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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 Journal of Educational Sciences 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 Library & Information Science Mathematics Public Health Social Sciences Other

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Exploring Junior High School Students on Self-Collection Strategy in Learning Vocabulary; Classroom Action Research Rasmini, Maharani; Al-Baekani, Abdul Kodir; Kamil, Acep Bahrun
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 11 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12705718

Abstract

One of the main aspects in language acquisition is vocabulary. A good vocabulary allows students to understand, communicate and express themselves better. Therefore, the researcher aims to discover students' experiences while using the VSS strategy with the help of interactive film media. Researchers used a qualitative research approach with a classroom action research design. Research participants were junior high school students at one of the Karawang schools. Research data was obtained from observations and interviews with research participants. The research results show that the emphasis on affective and behavioral aspects of students learning English with the VSS strategy tends to be more dominant. Most research participants felt happy and motivated in learning. This triggers students to behave positively in class by paying attention to the teacher and actively discussing in class or groups. This research concludes that students' affective aspects can trigger student behavior in the classroom. Therefore, teachers need to have the ability to master engaging, active and interactive teaching, so that this can help students to achieve learning goals. The results of this research can provide objective evidence of students' experiences using the VSS strategy by utilizing film media in language learning.
Song-Mediated Listening Comprehension: A Teacher And Students’ Views Oktaviani, Novi; Al-Baekani, Abdul Kodir; Mobit, Mobit
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 11 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12793347

Abstract

Listening class has been considered as a class with very difficult skills. Therefore, this study aims to explore a teacher and students’ experiences in employing songs as a media for learning listening comprehension for students in senior high school. This research employed interview study design to explore how teachers' and students’ experiences on the practice of using song as media in the listening classroom. Interviews and documentation were used to gather the data then it was analyzed using thematic analysis based on teacher’s experiences and students' perception. Based on teacher’s experiences, this study found that song-mediated had strong pedagogical value; easy implementation and improving students’ listening skills. In addition, the students had advantages in pronunciation skills. However, students still do not know how to write the lyrics correctly and understand the meaning of the songs.
Implementing Directed Reading Thinking Activity In Learning Reading Comprehension Junet, Firda Silviani; Al-Baekani, Abdul Kodir; Wahyuna, Yuna Tresna
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 4 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10516555

Abstract

This research was trying to discover the implementation of strategy Directed Reading Thinking Activity in learning reading comprehension. The research questions of this study were how does the process of learning reading comprehension through Directed Reading Thinking Activity? Then what are the students’ responses in learning reading comprehension through Directed Reading Thinking Activity? To answer these research questions, the researcher conducted a qualitative research. The respondents were six students of class X in Vocational School Tri Jaya Sakti Karawang, Observation, interview, and documentations were used in this research. The process of learning reading comprehension through Directed Reading Thinking Activity showed in this research, from the first step until the last step of using Directed Reading Thinking Activity. The result showed that the students had a positive response toward Directed Reading Thinking Activity. The students’ responses in cognitive aspect were Directed Reading Thinking Activity strategy assisted the students to comprehend various texts, improved their ability to answer and generate questions, developed to predict what the author writes, assisted the students to think rationally, defined unfamiliar words, and concluded the next plot. Meanwhile, the students’ responses in affective aspect were Directed Reading Thinking Activity strategy supported students to overcome difficulties during reading text, it was practical, interactive, easy to do, and made the students discuss actively.
EXPLORING 7TH-GRADE JUNIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF USING THE ELSA SPEAK APP IN MALL-BASED PRONUNCIATION LEARNING Malya Anisa Estiningtyas; Abdul Kodir Al-baekani; Praditya Putri Utami
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36174

