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All Journal Jurnal Santiaji Pendidikan (JSP) Ahmad Dahlan Journal of English Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Applied Studies in Language JELL (Journal of English Language Learning) JUDIKA (JURNAL PENDIDIKAN UNSIKA) INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) Jurnal Educatio FKIP UNMA ELP (Journal of English Language Pedagogy) Indonesian Journal of English Teaching
Acep Bahrum Kamil
Universitas Singaperbangsa Karawang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers’ Professionalism In Teaching Reading: Narrative Inquiry From A Voice Of Senior EFL Teacher At A Junior High School Muhammad Yusuf; Acep Bahrum Kamil; Sumarta Sumarta
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3942

Abstract

The aims of this research is to open the insight of a senior EFL teacher toward the strategies that commonly use during reading teaching. Using narrative inquiry design, the result of this study would be in narrative form. The participant that chosen in this study is an EFL teacher with 25 years experiences. After collecting the data by interview, the researcher found the result that shows the mostly use strategies are Lecture and Direct Reading Activity. These two strategies come with it advantages and disadvantages. But, these two strategies consider the most effective and efficient to apply in the classroom.
An Analysis of Speaking Activities in Indonesian ELT Textbook Based on Cognitive Domain of Bloom's Taxonomy Revised Inggrit Presti Rena; Abdul Kodir Al-Baekani; Acep Bahrum Kamil
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.39-47

Abstract

Textbook has an essential role as teaching material, especially in learning speaking English. Teachers should use a suitable textbook in their teaching process to meet learning objectives. This study aims to analyze speaking activities based on cognitive domain in the Indonesian ELT textbook endorsed by Indonesian Ministry of Educational and Culture entitled Bahasa Inggris, Think Globally Act Locally untuk SMP/MTS Kelas IX [English for Junior High School Grade IX]. The data were collected using documentary technique. The findings show that there were three speaking activities such as reading aloud, role play, and presentation task. Also, there were 57 speaking activities that focused on cognitive domain category. Besides, all categories of cognitive domain did not apply in this textbook. There are only four categories that were applied such as remembering (C1), applying (C3), analyzing (C4), and creating (C6). Thus, this textbook was not quite good to fulfill learning objectives.
Engaging EFL Students through KWL Strategy in Reading Comprehension: A Case Study of Four Students at a Junior High School in Karawang Yulia Syafazira Putri; Acep Bahrum Kamil; Sumarta Sumarta
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i2.4891

Abstract

Reading comprehension challenges the students’ understanding the meaning of the text. This study aim to exploring students’ behavioral engagement through KWL strategy in reading comprehension. The research method used in this study is descriptive case study with a qualitative approach. This research was conducted with limited to 4 students at eighth grade. The results showed that the KWL strategy gives students a better reading experience by enabling them to understand English text more quickly. The KWL strategy can make students more focused in learning reading comprehension. The KWL technique can also has encouraged students’ participation to learn more actively in analyzing the reading comprehension with peers and teacher. Finally, the KWL strategy can give teaching that builds students’ enthusiasm for developing their ability to reading comprehension; almost all students feel this enthusiasm after implementing the KWL strategy. This research suggest that teachers should expand or develop their teaching strategies to produce better learning experiences.
INCORPORATING THE CANVA APPLICATION AS LEARNING MEDIUM IN TEACHING DESCRIPTIVE TEXT WRITING SKILL AT SENIOR HIGH SCHOOL Sabila Khoerun Nisa; Mobit Mobit; Acep Bahrum Kamil
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

In the growing digital era, the use of technology in the learning process is very important to increase students' learning motivation. This study aims to investigate factors influencing students' difficulties in writing descriptive text and to find out students' responses to the use of the Canva application as a medium for learning writing in senior high school. This research uses a case study method with a qualitative approach. The subjects of this study were students of class X MIPA 5 at a high school in Karawang. Data were collected through observation, questionnaires, interview, and document analysis of students' work. In the interview, the researcher involved 5 students. The results showed that students gave positive responses to the use of Canva as a learning medium for writing descriptive text.
- Penerapan Strategi Listen-Read-Discuss (LRD) untuk meningkatkan Pemahaman Membaca Siswa: - Hafizhah Husniyah; Acep Bahrum Kamil; Totoh Tauhidin Abas
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1141

Abstract

       This study was conducted to address the low reading comprehension skills of junior high school students, which highlight the need for more interactive and collaborative learning strategies. The purpose of this study was to describe the application of the Listen-Read-Discuss (LRD) strategy in reading instruction and to examine how this strategy can enhance students' reading comprehension skills. This study employed a qualitative approach with a classroom action research design, implemented across three learning cycles involving 32 seventh-grade students at SMPN 03 Cibarusah, Bekasi Regency. Data were collected through observation and interviews, and analyzed using thematic analysis. The results revealed that the implementation of the LRD strategy improved students' focus, participation, and ability to comprehend descriptive texts. Each stage of this strategy played a complementary role—the listening stage helped students understand the context, the reading stage reinforced their comprehension of the text content, and the discussion stage promoted meaning clarification and collaboration among students. Challenges such as distractions and limited vocabulary were minimized through active and collaborative discussion activities. Overall, the LRD strategy proved effective in fostering more interactive and participatory reading instruction and can serve as an alternative approach for teachers to enhance students' reading comprehension at the junior high school level.
A Critical Evaluation of Task Design in Bright: An English Textbook for Grade 8 Based on TBLT Principles Natasya Putri Maharani; Acep Bahrum Kamil; Dedeh Kartini
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to evaluate the extent to which the tasks in Bright: An English textbook for Grade 8 align with the principles of Task-Based Language Teaching (TBLT). This study employed a qualitative research design using content analysis. The data were taken from three selected chapters representing the beginning, middle, and end of the textbook. The tasks were analyzed using criteria adapted from TBLT principles, including meaning focus, communicative gap, learner language use, communicative outcome, and interaction. The findings reveal that the tasks are only partially aligned with TBLT principles. While some activities promote meaningful communication and interaction, the majority of tasks are dominated by form-focused exercises such as fill in the blank, matching, and sentence completion. These activities limit students’ opportunities to engage in real life communication. It can be concluded that the textbook does not fully support the implementation of TBLT. Therefore, teachers are encouraged to adapt the tasks to make them more communicative, and textbook developers should incorporate more task-based activities to better support communicative language learning.
Co-Authors Abdul Kodir Al-Baekani Agustin Serliana annisa pratiwi Dedeh Kartini Fauzi Miftakh Hafizhah Husniyah Inggrit Presti Rena Kolivia Kusrin Mad Suli Mobit Mobit MUHAMMAD YUSUF Natasya Putri Maharani Nazaryo Radja Nunun Nurhalimah Pahlevi, Muhammad Reza Praditya Putri Utami Sabila Khoerun Nisa Sumarta, Sumarta Totoh Tauhidin Abas Wachyudi, Kelik Wulan Rahmasari Yousef Bani Ahmad Yulia Syafazira Putri