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All Journal Journal on English as a Foreign Language (JEFL) English Education Journal Wiralodra English Journal (WEJ) Indonesian Journal of Community Services CONCEPT ETERNAL: English Teaching Journal Papanda Journal of English Education Papanda Journal of Community Service
Afief Fakhruddin, Afief
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE EFFECT OF JIGSAW AND PAIR SWITCH PATRNER PRESENT ON THE HIGH AND LOW MOTIVATED STUDENTS’ VOCABULARY MASTERY Fakhruddin, Afief; Yuliasri, Issy; Linggar Bharati, Dwi Anggani
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is investigated the effect of jigsaw and pair switch partner present on the high and low motivated students’ vocabulary mastery. The statement of problems were (1) How significant is the vocabulary mastery if high motivated students were treated with jigsaw, (2) How significant is the vocabulary mastery if high motivated students were treated with pair switch partner presents, (3) How significant is the vocabulary mastery if low motivated students were treated with jigsaw, (4) How significant is the vocabulary mastery if low motivated students were treated with pair switch partner presents, (5) How significant is the vocabulary mastery if high and low motivated students were treated with jigsaw, (6) How significant is the vocabulary mastery if high and low motivated students were tratedwith pair switch partner presents, (7) Is there any interaction between vocabulary mastery, strategy, and students motivation. This study was exprimental factorial design. This study used test, questionnaire and observation. The result showed that all results were not significants, and only pair switch partner present gave effect to the high motivated students and there was not interaction between vocabulary mastery, strategy, and students motivation.  It can be concluded that the strategy were not effective.
STUDENTS’ MASTERY OF PARTS OF SPEECH IN ENGLISH WRITING Fakhruddin, Afief
Wiralodra English Journal Vol 3 No 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.27 KB) | DOI: 10.31943/wej.v3i2.59

Abstract

The research is entitled ?students? mastery of parts of speech (noun, pronoun, and verb) in English writing. The purposes of this research are (1) to find out the students? mastery of parts of speech (noun, pronoun and verb), (2) to find out the most and least understood parts of speech among noun, pronoun and verb often found in English writing, (3) to find out the common problems faced by the  students,(4). To find out workable solutions to these problems so as to increase the students? mastery in using parts of speech (noun, pronoun and verb) in English writing. The data collections are done by giving questionnaire, test in completion item and simple English writing. The conclusion of this research are: (1) the students? mastery of parts of speech is fair (60,30), (2) the most understood parts of speech is Noun (21,66% error) and the least understood parts of speech is Verb (49,46% error), (3) common problems happened in constructing countable and uncountable noun, using possessive pronoun and pronoun  function as object, and using full verb and to be in constructing continuous and future tense. (4) The workable solutions that can be used are by using game, and quiz.
STUDENTS’ PERCEPTION ON QUIZZIZ AS GAME BASED LEARNING IN LEARNING GRAMMAR IN WRITEN DISCOURSE Fakhruddin, Afief; Nurhidayat, Eka
Wiralodra English Journal Vol 4 No 2 (2020): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v4i2.101

Abstract

The study is entitled the students’ perception on Quizizz as Game Based Learning as a in learning grammar in Written discourse. The aimed of this research was to investigate students’ opinion on Quizizz as Game Based Learning as a in learning grammar in Written discourse and their obstacles in the implementation. The data for this study were gained through qualitative method that used questionnaire and interview, and the respondents were four semester students who used quizziz as their learning activity. And created 10 questions relevant to the topics which are students already learned before by using Quizizz as games based learning for 20 minutes before finishing grammar in written discourse class once the students feel very tired, sleeping and bored for their grammar in written discourse class. The study revealed that the students had positive perception on the use of quizziz, and all students were very active to answer the questions which provided by researches, and more concentrated on the topic. The result of the study expected to give contribution in improving EFL teaching and learning activity, especially in learning grammar in Written discourse.
Gender stereotypes in visual and verbal texts from government-distributed EFL textbook: Critical discourse analysis Herdiawan, Rama Dwika; Fakhruddin, Afief; Nurhidayat, Eka; Nurhadi, Kardi
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9357

