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EXPLORING TEACHER’S STRATEGIES IN TEACHING VOCABULARY at GRADE TENTH of SMK SULTAN AGUNG SUMBER Nia Meliana; Amroh Umaemah; Hendi Hidayat
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: Vocabulary is an essential part in learning language. The teacher of SMK Sultan AgungSumber applied the vocabulary strategy in teaching English to make students learn effectively. This study is intended to explore the types, the strengths, and the weaknesses of strategyapplied by the teacher in teaching vocabulary at grade tenth of SMK Sultan AgungSumber.The research method adopted by the researchers is descriptive qualitative. The data are taken from observation and interview with the teacher and 5 students as respondents. Both observation and interview are to explore how the teacher appliesstrategies in teaching vocabulary during the learning process. The result of the study revealed that the strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses of each strategy, the researcher found that the most effective strategy in teaching vocabulary applied by the teacher is teaching vocabulary by using games. On the other hand, the most weaknesses vocabulary teaching strategy is memorizing vocabulary in every meeting due to the fact thatmemorizing vocabulary around 15-20 words each meeting made them easy to forget thevocabularies that they have memorized. Keywords:Teaching Strategies, Vocabulary

Analyzing the Needs on Teaching Writing Materials in Promoting 21st Century Skills Hendi Hidayat; Mutiara, Linda
Foreign Language Instruction Probe Vol. 2 No. 1 (2023): Beyond Method in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i1.255

Needs analysis plays an important role in developing writing materials and tools that help teachers design materials according to the target needs and learning needs of students. This case is a challenge for teachers to develop writing materials to achieve learning targets according to 21 century skills. Thus the learning system applied by teachers in the 21st century will affect student achievement and learning styles. The purpose of this research was to analyze the types of students’ target and learning needs for the development of writing materials in promoting 21st century skills. According to Hutchinson and Waters (1987, pp. 55-56) target needs include: necessities, lacks, and wants. While learning needs includes: input, procedure, setting, and learners’ role. This research took an English teacher and some eleventh grade students at MAN 3 Cirebon. This research was conducted by using qualitative studies through case study design. Data collection of this research was interviews and document analysis. The data were analyzed, interpreted, and represented by researchers’ view. This research described how the targets and learning needs of students in teaching and learning to write in the 21st century.

DOING DRAMA IN ACTION: STUDENTS’ INQUIRY PROCESS INVESTIGATION Hendi Hidayat; Rina Nursabrina; Sumadi
Language and Education Journal Vol. 7 No. 1 (2022): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/pxcbqh98

This study was intended to investigate the students’ inquiry process reflected in doing drama activity. The study applied classroom ethnography. The writer spent seven weeks making ethnographic observations and field notes related to doing drama activity, noting what the students do before, during and after the activity. An in depth interview was conducted to 3 participants. The criteria of chosen participants was their performance during the project. They were considered to have more information. The interview aims to know how each phases fit into the overall context of the inquiry process. The findings show that the inquiry process in doing drama activities are reflected in group formation, selection of drama’s title, making synopsis, devision of roles, rehearsal, costume and propery preparation, and drama performance

DOING DRAMA IN ACTION: STUDENTS’ INQUIRY PROCESS INVESTIGATION Hendi Hidayat; Rina Nursabrina; Sumadi
Language and Education Journal Vol. 7 No. 1 (2022): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/88c1p607

This study was intended to investigate the students’ inquiry process reflected in doing drama activity. The study applied classroom ethnography. The writer spent seven weeks making ethnographic observations and field notes related to doing drama activity, noting what the students do before, during and after the activity. An in depth interview was conducted to 3 participants. The criteria of chosen participants was their performance during the project. They were considered to have more information. The interview aims to know how each phases fit into the overall context of the inquiry process. The findings show that the inquiry process in doing drama activities are reflected in group formation, selection of drama’s title, making synopsis, devision of roles, rehearsal, costume and propery preparation, and drama performance

Moderasi Beragama untuk Mendeteksi Dini Radikalisme di Dunia Pendidikan: : Sebuah Sintesis Konseptual Rohadi, Tedi; Hendi Hidayat
TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam Vol. 7 No. 2 (2025): Inovasi Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tsaqafatuna.v7i2.632

Religious moderation (wasathiyyah) is increasingly promoted as a counter-narrative to radicalism in pluralistic societies, yet its potential as a theoretical foundation for early detection frameworks in education remains underexplored. This study adopts a conceptual synthesis approach to integrate insights from religious studies, education, and counter-radicalization literature to theorize how moderation values can inform and enhance anticipatory models of radicalization in schools and universities. Through purposive literature selection and thematic coding, four interrelated themes were identified: (1) the foundational values of religious moderation, (2) early indicators of radicalization, (3) the design of moderation-informed detection instruments, and (4) the role of educational institutions as cultivators and detectors of ideological orientation. Visual models were developed to map the conceptual relationships between moderation values, radical indicators, measurement strategies, and institutional mechanisms. The findings suggest that moderation principles such as tawassuth, tasamuh, and i’tidal can be operationalized not only as preventive ethics but also as analytical tools for interpreting ideological shifts before they manifest behaviorally. This study advances a value-sensitive and education-centered framework for early detection, offering a culturally grounded alternative to securitized models. It concludes by recommending future empirical research to validate and adapt the proposed framework in diverse educational contexts, particularly within Muslim-majority settings.

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