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Managing Online Classes in The Covid-19: Pre-Service Language Teachers’ Perceptions Asep Nurjamin; Yustika Nur Fajriah; Lucky Rahayu Nurjamin
Jurnal Pendidikan Bahasa dan Sastra Vol 22, No 2 (2022): OKTOBER 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v22i2.55919

The shifting of offline to online classroom during Covid-19 Outbreak arose classroom management issues, especially in rural areas. From that point, this study aims to investigate pre-service language teachers’ perceptions on managing online classrooms. Those respondents were five third graders in a university in Garut, West Java who were conducting pre-service teaching programs. To achieve the goal of this study, qualitative research in the form of a case study design was employed. The data were collected using semi-structured interview. The data were then analyzed using Creswell ‘s inductive analysis framework (2012) framed by the theory of classroom management from (Simonsen at al, 2014). As the result, teachers viewed that having a good classroom management is a must. Yet, they still needed to upgrade their self-concept as the teachers, as well as knowledge and skills in managing online classes; paying attention on the classroom conduciveness, translating the lesson plan into online teaching practice, as well as considering the quantity and quality of the task. The practical implication of this study is that relevant trainings may be addressed to pre-service teachers before they came to schools. Specifically, those trainings should cover the self-concept of pre-service teachers regarding their pedagogical competences, technological literacy, as well as the belief as the prospective teachers at the very first place.

DICTOGLOSS TECHNIQUE TO TEACH STUDENTSâ€™ LITERAL LISTENING IN EFL CONTEXT Lucky Rahayu nurjamin
English Education and Applied Linguistics Journal (EEAL Journal) Vol 2, No 1 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v2i1.847

The communication used in our real life situation spent 45% involvement of listening activity (Feyten; 1991). This big involvement of listening skill triggered the theorist to extent the method in teaching listening. In order to make an extension of teaching listening, thus, this study was undertaken. This study investigated the effectiveness of dictogloss technique in teaching studentsâ€™ literal listening. Quantitative approach used pre-experiment study was chosen to examine the method. The research site in this study is the first semester of university students, particularly 40 students were chosen as participants of the study.Â

Barriers of Online Reading Learning Faced by College Students Gesha Lailatul Fauziyyah; Alina Alina Lemieshevska; Lucky Rahayu Nurjamin; Asep Suparman
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i1.2907

In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.

HOW ORAL CORRECTIVE FEEDBACK IS PERCEIVED BY EFL BILINGUAL ELEMENTARY SCHOOL TEACHER Novia Mustika Dewi; Ainun Putri Nurdiya; Mitha Mediana Sukandar; Lucky Rahayu Nurjamin
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.46

Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher

A Pragmatic Evaluation Of Directive Acts In Grade 10 English Textbook Instructions Giselia Fatima Nurhaliza; Amir Hamzah; Lucky Rahayu Nurjamin
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1354

This study examines how directive speech acts are realized in the written task instructions of an official Grade 10 EFL textbook used in Indonesia under the Kurikulum Merdeka. Textbook instructions function as primary written input that guides autonomous learner behavior, so their pragmatic formulation is important for preventing communication breakdowns. Grounded in Searle’s (1979) speech act taxonomy, this qualitative content analysis investigates the frequency distribution of directive forms across all chapters of the textbook. The results show a strong dominance of direct commands (72.73%), with requests (15.58%), suggestions (9.74%), and invitations (1.95%) appearing much less frequently. While direct imperative verbs contribute to task clarity and support independent learning, an overreliance on unmitigated commands diminishes the social complexity of the target language. This imbalance limits secondary level learners’ exposure to a range of polite and context-sensitive pragmatic structures that are crucial for real world English use. The study therefore recommends that textbook authors deliberately diversify task delivery formats to foster more balanced communicative competence among adolescent learners.

Tracing Research Trends of Artificial Intelligence in EFL Context: A Bibliometric Analysis Gia Salsabila Fratiwi; Muhamad Taufik Hidayat; Lucky Rahayu Nurjamin
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2545

Artificial intelligence (AI) has increasingly transformed English as a Foreign Language (EFL), offering new possibilities for language teaching and learning. This study aims to examine research trends in artificial intelligence within the EFL context through a bibliometric approach. The study focuses on identifying the most productive countries, authors, publishers, and the frequency of publications in this field. Data were collected from the Scopus database and analyzed using a quantitative method with the support of VOSviewer. The findings reveal a significant increase in the number of publications over the past five years, indicating growing research interest in the integration of artificial intelligence in language learning. The study also identified China as the most productive contributing country, while Wang, Y. emerged as a key contributor to the development of this research field. In addition, the European Journal of Education was identified as one of the major platforms for publishing studies related to artificial intelligence in the EFL context. Furthermore, the co-occurrence analysis of keywords shows that current research primarily focuses on writing-related applications, pedagogical integration, and technological development. Frequently occurring keywords such as ChatGPT, writing, and chatbot suggest that AI-assisted tools are widely utilized to support language learning, particularly in improving students’ writing skills. This study provides important implications for researchers, educators, and practitioners by highlighting current research trends and the potential of artificial intelligence to support more effective and personalized language learning. Moreover, this study contributes to the existing literature by providing a comprehensive bibliometric overview of AI research in the EFL context.

