Articles
<![CDATA[Students’ Perspective In Learning Writing Recount Text Using Instagram ]]>
<![CDATA[Maman Suryaman]]>;
<![CDATA[Abdul Kodir Al-Baekani]]>;
<![CDATA[Ika Rohaeni]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v4i5.8017
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui perspektif siswa dalam menggunakan Instagram sebagai media menulis teks recount. Penelitian ini menggunakan metode inkuiri naratif dengan pendekatan kualitatif. Dalam penelitian ini peneliti mengambil dua siswa kelas (IX) sebagai subjek. Peneliti menggunakan wawancara dan dokumentasi sebagai instrumen penelitian. Hasil penelitian ini menunjukkan bahwa masih ada yang kesulitan dalam menulis bahasa Inggris karena penguasaan kosakata yang kurang, penggunaan aplikasi instagram dalam pembelajaran teks recount memberikan rasa senang. dan kenyamanan bagi siswa, pembelajaran teks recount menggunakan media instagram memudahkan responden untuk mengekspresikan diri dan membagikannya kepada teman virtualnya. Berdasarkan hasil penelitian dapat disimpulkan bahwa permasalahan yang dihadapi siswa adalah masih adanya kesulitan dalam menulis bahasa Inggris. Disarankan kepada guru bahasa Inggris agar guru dapat menghafal kosakata berulang-ulang kepada siswa dan guru lebih kreatif lagi dalam meningkatkan metode pengajaran kosakata.]]>
<![CDATA[Engaging senior high school students in online listening instruction ]]>
<![CDATA[Abdul Kodir Al-Baekani]]>
<![CDATA[ ELT in Focus Vol. 6 No. 1 (2023): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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DOI: 10.35706/eltinfc.v6i1.9411
<![CDATA[Listening is the most important skill for language learning because it is the most used language skill in normal daily life. Obviously in communicating or learning something begins with listening. Learning listening using song media in high school has indeed been applied, but some students need something new, creative, and not boring. Therefore, there is one appropriate learning media named Lyricstraining.com. This media is one of the innovation of teacher. The objective of this research is to find out the perception of one of senior high school students in Indonesia about the use of Lyricstraining.com learning media in listening activity. This research was qualitative research. Data was collected for 15 students through an open-ended questionnaire. Each student has given the questionnaire. The participants is a students at senior high school in Karawang. The result show that students has a positive perception of the use lyricstraining.com website. They perceived that: 1). Lyricstraining makes learning listening effective, 2). Lyricstraining helps increasing students listening skill and vocabulary, and 3) Lyricstraining makes learning listening more fun and enjoy. The finding also found several other perceptions from using Lyricstraining.com to support their learning activities, such as: Lyricstraining can train focus and easy to use for beginners.]]>
<![CDATA[Genre Analysis of Efl Students’ Writing Descriptive Text On Instagram ]]>
<![CDATA[Mochamad Fiqri Fauzi]]>;
<![CDATA[Abdul Kodir Al-Baekani]]>;
<![CDATA[Yogi Setia Samsi]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 3 No. 3 (2023): Innovative: Journal Of Social Science Research ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v3i3.2174
<![CDATA[The purpose of this study was to explore EFL students' writing of descriptive text through Instagram by adding genre analysis and students' responses. This research uses the narrative inquiry method with a qualitative approach. In this study researchers took VII students as subjects. Researchers use observation and interview as research instruments. The results of this study show that there are still some students who still have difficulty in writing descriptive texts because of the lack of vocabulary they master. The use of the Instagram application in writing descriptive text provides a sense of fun and fun for students and makes it easier for students to develop themselves and can share it with their virtual friends. Based on the results of the study, it can be concluded that the problem faced by students is that there are still difficulties in writing English. It is recommended for English teachers that teachers can memorize repetitive vocabulary to students and teachers are even more creative in improving vocabulary teaching methods.]]>
<![CDATA[An Analysis of Speaking Activities in Indonesian ELT Textbook Based on Cognitive Domain of Bloom's Taxonomy Revised ]]>
<![CDATA[Inggrit Presti Rena]]>;
<![CDATA[Abdul Kodir Al-Baekani]]>;
<![CDATA[Acep Bahrum Kamil]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2023.12.1.39-47
<![CDATA[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.]]>
<![CDATA[EFL Junior High School Students' Perception of Collaborative Writing ]]>
<![CDATA[Della Nur Azzura]]>;
<![CDATA[Abdul Kodir Al-Baekani]]>;
<![CDATA[Kelik Wachyudi]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v10i2.4889