Abstract

Research on gender stereotypes in educational materials has been documented. However, research exploring gender stereotype constructions within visual and verbal materials of English as a foreign language (EFL) textbooks remains limited. This study investigates gender stereotype constructions within visual and verbal materials of the Indonesian government-distributed EFL textbook to shape learners' perceptions of gender roles. This study employed critical discourse analysis (CDA) to explore how textbooks construct stereotypical roles through visual depictions, dialogue patterns (verbal), and linguistic characteristics as data sources and verbal ones. The visual and verbal texts were documented in dialogues and analyzed considering theories of gender stereotypes using CDA. The results reveal that males are assigned lucrative and out-of-the-home jobs, like farmers (Beni's father) and teachers (Dayu's dad). In contrast, women are tied to household responsibilities, such as Lisa's mom being a housewife, which confirms the notion that women play a primary role in providing care. This study highlights the significance of employing gender-sensitive teaching strategies to enable EFL students to critically analyze stereotypes and form more expansive understandings of gender roles.
A case study on the implementation of differentiated instruction in ELT classroom Erlia Rahman, Sabrina; Fakhruddin, Afief; Syarifah, Eva Fitriani
Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v10i2.7899

Abstract

This study focused on how English teachers implement differentiated instruction (DI) in English language teaching (ELT) classrooms and the challenges they faced. Differentiated Instruction is a relevant approach because it enables educators to adapt learning content, processes, and products to students' readiness, interests, and learning profiles. This research used a qualitative method with a case study design. The participants were an English teacher and tenth-grade students at a public senior high school in Majalengka. Data were collected through classroom observations and interviews. The findings showed that the teacher used diagnostic assessments to categorize students as auditory, visual, or kinesthetic learners. Learning materials and activities were then adapted accordingly. However, the study also identified challenges, including limited resources, a lack of training, and difficulties managing student groups. The discussion highlights how, with proper support, DI can enhance student engagement and comprehension. In conclusion, DI is an effective and inclusive ELT strategy, but its success depends on continuous teacher development and institutional support. Keywords: Differentiated instruction; English Language Teaching; case study.
The Impact of Digital Technologies on English Literacy Development Among Undergraduate Students Fakhruddin, Afief; Larasaty , Gina
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.515

Abstract

This research explores the extensive have an effect on of virtual generation on the improvement of English literacy in university college students. The effect of digital systems on literacy abilities is becoming an important discipline of studies as they keep to dominate conversation and getting to know environments. It examines how digital technology might enhance literacy via interactive and multimodal getting to know tools, in addition to the problems they pose, such as the growth in casual language use associated diversions. Data become collected from semester four through qualitative method which includes surveys, interviews and observation, to evaluate alterations in reading and writing competencies. The outcomes show that digital tools can decorate reading comprehension with personalized and attractive content material, however they also can promote fragmented reading habits and casual writing patterns. The article explores the consequences of these findings for instructional practices proposing a properly-rounded use of digital generation in literacy practice to maximize their benefits at the same time as minimizing their negative aspects. This has a look at provides to the discussion on generation’s role in education, emphasizing the importance of implementing techniques that effectively combine virtual gear into literacy programs.
The Use of Student-Centered Learning Method For Speaking Skill in EFL Classroom Gunawan Indrapurnama; Fakhruddin, Afief; Kustini, Titin
Papanda Journal of English Education Vol. 1 No. 2 (2022)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v1i2.160

