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All Journal Prominent : Journal of English Studies Jurnal Kajian Ilmu Pendidikan (JKIP) Academic Journal Perspective : Education, Language, and Literature
Apandi Apandi
Universitas Swadaya Gunung Jati
Education Languange, Linguistic, Communication & Media Social Sciences Other

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PROJECT BASED LEARNING IN TRANSLATION CLASS Apandi Apandi; Devi Siti Sihatul Afiah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.342 KB) | DOI: 10.33603/perspective.v7i2.2656

Abstract

PROJECT BASED LEARNING IN TRANSLATION CLASSApandiProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonEmail: aapandi5@gmail.comDevi Siti Sihatul AfiahProdi Pendidikan Bahasa Inggris, FKIP Unswagati Cirebon  AbstractThis study aims to identify student learning experiences in the Indonesian-English translation class. This study uses a case study approach with data collection methods in the form of observations, interviews and questionnaires. Observations are made to obtain data sources from direct sources. Interviews were conducted to find out whether the places visited had historical stories, legends or folktales that could be translated into English, and also to find out the obstacles or challenges faced during learning using PBL. A questionnaire was used to identify learning experiences in the Indonesian-English translation class using PBL. Respondents were students of the 6th semester of the English language education program who took part in the English-Indonesian translation course. Data is presented in the form of descriptive explanations and also supported by graph data to facilitate the presentation. This study shows that the use of PBL provides benefits in forming independent learners, improving critical thinking and can improve attitudes in collaboration with peers. However, there are still obstacles and challenges in translation courses using PBL, namely at the beginning of the lecture in the form of less preparation time, adaptation with group mates and also the location of observations that are located some distance from the campus or where students are, and there are difficulties in translating cultural words found.Key words: PBL, Translation, Learning Experience
Investigating Teachers' Corrective Feedback in Writing Siti Nurhasanah; Apandi Apandi; Linda Linda
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 9, No 2 (2021)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (719.424 KB) | DOI: 10.33603/perspective.v9i2.5966

Abstract

In the English classroom writing as a communicating ideas considered to be most challenging. Students usually found many difficulty to expressing ideas or choosing the words which they will write. However, it is not the case if the teacher guided well their students with corrective feedback. The teacher as the fasilitator has important role in the fasilitating learning by guiding students and eliciting response from them. This study examined the teachers corrective feedback in respoding to students english writing in one of public senior high school in Indramayu. In this research, the data were obtained from a teacher of one of senior high school in Indramayu . This research were being analyzed descriptive qualitative method and therefore the data were being collected through documentation and interview questions. The framework undertaken is being proposed by Ellis, thus the interview question was being adapted from Thorsteinsen. The findings was found that there were three categories of feedbacks specifically, direct corrective feedback, unfocused corrective feedback and metalinguistics corrective feedback. Meanwhile, the reasons that the teacher provide different feedback startegies, teachers corrective feedbacks is the key to make students conscious of making mistake on writing assignments.
THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS Linda Linda; Apandi Apandi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (752.709 KB) | DOI: 10.33603/perspective.v7i2.2652

Abstract

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.
The Impact of Vlog-Mediated Speaking on University Students’ Speaking Skill Mohammad Ikbal; Misdi Misdi; Apandi Apandi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2738

Abstract

Speaking ability is a crucial component of English language learning as it allows students to express ideas and exchange information effectively. However, many EFL learners continue to face speaking difficulties due to limited vocabulary, pronunciation challenges, low confidence, and insufficient opportunities for oral practice. This study investigates the impact of vlog-mediated speaking activities on university students’ speaking skills and explores their learning experiences during vlog project implementation. A mixed-method approach with a quantitative-dominant design was employed involving 16 students from the English Education Study Program at Universitas Swadaya Gunung Jati (UGJ). Quantitative data were collected from students’ speaking performances across four vlog activities through pre-test and post-test assessments, while qualitative data were obtained from students’ reflective responses. The quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were examined through thematic analysis. The findings showed a consistent improvement in students’ speaking performance, with mean scores increasing from 55.47 in Vlog 1 to 70.31 in Vlog 4. The paired-sample t-test revealed a significant difference between pre-test and post-test scores (t(15) = 5.69, p < .001), with a large effect size (Cohen’s d = 1.42). Qualitative analysis identified three themes: enhanced confidence, improved speaking skills, and positive learning experiences. These results suggest that vlog-mediated speaking activities effectively promote repeated practice, self-reflection, and active engagement in English speaking development.
Podcast As Reflection Platform for Promoting EFL Preservice Teachers’ English Skill, Sense of Motivation, And Critical Thinking Muhammad Hafizh Fariadhi; Yustian Fadlan Fadillah; Rana Rahmat Hidayat; Apandi Apandi; Utut Kurniati
Prominent Vol. 8 No. 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.15281

Abstract

This study investigated how pre-service EFL (English as a Foreign Language) teachers perceived the use of podcasts as a reflective tool to improve their motivation, critical thinking, and English language skills. The primary goal was to find out how podcasts can reinforce language competencies, reflective practice, professional development, and richer and deeper learning. Case study was the method used whereby 34 students of a private Indonesian university participated in a two-week podcasting exercise. Semi-structured interviews and surveys were the methods used to gather data. It revealed that the podcasts encouraged self-expression, critical reflection, and growing confidence alongside linguistic skill, in terms of listening and speaking. In addition to this, participants reported that freedom to learn alone had increased motivation and satisfaction levels. The study makes several recommendations for improving the use of podcasts in EFL contexts, including making sure the content is credible, incorporating interactive elements to prevent passive learning, and completely incorporating podcasts into the EFL curriculum. It is recommended that future studies investigate the use of podcasts in diverse educational contexts and look into their long-term effects. All things considered, the study shows that podcasts are a versatile and useful tool that can enhance future EFL teachers' language learning and professional development. 
Co-Authors Devi Siti Sihatul Afiah Hendri Hermawan Adinugraha Linda Linda Linda Linda Misdi Mohammad Ikbal Muhammad Hafizh Fariadhi Rana Rahmat Hidayat Utut Kurniati Yustian Fadlan Fadillah