered them so they can elaborate on it in front of the class. PBL and speaking activity were two items that always go right together.

Undergraduate Students' Perspective on Self-Directed Learning in Speaking Skill Rida Yulianti; Fauzi Miftakh; Wahyudin Fitriyana
INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

This study aims to describe undergraduate students' perspectives on the implementation of self-directed learning in improving speaking skills. The participants of this research are 8th semester students at Universitas Singaperbangsa Karawang with the amount of 30 students. This study employed descriptive method, where the data gained through semi-structured interview and questionnaires. The findings indicated that all participants agreed that self-directed learning is an effective method that is used outside the classroom. They also agreed that self-directed learning can help them achieve their learning goals and get used to being more active and responsible in their learning process. In addition, in carrying out self-directed learning activities, most of the participants prefer to use audio-visual media. Furthermore, this study suggests teachers to provide a foothold to students about the importance of self-management in the learning process towards self-directed learning so that students are more independent and can achieve the learning objectives.

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom Iman Nugroho; Fauzi Miftakh; Yuna Tresna Wahyuna
INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Due to pandemic covid-19, the learning setting has changed from face-to-face to an online learning environment to prevent the further spread of infection. This change mostly affected the state of psychological, specifically anxiety issues. Specific anxiety called Foreign Language Anxiety (FLA) appears as anxiety affiliates with foreign language learning. Despite foreign language anxiety is evidenced to be hinder students’ achievements, there are only a few studies that have explored FLA in an online setting. Therefore, by using a case study, this research paper tried to investigate the factors of speaking anxiety of 5 students from different anxiety levels. These students were selected from a total of 30 students using the Foreign Language Anxiety Scale (FLCAS), which later be interviewed and asked to write a reflective journal. The result showed that some sources of each categorical factor (communication apprehension, test anxiety, fear of negative evaluation) can be classified as inter-lingual or intra-lingual factors. Moreover, some sources of factors have developed to new manifestations due to learning setting’ shifting. Additionally, as a part of communication apprehension, teachers’ bad teaching habits appeared as the most common factor to arise students’ speaking anxiety. Therefore, this study suggests teachers to evaluate their teaching habits, to reduce the influence of bad teaching habits on the students’ speaking anxiety.

A Pre-service English Teacher’s Emotional Experiences within Teaching Practicum during COVID-19 Pandemic Egi Rahmawati; Fauzi Miftakh; Abdul Kodir Al-Baekani
INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Research has revealed that pre-service teachers at the start of the practicum frequently experience excitement and nervousness, shock and embarrassment once they begin teaching, and guilt and regret somewhere at completion of the practicum (Zhu, 2017). Based on this problem, the study aims to explore the emotions of a male EFL pre-service teacher when undergoing English teaching practicum during COVID-19 outbreak in Indonesian academic settings and the strategies used to cope with such emotional challenges. The data were derived from interviews and diary entries and were then transcribed, arranged based on needs, and analyzed thematically using the “Emotional Geography” framework (Hargreaves, 2001a) which focusing on five emotional dimensions: physical, moral, socio-cultural, professional and political. Research findings indicate that during teaching practicum activities affected by COVID-19, the participant experienced such negative feelings such as nervousness, fear, anxiety, shock, confusion, clueless, stress, overwhelmed Ness, and powerless. However, the pre-service teacher also felt positive feelings such as compassion, happiness, relaxedness, calmness, gratitude and enjoyment after building close bonds with the community members. By this study, the researchers hope to provide broader insights and practical benefits for teachers and pre-service English teachers’ development in which they can take advantage of current research results to find out what feelings might be faced in implementing English teaching practicum and what strategies can be developed and implemented to overcome these emotional problems.

INTERCULTURAL ENGLISH TEACHING AND LEARNING TO YOUNG LEARNERS Fauzi Miftakh
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (342.192 KB)

Teaching of English now should also be incorporated with the intercultural knowledge of target language, including to young learners. It can make them aware of differences and similarities between their own culture and the culture of the target language. This study was a qualitative study which investigated how the intercultural teaching and learning was implemented to young learners in an English classroom in Karawang,West Java, Indonesia. The principles of Intercultural language teaching and learning proposed by Liddicoat & Scarino (2013) were used by the teacher in the activities. The data was taken by observing the teaching and learning process to 25 seventh grade students in the classroom that was done in four meetings and interviewing 6 sample of students to know their responses. The findings showed that the intercultural English teaching and learning provides more opportunities for young learners to be more active and critical toward other language and cultures as well as improve their English skills. Since they are still young, they still should be guided to understand the material well by the teacher. Finally, it is recommended to other teachers to implement intercultural English teaching and learning in teaching English to young learners.

Teaching tolerance through intercultural English language learning to elementary students Fauzi Miftakh; Kelik Wachyudi
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v2i2.3053

This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.

