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All Journal ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI EDUKATIF : JURNAL ILMU PENDIDIKAN JUDIKA (JURNAL PENDIDIKAN UNSIKA) INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) ELT in Focus JOLLT Journal of Languages and Language Teaching Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian kepada Masyarakat Indonesian Journal of English Teaching Innovative: Journal Of Social Science Research INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Abdul Kodir Al-Baekani
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Application Of Google Classroom To Vocabulary Learning During The Covid-19 Pandemic Aningrum, Aas Mutiara; Al-Baekani, Abdul Kodir
Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (218.79 KB)

Abstract

Secara luas kosakata diyakini sebagai hal yang sangat penting untuk berbagai keterampilan dalam bahasa Inggris. Di tengah pandemi Covid-19, sekolah menggunakan berbagai media dan teknologi pembelajaran online seperti aplikasi Google Classroom yang sering digunakan. Peneliti melakukan penelitian ini untuk mengetahui persepsi siswa tentang kegunaan Google Classroom dalam pembelajaran kosakata. Pengumpulan data dilakukan dengan melakukan semi wawancara dengan siswa kelas 9 SMPN 2 Klari yang memiliki pengalaman belajar bahasa Inggris menggunakan Google Classroom. Hasil penelitian menunjukkan bahwa siswa memiliki cara yang sama dalam memahami dan mengartikan kosakata dengan menerjemahkannya melalui Google, Google Translate dan juga kamus. Dalam hal ini guru terkadang membantu siswa dan terkadang tidak membantu siswa. Hasil penelitian juga menunjukkan adanya persepsi positif dan negatif, peserta mengatakan bahwa Google Classroom membantu mereka dalam belajar kosakata meskipun terkendala sinyal, jaringan internet dan kuota internet.
Online Learning Through Google Classroom during COVID-19 Pandemic: Secondary Student's Perception Susanto, Nira Ramadhani; Miftakh, Fauzi; Al-Baekani, Abdul Kodir
Jurnal Pendidikan Tambusai Vol. 5 No. 3 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (48.03 KB) | DOI: 10.31004/jptam.v5i3.2143

Abstract

Pandemi Covid-19 mempengaruhi dunia khususnya dunia pendidikan. Sekolah di tutup sementara akibat pandemi global. Seluruh siswa terpaksa melakukan pembelajaran di rumah, berbagai media platform online seperti Google Classroom membantu siswa dalam belajar. Namun rupanya ada begitu banyak hal yang di alami siswa selama belajar online dengan Google Classroom. Oleh karena itu, penelitian ini bertujuan untuk mengungkap bagaimana tanggapan para siswa selama pembelajaran online dengan Google Classroom. Baik dari pengalaman belajar mereka, juga perasaan-perasaan yang terlibat dalam proses pembelajaran. Penelitian ini melibatkan lima partisipan siswa dari salah satu Sekolah Menengah Pertama wilayah Cikarang Timur. Penelitian ini menggunakan Desain Naratif, data yang di kumpulkan berasal dari hasil wawancara dengan kelima partisipan. Hasil wawancara menunjukkan bahwa para siswa merasa terbantu dengan adanya Google Classroom, fitur yang mudah serta waktu belajar yang fleksible. Namun jaringan internet yang buruk serta tugas yang menumpuk sering kali membuat para siswa stress.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (563.288 KB) | DOI: 10.36232/jurnalpendidikanbahasa.v8i2.1360

Abstract

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.
The Students’ Senior High School Experiences in Poetry Reading Activities Assisted Vocabulary Learning: Narrative Inquiry Siti Rohmah; Muhammad Reza Pahlevi; Abdul Kodir Al Baekani
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 5 (2021): October Pages 1880-3500
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.273 KB) | DOI: 10.31004/edukatif.v3i5.1017

Abstract

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
Students’ Perspectives Towards English Short Movies As Media To Assist Their Vocabulary Mastery In Online Learning Irvan Irmanda; Yousef Bani Ahmad; Abdul Kodir Al Baekani
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 4 (2021): August Pages 1101-2382
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (120.927 KB) | DOI: 10.31004/edukatif.v3i4.1151