Abstract

In the learning process at the junior high school level, English pronunciation remains an under-appreciated component, particularly in Indonesia. However, good pronunciation is crucial for effective communication. This study aims to investigate how seventh-grade students with low pronunciation skills perceive the use of the ELSA Speak app in MALL. This research employed a qualitative approach, specifically designed as a case study. Data were collected from five seventh-grade students at a junior high school in Karawang through participant observation, direct use of the ELSA Speak app, and semi-structured interviews. The results indicate that the use of ELSA Speak provides significant benefits in helping pronunciation skills, building student confidence, and increasing motivation for independent learning. However, several technical challenges and limitations in vocabulary comprehension were also identified. These findings demonstrate the great potential of ELSA Speak as an innovative and effective pronunciation learning medium at the junior high school level.
Investigating EFL Teacher's Strategies Ini Teaching Reading Comprehension Fazriah, Lusiana; Al-Baekani, Abdul Kodir; Nugraha, Sidik Indra
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.75304

Abstract

This qualitative case study investigates how an Indonesian junior-secondary EFL teacher coordinated three complementary practices brief fluency work (listen-and-repeat/echo reading), explicit Question–Answer Relationships (QAR), and responsive scaffolding to improve students’ reading comprehension during routine lessons. Motivated by persistent national concerns about low reading performance and classroom reports of word-by-word translation, limited vocabulary, and uneven decoding, the study documents how supports were sequenced across pre-, during-, and post-reading phases and adapted in real time. Data comprised classroom observations, teacher interview, and instructional artifacts, analyzed using Miles and Huberman’s interactive model (data condensation, display, and conclusion drawing/verification). Findings indicate that short, well-modeled echo-reading segments functioned as fluency “bridges,” freeing working-memory resources for meaning-focused tasks; QAR provided a simple classroom metalanguage that redirected attention from keyword matching toward evidence-based inference (Right There, Think and Search, Author and Me); and contingent scaffolds (sentence frames, think-alouds, prompts to cite lines) were introduced “just in time” and deliberately faded as control emerged. Students increasingly justified answers with textual citations and combined ideas across sentences, signaling movement from literal retrieval to local integration. Practical design principles include planning for dual bottlenecks (lexis and processing) via paired fluency-plus-vocabulary warm-ups, making QAR the spine of during-reading talk, using micro-diagnostics to localize breakdowns, and aligning assessment with literal, integrative, and inferential demands. Limitations relate to the single-case context and absence of standardized pre–post measures; future work should test the approach across genres and cohorts with validated outcomes. Overall, the study offers a feasible, theory-aligned orchestration of strategies for strengthening EFL reading comprehension in resource-constrained secondary classrooms.
The Use of YouTube based Interactive Learning Media in Giving English Subject Material for Middle School Students Tanti Tiara; Yousef Bani Ahmad; Abdul Kodir Al-Baekani
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.v5i2.1872

Abstract

The research objective is to see eight grade students’ perception of the use of interactive learning media based on YouTube in giving English subject material. The reason of researcher did this research is because the educators at the junior high school use YouTube as a learning medium which is expected so that students can understand the material being studied, so that students can continue to follow the teaching and learning process during the pandemic, especially in English subjects. This study used a qualitative research with narrative inquiry approach and thematic analysis to see the response of the use of YouTube. In order to get accurate results, the researchers used questionnaire and interviews. The subjects of this study were 8th grade students in one of junior high school in Karawang who are familiar with using YouTube as a media. Based on the results of the study, that had been conducted on the use of YouTube-Based interactive media to giving English material was that 4 out of 5 eighth grade students at one of junior high school in Karawang liked and were happy with the way teachers delivered material through YouTube videos during this pandemic because they become the focus of learning and the material becomes easy to understand.
EFL Teacher’s Instructional Design in Conducting Online Learning during the Covid-19 Pandemic Liza Amelia Syafitri; Yousef Bani Ahmad; Abdul Kodir Al-Baekani
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.v5i2.1890