Abstract

The objective of this research is to find out the effectiveness of using the Student-Centered Learning (SCL) method to develop the speaking skill of second grade students. This research applied classrooom action research. The population of this research was the second-grade students that were XI IPA as experimental class and the research sample was selected using purposive sampling technique to determine the sample. The data were collected through pre-test and post-test. Data were analyzed using formula to calculating the mean score of the pre-test and the post-test. The results showed that the mean differences between using Teacher-Centered Learning method and when using Student-Centered Learning method. Pre-test result got 14.3 score and Post-test 17.56, which means that the use of SCL has an impact on students speaking achievement.
Enhanching EFL Students’ Reading Comprehension Through KWL (Know,Want And Learned) Strategy Pratiwi, Melinda Lintang; Fakhruddin, Afief; Nurhidayah, Yayah
Papanda Journal of English Education Vol. 1 No. 2 (2022)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v1i2.161

Abstract

Students has many problems in reading comprehension are lack of focus on student understanding and making the class passive by teacher, students lack of motivation and students vocabulary difficulties to overcome these problems. Teacher implement know, want and learned (KWL) strategy to  enhance students’ reading comprehension. The purpose of  research analyze students’ results in reading comprehension towards the use of KWL strategy and to reveal students’ perceptions towards the use of KWL strategy in reading comprehension. In this research conducted at the eveleventh grade of one of senior high schools in academic 2022. The reseacher  use qualitative clasroom action  research (CAR) as the method of  the research in which to identify and to solve the problem on  students’ reading comprehension. In this clasroom action research which consided of  two cycle and each cycle consisted of  four phases, they are planning, acting, observing and reflecting. To collect and analyze the data the reseacher gained the information from observation, questionnaire and based on the result of questionnaire students have a positive perception in reading comprehension using KWL strategy. The students’ result in pre-test and post-test support the data collected, the result the pre – test 1.480 mean was 44.8 in percentages 44,8%  and  post – test 2.180 mean was 66 in percentages 6,6%. Meanwhile, in this research there is an improvement of students’ reading comprehension by using KWL strategy.
Implementasi Media Digital Interaktif untuk Meningkatkan Keterampilan Berbicara Bahasa Inggris Siswa SMP fakhruddin, Afief; Herdiawan, Rama Dwika; Hakim, Irfan Lukmanul; Nisa, Lulu Khoerun
Papanda Journal of Community Service Vol. 2 No. 2 (2023)
Publisher : Paguyuban Panalungtik Sunda (Papanda)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjcs.v2i2.2723

Abstract

Program pengabdian kepada masyarakat ini dilaksanakan oleh Program Studi Pendidikan Bahasa Inggris untuk menjawab tantangan yang dihadapi siswa Sekolah Menengah Pertama dalam mengembangkan keterampilan berbicara Bahasa Inggris. Sebagian besar siswa masih mengalami kesulitan, seperti keterbatasan kosakata, rendahnya kepercayaan diri, serta kurangnya kesempatan untuk berlatih berbicara dalam konteks yang bermakna. Untuk mengatasi permasalahan tersebut, program ini mengimplementasikan media digital interaktif berupa aplikasi mobile learning, tugas berbasis video, dan speech practice tools guna menciptakan lingkungan belajar yang lebih menarik dan autentik. Kegiatan dilaksanakan melalui beberapa tahap, yaitu analisis kebutuhan, perancangan program, pelatihan guru dan siswa, implementasi di kelas, serta evaluasi. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan pada keterampilan berbicara siswa, khususnya dalam aspek kelancaran, pengucapan, penggunaan kosakata, dan kepercayaan diri. Selain itu, guru memperoleh wawasan baru mengenai pemanfaatan teknologi digital dalam pembelajaran Bahasa Inggris. Program ini tidak hanya meningkatkan kompetensi komunikatif siswa, tetapi juga berkontribusi pada penguatan literasi digital dan pengembangan praktik pembelajaran inovatif di tingkat sekolah.
Penguatan TPACK Guru melalui Lesson Study dan Pemanfaatan AI Syarifah, Eva Fitriani; Fakhruddin, Afief; Nurhidayat, Eka; Arifin, Nayla Alvia; Zahara, Najma Olfia; Riastriani, Memey Rahmi
Indonesian Journal of Community Services Vol 7, No 2 (2025): November 2025
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.7.2.173-180