HOW ORAL CORRECTIVE FEEDBACK IS PERCEIVED BY EFL BILINGUAL ELEMENTARY SCHOOL TEACHER Novia Mustika Dewi; Ainun Putri Nurdiya; Mitha Mediana Sukandar; Lucky Rahayu Nurjamin
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.46

Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher

DEVELOPING DISGAME: A ROBLOX-BASED EDUCATIONAL GAME FOR YOUNG LEARNERS' LISTENING COMPREHENSION Rafli Muhamad Ridhwan; Lucky Rahayu Nurjamin; Irsyad Nugraha
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13721

Listening comprehension is an essential skill in English language learning because it provides learners with the linguistic input necessary for language acquisition. However, young learners often experience difficulties in understanding spoken English due to limited exposure to authentic language input and a lack of engaging listening activities. This study aimed to develop DISGAME (Diajar Inggris Sabari Ngagame), a Roblox-based educational game designed to support young learners' listening comprehension through interactive, audio-based learning activities. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The game was developed using Roblox Studio and integrates Total Physical Response (TPR) principles, game-based learning, and listening-focused activities within a virtual learning environment. The findings indicate that DISGAME was successfully developed as a fully audio-based learning medium in which learners are required to respond physically to spoken instructions across four progressively structured stages encompassing vocabulary recognition, greetings, direction-following, and spelling. Roblox proved to function not only as a gaming platform but also as an immersive, interactive learning environment that supported active engagement with spoken English. The study concludes that DISGAME has the potential to serve as an alternative learning medium for supporting young learners' listening comprehension in the English as a Foreign Language (EFL) context. ABSTRAK Listening comprehension merupakan keterampilan penting dalam pembelajaran bahasa Inggris karena menyediakan masukan bahasa yang diperlukan bagi proses pemerolehan bahasa. Namun, young learners sering mengalami kesulitan memahami bahasa Inggris lisan akibat keterbatasan paparan terhadap authentic language input dan minimnya aktivitas menyimak yang menarik. Penelitian ini bertujuan mengembangkan DISGAME (Diajar Inggris Sabari Ngagame), permainan edukatif berbasis Roblox yang dirancang untuk mendukung listening comprehension pada young learners melalui aktivitas pembelajaran interaktif berbasis audio. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE, meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Permainan dikembangkan menggunakan Roblox Studio dengan mengintegrasikan prinsip Total Physical Response (TPR), pembelajaran berbasis permainan, dan aktivitas menyimak dalam lingkungan belajar virtual. Hasil penelitian menunjukkan bahwa DISGAME berhasil dikembangkan sebagai media pembelajaran yang sepenuhnya berbasis audio, di mana pembelajar diminta merespons instruksi lisan melalui tindakan fisik dalam empat tahap permainan yang meningkat secara bertahap, mencakup pengenalan kosakata, sapaan, mengikuti arah, dan ejaan. Roblox terbukti berfungsi tidak hanya sebagai platform permainan, tetapi juga sebagai lingkungan belajar yang imersif dan interaktif. Penelitian ini menyimpulkan bahwa DISGAME berpotensi menjadi media pembelajaran alternatif untuk mendukung listening comprehension young learners dalam konteks English as a Foreign Language (EFL).

Design-Based Research dalam Pembelajaran Kreatif: Menarik Kesimpulan Bacaan dengan Mode Pertanyaan Eksploratif pada Siswa Kelas Tinggi di Sekolah Dasar Asep Nurjamin; Lucky Rahayu Nurjamin; Yustika Nur Fajriah; Aisyah Khoerunnisa
Widyantara Vol 3 No 2 (2025)
Publisher : Ikaprobsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63629/widyantara.v3i2.172

Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi efektivitas metode pembelajaran kreatif yang terintegrasi dengan mode pertanyaan eksploratif dalam meningkatkan keterampilan membaca siswa kelas tinggi di Kabupaten Garut. Menggunakan pendekatan Design-Based Research (DBR), penelitian dilakukan di tiga kecamatan: Garut Kota, Limbangan, dan Bungbulang, melibatkan 60 hingga 90 siswa serta beberapa guru berpengalaman dengan minimal 15 tahun di bidang pendidikan. Penelitian ini menggunakan metode kualitatif dengan pendekatan DBR. Instrumen pengumpulan data yang digunakan adalah latihan di kelas, wawancara, dan observasi dalam kerangka waktu tertentu. Pengumpulan data dilakukan dengan cara wawancara semistruktural dengan siswa dan guru dengan penerapan metode pembelajaran kreatif yang terintegrasi dengan mode pertanyaan eksploratif secara signifikan meningkatkan keterampilan membaca siswa kelas tinggi di Kabupaten Garut. Dari analisis data kuantitatif, tercatat adanya peningkatan yang signifikan dalam rata-rata skor keterampilan membaca siswa, dari 60 pada pre-test menjadi 80 pada post-test. Selain itu, hasil analisis kualitatif melalui wawancara dengan siswa dan guru mengungkapkan bahwa keterlibatan siswa, kesenangan dalam belajar, dan dukungan guru berkontribusi signifikan terhadap efektivitas pembelajaran. This study aims to develop and evaluate the effectiveness of a creative learning method integrated with an exploratory inquiry model in improving the reading skills of upper-grade students in Garut Regency. Using a Design-Based Research (DBR) approach, the study was conducted in three sub-districts: Garut City, Limbangan, and Bungbulang, involving 60 to 90 students and several experienced teachers with at least 15 years of experience in education. This study employed a qualitative DBR approach. Data collection instruments included classroom exercises, interviews, and observations over a specific period. Data collection was conducted through semi-structured interviews with students and teachers. The implementation of a creative learning method integrated with an exploratory inquiry model significantly improved the reading skills of upper-grade students in Garut Regency. Quantitative data analysis recorded a significant increase in the average score of students' reading skills, from 60 in the pre-test to 80 in the post-test. Furthermore, qualitative analysis, conducted through interviews with students and teachers, revealed that student engagement, enjoyment in learning, and teacher support significantly contributed to learning effectiveness.

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