Abstract

Instructional design is the art of creating and developing trainning experiences that make learning more efficient, effective and enjoyable for students (Merrill, 2012). This study aimed: (1). To find out how do teachers design online instruction during the Covid-19 pandemic; (2). To find out how are teachers perception in conducting online instructional design during the covid-19 pandemic. The participant of this study were an English teacher of senior high school in Karawang. This study used a qualitative narrative design. The instrument used for collecting the data is interview guideline that explained in the form of narrative inquiry. The result showed that by analyzing and understanding students’ characteristic, the teacher could create online instructional design that suitable with the students’ desire in learning. Meanwhile, related to teacher’s perception, in conducting online instructional design in this pandemic. It made the teacher is difficult to carry out the learning materials effectively and achieve the maximum of learning process. In addition, the teacher had to adapt with a new system and it required her to be more creative and innovative in order the student had a motivation in learning during this pandemic. To all of this fact, it can be said that conducting online instructional design made teacher experiencing difficulties while preparing and applying the instruction.
Student Perceptions of Learning Vocabulary Through Task-Based Learning (TBL): A Case Study Amelia, Amelia; Ridwan, Iwan; Al-Baekani, Abdul Kodir
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.11-22

Abstract

Vocabulary is a fundamental component of English language learning as it supports the development of other language skills. However, many students still experience difficulties in vocabulary acquisition due to monotonous teaching methods and limited use of interactive learning media. This study aims to investigate senior high school students’ perceptions of learning vocabulary through Task-Based Learning (TBL) integrated with crossword puzzles. A qualitative approach with a case study design was employed, involving eleventh-grade students from a senior high school in Karawang. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed that the integration of crossword puzzles within the TBL framework created a more engaging, interactive, and meaningful learning environment. Students showed increased motivation, active participation, and better understanding of vocabulary across the pre-task, during-task, and post-task stages. They perceived vocabulary learning as enjoyable, less stressful, and effective in helping them remember and apply new words in context. In conclusion, the use of Task-Based Learning combined with crossword puzzle media positively influenced students’ vocabulary learning experiences, motivation, and confidence.
Engaging EFL Junior Students in Collaborative Online Audio of Narrative Texts in Learning Extensive Listening: A Classroom Action Research Widiawati, Windi; Yanto, Elih Sutisna; Al-Baekani, Abdul Kodir
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.880-890

Abstract

Listening comprehension remains a significant challenge for many Indonesian junior high school EFL students, primarily due to limited exposure to and insufficient engagement with authentic listening materials. This Classroom Action Research explores the effectiveness of using collaborative online audio podcasts featuring narrative texts to enhance extensive listening skills and increase student engagement. The study, conducted over five sessions with eighth-grade students, utilized qualitative methods including classroom observations, reflective journals, and semi-structured interviews. The findings indicate that podcast-based collaborative listening activities significantly boosted students' motivation, participation, and comprehension of narrative texts. Students reported enjoying the interactive and social aspects of group listening tasks, which fostered active discussions and peer support, consistent with Vygotsky’s Sociocultural Theory and Mayer’s Cognitive Theory of Multimedia Learning. Despite some challenges, such as difficulties with vocabulary and fast speech, the overall impact on listening skills and student attitudes was positive. This study suggests that integrating podcasts into collaborative extensive listening practices provides a practical, engaging, and effective approach to improving EFL listening comprehension in junior high school settings.
Co-Authors 8Kelik Wachyudi Acep Bahrum Kamil Acep Bahrum Kamil Adiyanto Edo Nugraha AJR Ahmad, Yousef Bani Aina Khoirida AJR, Adiyanto Edo Nugraha Amelia Amelia An Nida Nur Azizah Anatasyah, Widya Aningrum, Aas Mutiara Azzura, Della Nur Della Nur Azzura Egi Rahmawati Elih Sutisna Yanto Elih Sutisna Yanto Elih Sutisna Yanto, Elih Sutisna 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 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 Widiawati, Windi Yogi Setia Samsi Yousef Bani Ahmad Yousef Bani Ahmad Yuna Tresna Wahyuna