Articles
<![CDATA[The Students’ Senior High School Experiences in Poetry Reading Activities Assisted Vocabulary Learning: Narrative Inquiry ]]>
<![CDATA[Siti Rohmah]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Abdul Kodir Al Baekani]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 5 (2021): October Pages 1880-3500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v3i5.1017
<![CDATA[Teaching and learning vocabulary through poetry as a part of literature is not emphasized and focused to the students as an important part of language learning. To fill the gap, there are three findings of this study to find out how the students experiences in learning vocabulary through reading poetry activities. (1) The students lead to explore poetry in term of vocabulary enthusiastically. (2) Poetry as friendly use media in learning vocabulary. (3) The poetry serves a joyful learning experience while it challenges students to learn more. Narrative inquiry shows about the students’ story and experiences in learning through autobiographies, document of life, life stories, and histories. The data were collected through questionnaire and interview. The interview used semi structured interview with four students in second grade at SMAN 1 Cikarang Selatan as participants to give their experiences in learning by reading poetry activities in vocabulary leaning. To strengthen the interview data, there was used items of questionnaire included ten points that shown about how the students experiences in poetry assisted vocabulary learning through reading poetry activities. The questionnaire gathered from 46 students that like poetry and English lesson in the same school above]]>
<![CDATA[Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry ]]>
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v5i3.439
<![CDATA[Advance of technology brings about different ways in language learning and teaching. Indeed, mediated writing feedback has been adopted and demanded in language assessment. However, little is known on how students’ engagement in mediated writing feedback. This present study explores students’ engagement in mediated writing feedback. Narrative inquiry design was used to reveal students’ experience and reflection of mediated writing feedback. Three student-teachers involved in this study. They assigned as they meet requirement in this study. They were in thesis writing. Semi-structured interview used to reveal students’ learning experience in receiving mediated writing feedback. Students’ writing work used in this study as well. The obtained data were analyzed by thematic analysis. They also interpreted by theories lenses. The findings illustrated that mediated writing feedback stimulates students learn to write actively (behavior engagement), assists students learn to write (cognitive engagement), and have a balance emotion (emotional engagement.)]]>
<![CDATA[Implementasi Pendekatan Ilmiah Dalam Pengajaran Menulis ]]>
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ Jurnal Inovasi Pendidikan Dasar Vol. 1 No. 1 (2015): The Journal of Innovation in Elementary Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. Dr. HAMKA Press ]]>
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DOI: 10.22236/jipd.v1i1.10
<![CDATA[This study aimed to investigate how an English teacher to apply a scientific approach according to the curriculum in 2013 for teaching writing on descriptive text. This study is a qualitative research. The subject in this study is an English teacher and junior high school students. The research data in this study is the behavior and statements of teachers and students during the learning process. The research data were collected through the techniques of observation, interviews, and documentation. Results from the study showed that English teachers have implemented learning experience in a scientific approach: to observe, ask, exploration, associate and communicate. Students' response to the application of a scientific approach is effective in observing phase, exploration, and communicate. While students in the response phase and associates ask is they cannot learn well because of the lack of creativity of teachers.]]>
<![CDATA[EFL TEACHER’S ATTITUDES ON THE ASSESSMENT IN 2013 CURRICULUM: NARRATIVE INQUIRY STUDY ]]>
<![CDATA[Fentri Effani]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Sumarta Sumarta]]>
<![CDATA[ Linguistik : Jurnal Bahasa dan Sastra Vol 6, No 2 (2021): Linguistik : Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/linguistik.v6i2.261-268
<![CDATA[The purpose of this study is to identify EFL teacher’s attitudes based on the 2013 curriculum assessment in the Senior High School. It is aim to give illustration to the teachers on how to do on the 2013 curriculum. This research used qualitative analysis and narrative inquiry as a research design, The reason is narrative inquiry is related to the theme of this research, where this study wants to find out how attitudes are related to the practice of a teacher when assessing students, so this is closely related to narrative inquiry which focuses someone to tell experiences that have occurred. Semi-structured interviews will be conducted to obtain information about the EFL teacher’s attitudes about the assessment. The results of this study there are three important findings, namely: teacher’s emotional response to the assessment based on 2013 curriculum including teacher feels enjoy, accused, challenged and confused, the teacher carries out the aspects in authentic assessment well, and teacher uses alternative tools to carry out learning.]]>
<![CDATA[EFL Secondary Students' Affective Engagement on Teacher Written Corrective Feedback in Biography Writing Class ]]>
<![CDATA[Septian Garin Purnomo]]>;
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.124
