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All Journal Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Script Journal: Journal of Linguistic and English Teaching Jurnal Pengabdian Pada Masyarakat SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan LINGUISTIK : Jurnal Bahasa dan Sastra Comm-Edu (Community Education Journal) JURNAL PENDIDIKAN TAMBUSAI Jambura Journal of English Teaching and Literature Jurnal Pengabdian Kepada Masyarakat MEMBANGUN NEGERI INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) ELT in Focus Diseminasi : Jurnal Pengabdian kepada Masyarakat Ihsan: Jurnal Pengabdian Masyarakat Pedagogy : Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Jurnal Ilmiah Wahana Pendidikan English Education and Literature Journal (E-jou) Register : Journal of English Language Teaching and Learning of FBS UNIMED Journal of Educational Sciences INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Putri Kamalia Hakim
Universitas Singaperbangsa Karawang
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Students Perception towards Scaffolding Model in Reading of Junior High School Hasanah, Muhilah; Hakim, Putri Kamalia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 8 No. 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The purpose of this study was to determine students' perceptions of the scaffolding model in reading at Mts Al-Ajhariyyah. Based on the theory of Vygotsky Scaffolding is a structured learning support technique that is carried out at an early stage to encourage students to learn independently. Qualitative descriptive research methodology. Data collection techniques are observation and interviews. The research subjects were 3 8th grade students at Mts Al-Ajhariyyah. Data adapted from Benedict's Thesis (2016) and Sarkol's Thesis (2016). Data analysis used thematic analysis based on Braun and Clarke (2006). The result of student perception shows that students are motivated in learning English. Discussion of the scaffolding model in reading students can be independent and active in understanding reading. Students' reactions to the Scaffolding Model in learning show that it is very influential in learning English to foster student interest in learning English. The conclusion is that using the scaffolding model is easier and more effective for students to understand English learning in exploring English skills, especially reading. The researcher's suggestion is that the use of the scaffolding model for learning English is more effective in the classroom, and helps teachers to determine learning objectives during the teaching and learning process
Students’ Speaking Experience toward the Use of Role Play Technique in Online-Mediated Learning Wulandewi, Mutiara; Kusrin, Kusrin; Hakim, Putri Kamalia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 8 No. 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The researcher aimed to find out students’ speaking experience toward role-play techniques in online learning. The researcher used a descriptive case study to describe and interpret students' attitudes toward speaking online learning. The data collections were interview through Whatsapp and questionnaires on Google form. The researcher observed 5 students for the Interview and 34 eleventh grade students for the Questionnaire. The results showed that the participant's experience toward the implementation of role-play technique in online speaking class was good and positive. The most of participants claimed that they had an interesting experience. However, this research still had several obstacles such as limited internet access, lack of participants' language skills, and limited feedback from the researcher.
Exploring Secondary English Teacher’s Belief Towards Vocabulary Learning For Young Learners: An Interview Study Sihombing, Bela Ardianti; Putri Kamalia Hakim; Iwan Ridwan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 13 No. 4 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v13i4.64349

Abstract

This study looks into one secondary English teacher's beliefs about vocabulary learning for young learners and the contextual factors affecting it, aiming to understand how those both influence her teaching practices. The research uses qualitative methods, specifically interview study, to gather detailed insights into teacher’s views, strategies, and the factors that affect her approach to teaching vocabulary. The findings are that the teacher emphasized the role of handwriting in vocabulary retention, believed in the effectiveness of contextual learning for vocabulary acquisition, and considered textbooks essential tools in vocabulary teaching. Additionally, the study identifies key contextual factors, including the teacher's perceptions of vocabulary learning, teacher’s education, collaboration with colleagues, and the challenges faced in the classroom. The study concludes that a teacher's beliefs and contextual factors significantly shape her vocabulary teaching practices for young learners.   Keywords: Teacher beliefs, Vocabulary learning, Contextual Factors
Exploring Secondary Students Attitude In Instagram- Assisted Descriptive Writing : An Appraisal Analysis Framework Lestari, Andini; Srisudarso, Mansyur; Hakim, Putri Kamalia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4044

Abstract

This study aims to reveal the sources of evaluative attitudes through the use of language in descriptive texts written by students, and the classification of these words into the source systems of attitudes, such as influence, evaluation and appreciation in the work of the students  studied. This research uses a qualitative method, with the descriptive case study as the research design. The researcher uses analyze the descriptive texts of the students with tables. 10 learners participated in writing Descriptive The learners' writing are conducted from instagram. The data source for this study is from eighth grade students of Karawang Secondary School.Affect was found to account for 44%,judgment for 33% and appreciation for 22%, indicating that affect seemed to express students' ideas through writing more than other types of students .Positive language for each type of attitude was more frequent than negative language in students' written language use.
Exploring Eight Grade Students’ Practices and Challenges in Telegram-Assisted Vocabulary Learning with Vocabulary Self-Collection Strategy (Vss): Action Research Fatiha, Tsaniatul; Al-Baekani, Abdul Kodir; Hakim, Putri Kamalia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4057