Abstract

Penelitian ini membahas tentang perspektif siswa tentang movie pendek bahasa Inggris sebagai media untuk membantu penguasaan kosakata mereka dalam pembelajaran online. Penelitian ini menggunakan inkuiri naratif. Tujuan dari penelitian ini adalah untuk mengidentifikasi perspektif siswa tentang penggunaan movie pendek bahasa Inggris sebagai media untuk membantu penguasaan kosakata mereka dalam pembelajaran online. Penelitian ini dilakukan dengan 3 partisipan di kelas 11, dengan rata-rata usia 16-17 tahun pada tahun ajaran 2020-2021. Peserta berasal dari SMAN 2 Telukjambe Timur, Karawang dimana mereka diberikan wawancara terkait movie pendek untuk membantu penguasaan kosakata mereka. Dalam penelitian ini siswa pernah mengalami atau pernah melakukan proses pembelajaran dengan menggunakan movie pendek. Dalam pengumpulan data, penelitian ini menggunakan wawancara dan dokumentasi virtual melalui aplikasi Zoom. Selanjutnya peserta di SMAN 2 Telukjambe Timur adalah siswa yang bersedia mengikuti penelitian ini. Teknik yang digunakan dalam analisis data mengacu pada Braun dan Clark (2006) dengan meliputi 6 aspek analisis. Selain itu, temuan ini dibagi menjadi 6 aspek, meliputi (1) Alasan, (2) Afektif, (3) Metode, (4) Jenis kelas kata, (5) Jenis movie, (6) Kelebihan dan kekurangan
THE EFFECTS OF TEACHING TECHNIQUE AND VOCABULARY MASTERY TOWARDS STUDENT’S SPEAKING SKILL Abdul Kodir Al-Baekani
JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol 3 No 1 (2015): JUDIKA (JURNAL PENDIDIKAN UNSIKA)
Publisher : Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.417 KB)

Abstract

The aim of this research is to know if there are effects of teaching technique and vocabulary mastery towards student’s speaking skill at State Senior High Schools in Karawang West Java. The population of this research is all the state senior high school students in Karawang. Meanwhile, the sample of this research is 60 students from two schools taken randomly. This research is quasi experimental design research with two factors; teaching technique using guessing song and conventional technique and vocabulary mastery. The data about vocabulary mastery and speaking skill are taken through tests. It has tested the validity and reliability test. The data analysis, the researcher used SPSS (Statistical Product and Service Solution) Program version 17,00. The result of data descriptive analysis in experimental class (A1) has mean score 77,83, it is more than in control class (A2) that has a mean score 68,83. Thedescription shows that the experimental class is successful. Testing of three hypothesis used ANOVA (analisis on varians), it has gotten the sig score  sig= 0,00 in guessing song teaching technique and vocabulary mastery. Therefore, the interaction guessing song teaching technique and vocabulary mastery got sig= 0,213, it means that the first hypothesis; there is significant effect of guessing song teaching technique towards student’s speaking skill is accepted. The second hypothesis; there is significant effect of vocabulary mastery towards student’s speaking skill is also accepted, while the third hypothesis; there are the effects of teaching technique using guessing song and vocabulary mastery towards student’s speaking skill is rejected.Keyword: Teaching Technique, Vocabulary Mastery, Speaking Skill.
INVESTIGASI METODE PEMBELAJARAN SMALL GROUP DISCUSSION (SGD) DALAM PEMBELAJARAN LISTENING Iwan Ridwan; Abdul Kodir Al-Baekani
JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol 7 No 2 (2019): JUDIKA (JURNAL PENDIDIKAN UNSIKA)
Publisher : Universitas Singaperbangsa Karawang

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Abstract

Menyimak atau listening menjadi momok yang sangat menegangkan atau bahkan menakutkan bagi para peserta didik terutama ketika menghadapi tes menyimak itu sendiri seperti dalam tes TOEFL, TOEIC, IELTS, dan tes menyimak yang lainnya. Tujuan dari penelitian ini adalah untuk menginvestigasi penggunaan teknik Small Group Discussion dalam menjawab soal dipembelajaran menyimak atau Listening serta tanggapan mahasiswa terkait penggunaan teknik tersebut.  Metodologi penelitian yang digunakan dalam penelitian ini ialah melalui pendekatan penelitian kualitatif dengan metode deskriptive. Adapun instrumen yang digunakan adalah observasi kelas dan wawancara dengan mahasiswa serta dokumentasi. Hasil observasi menunjukan proses pembelajaran mata kuliah Listening selama 100 menit. Prosesnya terbagi kedalam tiga pase, yakni, Pre-Listening Activity, Listening Activity (Mahasiswa berdiskusi menjawab soal), Post-Listening Activity (Mahasiswa dan dosen membahas kosakata yang digunakan berdasarkan tema dalam rekaman). Adapun hasil wawancara dengan mahasiswa yang menunjukan bahwa rata-rata mahasiswa merasa senang dengan teknik diskusi dalam menjawab soal komprehensif karena merasa terbantu oleh temannya yang lebih memahami isi rekaman. Oleh karena itu, teknik ini dapat dikategorikan teknik yang bagus untuk digunakan dalam kelas Listening. Hal ini dapat terlihat dari hasil akhir mahasiswa yang rata-rata mendapatkan nilai B. Kata Kunci: Menyimak (Listening), Small Group Discussion
The Implementation of Task-Based Language Teaching on Writing Descriptive Text An Nida Nur Azizah; Kusrin Kusrin; Abdul Kodir Al-Baekani
Journal of Languages and Language Teaching Vol 9, No 4 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i4.4245