<![CDATA[This research aimed to learn what the students thought about using collaborative techniques in writing a text. A case study was chosen as the research design in this research, with a qualitative approach. Data collection for this research was interviews. The researcher utilized interviews to get a deeper understanding of students' perspectives. To evaluate the data, the researcher applied theories from Miles et al. (2014). Based on the interviews, the researcher concluded that students preferred collaborative writing over writing alone because it was quicker, simpler, and more enjoyable. This was supported by the research's findings. Along with the benefits, students also experienced challenges due to individuality and differences in opinion when writing text through collaborative techniques.]]>
<![CDATA[An Analysis of Writing Task in English Textbook for Seventh Grade of Junior High School Based on Cognitive Domain of Revised Bloom’s Taxonomy ]]>
<![CDATA[Adiyanto Edo Nugraha AJR]]>;
<![CDATA[Abdul Kodir Al-Baekani]]>;
<![CDATA[Putri Kamalia Hakim]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v12i1.4123
<![CDATA[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.]]>
<![CDATA[The Application Of Google Classroom To Vocabulary Learning During The Covid-19 Pandemic ]]>
<![CDATA[Aningrum, Aas Mutiara]]>;
<![CDATA[Al-Baekani, Abdul Kodir]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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<![CDATA[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.]]>
<![CDATA[Online Learning Through Google Classroom during COVID-19 Pandemic: Secondary Student's Perception ]]>
<![CDATA[Susanto, Nira Ramadhani]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Al-Baekani, Abdul Kodir]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 3 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v5i3.2143
<![CDATA[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.]]>
<![CDATA[Investigating Junior High School Student in Learning Reading Through Word Search Puzzle Game : Case Study ]]>
<![CDATA[Ripaldi, Diki]]>;
<![CDATA[Pujiawati, Nia]]>;
<![CDATA[Al-Baekani, Abdul Kodir]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[Many students struggle to form simple sentences for everyday conversations. Vocabulary is the main foundation of language, and the richness of a person's understanding greatly determines their ability to capture meaning, understand context, and connect ideas in a text. Teachers must pay special attention to gain students' motivation to expand their vocabulary. Therefore, the research aimed to explore the implementation and investigate students in word-search puzzle games as a learning medium to assist students in reading classrooms. The researcher used qualitative research with a case study design. Five students of junior high school students were involved in this research. Research data was collected through interviews and observation. The data was analyzed by thematic analysis. The study found that teachers implementing a learning strategy following the theory of Safadi and Rababah encourage student engagement and improve reading skills by using the Word Search Puzzle Game as a learning medium. There are four stages to implementing this strategy. This strategy can encourage students to learn so that they can explore their reading skills. It can be concluded that integrating the Word Search Puzzle Game into reading learning can increase students' cognitive, affective, and behavioral engagement and prove that interactive and exciting learning media can help achieve learning.]]>
<![CDATA[THE IMPLEMENTATION OF JIGSAW COOPERATIVE LEARNING IN TEACHING ENGLISH READING COMPREHENSION ]]>
<![CDATA[Nur Shafira Khoirun Nisa]]>;
<![CDATA[Abdul Kodir Al-Baekani]]>;
<![CDATA[Acep Bahrum Kamil]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/z6gvej21
<![CDATA[This research investigated the impact of Jigsaw Cooperative Learning on improving reading comprehension among Grade VIII EFL learners in Karawang, West Java, Indonesia. Adopting a Classroom Action Research (CAR) framework grounded in Kemmis and McTaggart’s model, the study involved 44 students and utilized structured observation checklists alongside semi-structured interviews to gather data. The findings demonstrated that the Jigsaw approach significantly enhanced students’ reading comprehension by fostering expert group collaboration and joint text interpretation. Learners exhibited heightened engagement, more active participation, and a generally favorable attitude toward the instructional strategy. This study offers a valuable contribution to the field of EFL instruction, particularly in the domains of cooperative learning and curriculum design. Moreover, by employing a qualitative lens, it addresses a notable gap in the predominantly quantitative literature, offering deeper insights into the interactive and social dimensions of collaborative learning within Indonesian EFL classrooms.]]>