Abstract

Penguatan kompetensi guru dalam menghadapi tantangan pembelajaran abad ke-21 menjadi sangat krusial khususnya dalam mengintegrasikan teknologi dalam kegiatan pembelajaran.  Keterbatasan pemahaman guru terhadap integrasi teknologi dalam pembelajaran, minimnya pemanfaatan AI, serta kurangnya budaya kolaborasi merupakan permasalahan yang seringkali dihadapi oleh guru. Program pengabdian ini dilaksanakan di SDN Padahanten I Majalengka dengan tujuan untuk meningkatkan kompetensi TPACK (Technological Pedagogical Content Knowledge) guru, keterampilan dalam pemanfaatan Artificial Intelligence (AI), dan membangun budaya kolaborasi guru melalui kegiatan Lesson Study. Kegiatan pengabdian dilaksanakan melalui lima tahapan yaitu sosialisasi, pelatihan, implementasi, pendampingan dan refleksi, serta evaluasi. Program ini mengintegrasikan Lesson Study sebagai strategi kolaboratif, dimana guru berkolaborasi dalam merancang (plan), melaksanakan (do), dan merefleksikan (see) pembelajaran. Kegiatan ini melibatkan 17 guru kelas. Pada tahap perencanaan, guru dilatih menggunakan berbagai tools AI untuk menyusun modul ajar interaktif. Hasil program menunjukkan adanya peningkatan pemahaman dan kemampuan guru dalam memanfaatkan teknologi. Selain itu, guru mampu membuat modul ajar berbasis AI. Pelaksanaan Lesson Study terbukti efektif dalam memfasilitasi kolaborasi dan pembelajaran antar sejawat. Dengan deminikian, sinergi antara Lesson Study dan pemanfaatan AI bisa menjadi strategi efektif untuk meningkatkan kualitas pembelajaran di sekolah dasar, menciptakan ekosistem inovatif, dan mendorong profesionalisme guru secara berkelanjutan.Strengthening teachers' competencies in facing the challenges of 21st century learning is crucial, especially in integrating technology into learning activities. Teachers' limited understanding of technology integration in learning, minimal use of AI, and lack of a culture of collaboration are problems that teachers often face. This community service program was implemented at SDN Padahanten I Majalengka with the aim of improving teachers' TPACK (Technological Pedagogical Content Knowledge) competencies, skills in utilizing Artificial Intelligence (AI), and building a culture of collaboration among teachers through Lesson Study activities. The community service activities were carried out in five stages, namely socialization, training, implementation, mentoring and reflection, and evaluation. This program integrated Lesson Study as a collaborative strategy, where teachers collaborated in planning, implementing, and reflecting on learning. This activity involved 17 classroom teachers. In the planning stage, teachers were trained to use various AI tools to develop interactive teaching modules. The results of the program showed an increase in teachers' understanding and ability to utilize technology. In addition, teachers were able to create AI-based teaching modules. The implementation of Lesson Study proved to be effective in facilitating collaboration and peer learning. Thus, the synergy between Lesson Study and the use of AI can be an effective strategy to improve the quality of learning in elementary schools, create an innovative ecosystem, and encourage the continuous professionalism of teachers.
Co-Authors Arifin, Nayla Alvia Budiarti, Yummi Dwi Anggani Linggar Bharati Eka Kurnia, Eka Erlia Rahman, Sabrina Gunawan Indrapurnama Hakim, Irfan Lukmanul Herdiawan, Rama Dwika Hidayah, Yayah Nur Issy Yuliasri Kardi Nurhadi Larasaty , Gina Nisa, Lulu Khoerun Nurhidayat, Eka Nurhidayat, Eka Pratiwi, Melinda Lintang Riastriani, Memey Rahmi Syarifah, Eva Fitriani Titin Kustini YAYAH NURHIDAYAH, YAYAH Zahara, Najma Olfia