Abstract

Students' responses to the implementation of task-based language teaching in the writing learning process and the implementation of task-based language teaching in the writing of descriptive text are the focus of this study. The research design used in this study is the case study. The participants that participated in the study were in the tenth grade of a vocational high school. There were three male and two female participants in this study. In addition, research utilizes observation, interviews, and documentation to gather data for the studies. There are three diplomas in the framework for task-based learning such as pre-task, task cycle, and language focus. As shown in the findings of this study, task-based language teaching has an influence on students' learning, particularly in regards to writing descriptive text. Students become active and task-based language teaching also influences students to involve a high level of creativity, students are required to think critically and be responsive. However, Students find it difficult with the tasks that have been assigned because it believes writing to be difficult and there are aspects of writing that weren't well understood.
INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ EXPERIENCES OF TEACHING PRACTICUM DURING THE COVID-19 PANDEMIC AND THEIR TEACHER IDENTITY CONSTRUCTION Endang Ekawati; Elih Sutisna Yanto; Abdul Kodir Al-Baekani
PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i6.p1311-1324

Abstract

Pre-service English teachers' identity construction as a teacher is complicated and influenced by several factors. The current study intends to investigate how Indonesian pre-service English teachers construct their teacher identities when performing the teaching practicum during the COVID-19 pandemic. The study employed a narrative inquiry to investigate pre-service teachers' experiences and how they interpreted those experiences. To collect data from the participants, the authors used semi-structured interviews and their narrative frames.. Additionally, this study used documentation, such as lesson plans and teaching practicum reports to enrich and reinforce the data. Finally, the result of the collected data was analyzed using thematic analysis. The findings showed that pre-service English teachers encountered several constraints when completing a teaching practicum during the COVID-19 pandemic that could have limited how they constructed their teacher identities. Constrained factors include government rules that enforced teaching-learning activities during the pandemic and unsupportive school mentors. However, some participants also have supportive school mentors who guide them as they learn how to teach. This research demonstrates the crucial role that school mentors play in constructing pre-service teachers' identities. Furthermore, pre-service teachers overcame the difficulties of their teaching during the COVID-19 pandemic by using their creativity and resilience. Keywords:  Pre-Service English Teachers, Teacher Identity, Narrative Inquiry, COVID-19 Pandemic
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
PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i6.p1279-1287

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 was analyzed with content analysis method and 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). However, understanding (C2) and evaluating (C5) level categories did not realize in this textbook. Thus, this textbook was not quite good to fulfill learning objectives and the distributions of cognitive domain for the levels. Keywords:  Speaking Activity, English Textbook, Cognitive Domain, Content Analysis
Co-Authors 8Kelik Wachyudi Acep Bahrum Kamil Acep Bahrum Kamil Adiyanto Edo Nugraha AJR Ahmad, Yousef Bani Aina Khoirida AJR, Adiyanto Edo Nugraha An Nida Nur Azizah Anatasyah, Widya Aningrum, Aas Mutiara Azzura, Della Nur Della Nur Azzura Egi Rahmawati Elih Sutisna Yanto Elih Sutisna Yanto Endang Ekawati Evi Karlina Fatiha, Tsaniatul Fauzi Miftakh Fazriah, Lusiana Firahmahira, Puspita Hilmansyah Saefullah Ika Rohaeni Indah Purnama Dewi Inggrit Presti Rena Irvan Irmanda Iwan Ridwan Junet, Firda Silviani Kamil, Acep Bahrum Kamil, Acep Bahrun Kholishoh, Annisaa Nur Kusrin Liza Amelia Syafitri Malya Anisa Estiningtyas Maman Suryaman Maman Suryaman Mansyur Srisudarso Maya Rahmawati Mobit, Mobit Mochamad Fiqri Fauzi Muhamad Reza Pahlevi Muhammad Reza Pahlevi Nina Puspitaloka Nur Shafira Khoirun Nisa Nurul anisa Oktaviani, Novi Pahlevi, Muhammad Reza Praditya Putri Utami Pujiawati, Nia Putri Kamalia Hakim Rahmawati, Egi Rasmini, Maharani Rena, Inggrit Presti Ripaldi, Diki Sidik Indra Nugraha, Sidik Indra Siti Rohmah Sukarno Susanto, Nira Ramadhani Sutisna Yanto, Elih Tanti Tiara Totoh Tauhidin Abas Wachyudi, Kelik Wahyuna, Yuna Tresna Wawan Setiawan Yogi Setia Samsi Yousef Bani Ahmad Yousef Bani Ahmad Yuna Tresna Wahyuna