<![CDATA[Research about students’ affective engagement in teacher written corrective feedback in EFL classroom has not given enormous concern. Therefore, this present study focuses on investigating students’ affective engagement towards teacher written corrective feedback. Case study was used as the research design. Four high school students involved in this research. Data were collected from multiple resources, including semi-structured interview and documentation. Thematic analysis was used to analyze the obtained data. The findings revealed that students’ affective engagement towards teacher written corrective feedback include students’ emotional involvement in curious learning activity, teacher written corrective feedback perceived by students in balance emotion- feeling of happiness and sadness, and teacher written corrective feedback stimulates students to engage cognitively.]]>
<![CDATA[Exploring EFL Secondary Students In A Flipped Classroom In Reading Learning ]]>
<![CDATA[Sri Mulyani]]>;
<![CDATA[Fauzi Miftakh]]>;
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v6i2.4277
<![CDATA[Pentingnya pembelajaran membaca dalam pembelajaran dan pengajaran Bahasa asing khususnya Bahasa Inggris telah menjadi fokus yang telah menghasilkan berbagai pandangan mengenai pengajaran membaca dan model pembelajaran tergantung pada perspektif dan konteks pembelajaran Bahasa. Penelitian ini berfokus pada persepsi siswa mengenai kelas terbalik dalam pembelajaran membaca dalam Bahasa Inggris. Penelitian ini dilakukan dengan menggunakan studi kasus kualitatif. Partisipan dari penelitian ini yaitu empat siswa sekolah menengah pertama di Karawang. Data yang dihasilkan berasal dari observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa (1) Dengan menggunakan kelas terbalik siswa merasa lebih paham materi reading. (2) Penggunaan kelas terbalik dalam pembelajaran membaca membuat siswa lebih aktif.]]>
<![CDATA[Investigating Secondary Students’ Voice of Speaking Anxiety in Online Learning during Covid-19 Pandemic Through Zoom Application ]]>
<![CDATA[Ismi Nur’Asifa]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Fauzi Miftakh]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v6i2.4286
<![CDATA[Situasi saat ini adalah situasi yang berbeda dari yang sebelumnya. Kecemasan berubah menjadi masalah dalam menyampaikan pesan. Oleh karena itu, tulisan ini berfokus pada investigasi kecemasan berbicara siswa dalam pembelajaran daring selama pandemi covid-19 dengan menggunakan aplikasi zoom. Penelitian ini menggunakan penelitian kualitatif dengan studi kasus. Peneliti menggunakan 20 siswa dan dua peserta di kelas dua sebagai subjek penelitian. Penelitian ini menggunakan analisis tematik untuk menginterpretasikan data yang dihasilkan dari hasil observasi, wawancara, dan dokumentasi. Hasilnya menunjukkan bahwa siswa merasa online learning membuatnya lebih malu, tidak percaya diri, dan takut melakukan kesalahan serta feeling insecure di pembelajaran speaking pada saat online learning.]]>
<![CDATA[Engaging student-teachers in English oral presentation: A teachers feedback ]]>
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Siti Nursanti]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
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DOI: 10.33603/rill.v4i1.4214
<![CDATA[This present study reports on how teacher gives feedback on oral presentation in an EFL classroom. Observation sheet deployed feedback on oral presentation given by teacher in classroom. Data analysis discovered that the teacher concerned on giving comments in pronunciation, paraphrasing, and power point design. In addition, the analysis showed that students had good encouragement in doing oral presentation.]]>
<![CDATA[EXPLORING SECONDARY STUDENTS’ PERCEPTION AND PRACTICE ON DIALOGIC READING STRATEGY IN READING COMPREHENSION ]]>
<![CDATA[Hersagita Anissa Hayati]]>;
<![CDATA[Dayat Hidayat]]>;
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i6.p1179-1186
<![CDATA[This study aimed to found out students’ perception and practice in using dialogic reading strategy. This research used qualitative method and case study approach. The participant took from three secondary school students in Karawang. The data of this research collected through observation, interview, and documentation. The result of this study found out that dialogic reading strategy can engage student in reading comprehension such as dialogic reading makes students more understand about context of the text, it increase students vocabulary, and it make students more active and confident in learning English. Keywords: Dialogic Reading, Reading Comprehension, Student Perception]]>
<![CDATA[Vocational Students’ Cognitive Engagement in CALLA-Based Instruction in Reading Classroom ]]>
<![CDATA[Nunun Nurhalimah]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Acep Bahrum Kamil]]>
<![CDATA[ Jurnal Educatio FKIP UNMA Vol. 8 No. 3 (2022): July-September ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/educatio.v8i3.2871
<![CDATA[Learning to read is one of the important factors in teaching English. Therefore, students need instructions and strategies that can help them carry out reading learning activities. It resulted several views regarding reading teaching learning instruction in the context of language learning. This study focused on how the students' cognitive engagement in reading narrative texts with the help of CALLA instructions. The participants of the study were five vocational students at one of vocational school in Karawang. This research was conducted using narrative inquiry design and the data were collected through interviews, observation and documentation. To conduct the analysis, this study employed thematic analysis suggested by Braun and Clarke. This study showed that (1) Students have attention on learning classroom, (2) Using dictionary builds students’ resource management learning, (3) Repetition strategy reinforce students’ reading comprehension, (4) Students’ self-elaboration creates them to connect the reading passage. It indicates that CALLA-based instruction engages students cognitively in reading teaching and learning classroom.]]>