Untangling Teacher’s Politeness in EFL Classroom: A Case at a Vocational School in Karawang Kelik Wachyudi; Fauzi Miftakh; Sunarya
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4578

This research at disentangling kinds of polite strategies used by an English teacher in the EFL classroom. This research was based on qualitative approach. The research involved an English teacher at a vocational school in Karawang. The data collection were carried out through the observation of an English teacher in two classroom meetings and were video-recorded. The results showed that the types of polite strategies used by an English teacher included four types of politeness strategies, i.e. positive politeness, negative politeness, bald on-record and off record. As a result, it can be concluded that attention should be given to the language used by the students. This will help the students in developing their English communicative skills as to how to use language relevant to the context.

Secondary Students’ Perception and Experiences on Duolingo-mediated General Vocabulary Learning Fauzi Miftakh; Rida Yulianti
ELT in Focus Vol. 4 No. 2 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v4i2.6138

Covid-19 pandemic brings about changing teaching and learning. It insists teachers and students to adapt situation in the context of vocabulary learning. Therefore, this research was conducted to find out the secondary students’ perception and experiences on Duolingo-mediated general vocabulary learning during Covid-19 Pandemic. The participants of this research were 3 secondary students in one of junior high school in Karawang who have low,medium and high vocabulary and have been being taught using Duolingo for learning general vocabulary by their teacher. This study employed narrative inquiry design and in gaining the data, the researcher used semi-structured interview and reflective journals. The data then will be coded, read multiple times, and the themes were determined and generated. The findings indicated that Duolingo was perceived positively by secondary students in learning general vocabulary. It can be seen from their perception about its effectiveness. Duolingo was effective media and secondary students were motivated to continue learning general vocabulary by using it. However, secondary students who learn general vocabulay using Duolingo media faced the challenges that they could not use it if the internet connection was bad and it also has lack of grammatical rules explanation.Thus, there should be a way to incorporate it with vocabulary.

Co-Authors Abdul Kodir Al-Baekani Abubakar . Acep Bahrum Kamil Ali, Hapid Amalia Dwi Putri Amanda Amanda annisa pratiwi Ari Nabila Aulia, Nabila Aurelya, Aurelya Azizah, Sarah Benita Rachmawati Candra, Jos Luise Chaerani Chaerani Dadang Danugiri Dafitri, Fela Dewi, Adinda Kharisma Dewi, Indah Purnama Dwi Rohmaniatu Silky Egi Rahmawati Eka Ananda Putri Eka Arifianti Saputri Elih Sutisna Yanto Elih Sutisna Yanto, Elih Sutisna Erik Nurdiansah Ervina Rahmatul Annisa Farika, Dinda Dwi Fiska Nur Wulandari Zaen Fitri, Isna Anisa Fitria Hidayat, Anastasya Fitriyana, Wahyudin H. Acep Bahrum Kamil Hasna Afifah, Hasna Hilmansyah Saefullah Iman Nugroho Indah Purnamasari Intan Nur Inayah Irawan, Agung Susilo Yuda Irsyad, Muhammad Fadhilah Ismi Nur’Asifa Iwan Ridwan Iwan Ridwan Iwan Ridwan Kamil, Acep Bahrum Khodijah Jamilumulkillah Lulu Nur Latifhah Jamilah Maman Suryaman Mansyur Srisudarso Marisa Carolina Marlisha Nisa Fatur Rahma Maya Rahmawati Miranda Halomoan Mobit Mobit Muhammad Reza Pahlevi Nadia Fauzatus Sabila Nandang Abdurohim Ni Made Andreiya Eliata Nina Puspitaloka Nugroho, Iman Nurfazri, Muhammad Nurvia Silviana Nur’Asifa, Ismi Oktavani, Sheila Pahlevi, M Reza Pahlevi, Muhammad Reza Pujiawati, Nia Putri Kamalia Hakim Putri Kamalia Hakim Putri Utami, Praditya Putri, Amalia Dwi Rahmani, Kalisha Arlinda Rahmawati, Egi Rida Yulianti Rida Yulianti Sabita, Mutyara Salzu Clarisa Sanjaya, Meggy Saputri, Eka Arifianti Sartika Puspita Sari Sayan Suryana Sheryn Luckyta Firdausy Sidik Indra Nugraha Sidik Indra Nugraha, Sidik Indra Sri Mulyani Sri Mulyani Stefany Gumayka Suci, Trie Clara Sumarta Sumarta, Sumarta Sunarya Susanto, Nira Ramadhani Umi Urmilah Vici, Diajeng Nada Wachyudi, Kelik Wahyudin Fitriyana Wahyuna, Yuna Tresna Wulan Febriyanti Yevi Elok Fortuna Yogi Setia Samsi yogi setia samsi, yogi setia Yousef Ahmad Yousef Bani Ahmad Yudi Irfan Daniel Yulianti, Rida Yuna Tresna Wahyuna Zahrah, Shofura

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