Abstract

The objective of this study was to investigate eight grade students’ practices and challenges in Telegeram-assisted Vocabulary Self-collection Strategy (VSS) in learning vocabulary. This research provides two research questions: (1) In what ways Telegram-assisted vocabulary self-collection strategy facilitates students in learning vocabulary? (2) What are the constraints of the students in learning vocabulary using Telegram-assisted vocabulary self-collection strategy? With a classroom action research (CAR) as the research design, the researcher employed a qualitative research methodology. Participants in this study were junior high school students in Indonesia's Bekasi region who were in their second year of eighth grade. In this study, the researcher's instruments included a VSS chart and a semi-structured interview. From this research, two key themes were found: (1) The students’ engagement in learning vocabulary through Telegram-assisted Vocabulary Self-collection Strategy and  (2) The challenges of Telegram-assisted Vocabulary Self-collection Strategy in learning vocabulary. The results implies that Telegram-assisted VSS helps students to comprehend the text and improve their vocabulary knowledge. 
An Analysis of Writing Task in English Textbook for Seventh Grade of Junior High School Based on Cognitive Domain of Revised Bloom’s Taxonomy AJR, Adiyanto Edo Nugraha; Al-Baekani, Abdul Kodir; Hakim, Putri Kamalia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4123

Abstract

Cognitive Domains are important in the instructions and questions for learning tasks in the textbook, especially for helping students improve their thinking skills. The aim of this study was to analyze the cognitive process and knowledge dimension of Bloom’s Revised Taxonomy represented in the writing tasks provided in the “English for Nusantara” for seventh-grade students. This research was content analysis. This study used a checklist instrument. The research revealed that writing tasks in the textbook covered five of six categories of the cognitive process of revised Bloom’s Taxonomy. The most used level of cognitive process was the remembering level. In terms of Knowledge Dimension, all Knowledge Dimensions existed in the writing tasks of the textbook. Writing tasks belong involving factual knowledge were most dominant. In other words, the writing task of the textbook put more emphasis on LOTS rather than HOTS and they were not evenly distributed in every chapter. This indicated that the writing task in the textbook is not appropriate with achievements of junior high school English learning in the Merdeka curriculum. Therefore, the textbook needs to be evaluated to be consistent with the achievements of junior high school English learning in the Merdeka curriculum. Teachers can also modify learning or use other supporting textbooks which are consistent with the Merdeka curriculum.
Vocational School Students' Engagement in Learning Reading Comprehension Using Story Mapping Technique Aqilah, Drupadi Sana; Hakim, Putri Kamalia
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 3 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10637701

Abstract

This research aims to find out how story mapping engages students in learning reading comprehension and their responses to it. This research is a qualitative research with a descriptive case study research design. The participants of this study are tenth grade students at vocational high school. Data collection in this research used observation and interview. The researcher used the theory of (Braun & Clark 2006) to analyze the data. The results reported that story mapping could engage students in learning reading comprehension through behavioral, cognitive, and emotional. The students also showed positive responses to the use of story mapping in the classroom. It indicates that story mapping is an appropriate technique to use.
Teachers’ Beliefs and Practice of Interaction Strategies on Students’ Willingness to Communicate Jaenal Abidin; Mansyur Srisudarso; Putri Kamalia Hakim
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.v6i2.1773

Abstract

Willingness to Communicate (WTC) has become an important concept in second language (L2) classroom context. WTC is proven as a predictor of classroom participation since students who tend to have high WTC participated more in classroom interaction and they are likely to be ready to get involved in any interactions using their L2 both inside and outside classroom. Given the central role teachers play in pedagogy, who shape the curriculum within the context and content, and shape the decisions of teaching methods and strategy play dynamic role in maintaining students’ willingness to communicate. This study aims: (1) to portray teachers’ beliefs about their role and practice of interaction strategies in maintaining students’ WTC; (2) to find out interaction strategies employed by the teacher in maintaining students’ WTC. Employing narrative inquiry, the two experience English teacher was gathered by means of personal narrative and interview. The findings revealed that teacher plays a very crucial role in students’ WTC. This study also highlight that the use of three interaction strategies such as teacher-front, facilitator-oriented, and learner-oriented strategy can contribute in maintaining students’ WTC, by applying appropriate techniques. This study suggest that teacher should perform various roles to become an ideal guide in shaping students’ WTC. The use of various effective strategies with involving familiar term of topic, and the use of encouragement can be applied in encouraging English interaction. This present study is expected to create awareness on the significance of EFL teachers to share their interaction skills and vary effective interaction strategies improve the quality of English teaching and learning.
Co-Authors Abdul Kodir Al-Baekani Adiyanto Edo Nugraha AJR Afa, Zildjian AJR, Adiyanto Edo Nugraha Al Baekani, Abdul Kodir Anjung Maya Putri Aqilah, Drupadi Sana Avianti, Muin Cakranegara, Pandu Adi Dafitri, Fela Ervina Rahmatul Annisa Evi Karlina Ambarwati Fatiha, Tsaniatul Fauzi Miftakh Hasanah, Muhilah Indah Purnama Dewi Iwan Ridwan Jaenal Abidin Kusrin Kusrin, Kusrin Lailatussyifa, Nola Putri Lestari, Andini Mansyur Srisudarso Maya Rahmawati Maya Rahmawati, Maya Mobit, Mobit Muhilah Hasanah Mutiara Wulandewi Nina Puspitaloka Novitasari, Pipit Pujiawati, Nia Rahma, Fika Natasya Ratna Sari Dewi Rohmah, Neng Siti Rosma Nofi Damayanti Setiawan, Agung Gumelar Sihombing, Bela Ardianti Totoh Tauhidin Abas Wahyudin Fitriyana Wigati, Fikri Asih Wulandewi, Mutiara Zildjian Afa