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All Journal ELT Worldwide: Journal of English Language Teaching Indonesian EFL Journal Journal of ELT Research JURNAL PENDIDIKAN TAMBUSAI British: Jurnal Bahasa dan Sastra Inggris PROJECT (Professional Journal of English Education) ELT in Focus Elsya : Journal of English Language Studies Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Innovative: Journal Of Social Science Research INTERACTION: Jurnal Pendidikan Bahasa
Sidik Indra Nugraha, Sidik Indra
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Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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EFL Teachers’ Beliefs of Classroom Seating Arrangements Septiorini, Widya Dwi; Srisudarso, Mansyur; Nugraha, Sidik Indra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The purpose of this study is to determine the seating arrangement of teachers and the reasons for their seating preferences. This study was carried out at SMK Negeri 8 Bekasi, with three English teachers serving as research subjects. This study's instruments were observations and interviews. According to the study's findings, the seating arrangement that supports students demonstrates things like comfort, flexibility in carrying out activities, completing assignments, spaciousness, and cooperation with teachers. As a result, students are supported in terms of concentration, participation in class discussions, and collaboration with teachers in order to improve student performance.
Investigating EFL Learners' Engagement in Multimodal Vocabulary Learning : A Case Study Tiara, Alifa Giecha; Saefullah, Hilmansyah; Nugraha, Sidik Indra
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk menginvestigasi bagaimana pembelajaran bahasa multimodal dengan menggunakan buku audio dan permainan kata digital di Wordwall.net dapat memfasilitasi keterlibatan siswa SMA EFL dalam pemerolehan kosakata bahasa Inggris. Studi kasus kualitatif ini dilakukan di sebuah SMA negeri di Karawang, melibatkan 33 siswa kelas 11. Data dikumpulkan melalui kuesioner pra-studi, jurnal reflektif siswa, wawancara semi-terstruktur, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendekatan multimodal ini meningkatkan pemahaman kontekstual kosakata, menciptakan pengalaman belajar multisensori, meningkatkan kemampuan mengingat dan menggunakan kosakata baru, mendorong keterlibatan mandiri dan aktif, serta meningkatkan motivasi siswa. Buku audio menyediakan konteks naratif yang kaya, sementara permainan kata digital memungkinkan interaksi dan praktik aktif. Studi ini berkontribusi pada pemahaman tentang efektivitas pendekatan multimodal dalam pembelajaran kosakata EFL, memperkuat teori pembelajaran multimedia dan menyoroti pentingnya keterlibatan aktif dalam pemerolehan bahasa. Implikasi praktis meliputi integrasi sumber daya multimodal dalam instruksi kosakata dan pengembangan materi pembelajaran bahasa.Keterbatasan penelitian mencakup ukuran sampel yang terbatas dan durasi studi yang singkat. Rekomendasi untuk penelitian masa depan termasuk studi longitudinal dan eksplorasi kombinasi modalitas lainnya dalam pembelajaran kosakata.
Factors That Can Affect Student Engagement in Learning Hana, Firyaal; Nugraha, Sidik Indra; Ahmad, Yousef Bani
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.13173

Abstract

Factors that can affect student involvement in the classroom have a considerable influence on the student learning process. Because internal and external factors are interconnected, students will successfully complete academic activities if they have the will and effort. In addition, support from their environment can also affect student involvement in the learning process. The purpose of this study is to identify all components that can affect student involvement in the learning process in grade XI students of SMA Pusaka Nusantara 2 Bekasi. This study uses a qualitative approach with data collection through interviews and observation. 3 students were selected by the researchers for further interviews and the data were analyzed using Braun & Clarke's thematic analysis. The results of this study are expected to increase understanding of how important internal and external factors are to help increase student involvement in the learning process.
EXPLORING COHESIVE DEVICES USED BY STUDENTS IN NARRATIVE TEXT Aulia, Nabila; Nugraha, Sidik Indra; Miftakh, Fauzi
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 1 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10468073

Abstract

Finding out the different kinds of cohesive devices and how frequently they occur is the goal of this study. The research used qualitative research as a research design. The participants of the study are 6 students in of the senior high school in Karawang who are selected based on the recommendation of the English teacher to collect data. The instruments used in this study were document analysis. The data were then analyzed in accordance to Halliday and Hasan (1976) which cater grammatical cohesion (reference, substitution, ellipsis, conjunction), and lexical cohesion (reiteration and collocation). The researcher discovered that lexical cohesiveness is subordinated to grammatical cohesion. Ellipsis and collocation are the only two aspects of the four that belong to grammatical coherence and the two that belong to lexical cohesion that are absent from the students' narrative texts. With 39 appearances, conjunction is a dominant word in student narrative texts. While the reference in the second position requires 20 appearances, the replacement plays the final three appearances. Conversely, lexical cohesiveness makes a total of six occasions. The most common appearances are repetitions, with six and There are no collocations in the pupils' narrative text.
The Implementation of Communicative Language Teaching Method in Learning Speaking for Junior High School Dewi, Nur Annisa Primasita; Ahmad, Yousef Bani; Nugraha, Sidik Indra
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 10 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.11473962

Abstract

The purpose of this study is to investigate teacher procedures when using the CLT technique in teaching speaking, as well as to understand students' answers and opinions about the use of CLT methods in the classroom. As a research design, the author employs interviews and field notes. The authors analyze instructors' and students' learning activities regarding speaking in the classroom using CLT utilizing interviews and field notes. The benefits of employing CLT include that teachers conduct question-and-answer sessions with students, and the frequency with which students respond to learning activities such as answering questions is increasing. As a result, one of the challenges of Communicative Language Teaching is that students continue to feel anxious and nervous if they make mistakes during the learning process. Based on the results of the study, students indicated that CLT aided them in the process of learning to speak English. This can drive students to learn since they believe that using CLT is more interactive. For students to use these strategies, teachers' roles are critical. Students find it easier to follow the learning process and gain knowledge about the role of language in learning. It is proposed that students apply the strategy in the learning process when learning speaking skills.
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.
Engaging Secondary School EFL Students in Speaking Classroom through Guessing Games Yumna, Zhafirah Alifah; Nugraha, Sidik Indra; Ahmad, Yousef Bani
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1-12

Abstract

Speaking remains one of the most challenging skills for EFL learners, particularly in contexts where classroom interaction is limited. To address this issue, interactive techniques such as Guessing Games are widely considered effective for promoting learner participation. This study aims to investigate students’ engagement in an EFL speaking classroom through the use of Guessing Games and to explore their perceptions of its implementation. Employing a qualitative descriptive design, the research was conducted in a secondary senior high school in Karawang Regency, West Java, Indonesia, involving one intact class of 30 eleventh-grade students aged 16–17. Data were collected through semi-structured interviews and classroom observation checklists, and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that students demonstrated strong behavioral, emotional, and cognitive engagement during the learning process. They followed classroom rules, listened attentively, and maintained focus; expressed enthusiasm, enjoyment, and positive emotions; and showed cognitive growth by enhancing their vocabulary, applying critical thinking, and demonstrating creativity when describing objects. Additionally, the activity fostered stronger peer and teacher–student connections. In conclusion, Guessing Games effectively support a more interactive, motivating, and engaging speaking classroom, making them a valuable technique for EFL instruction.
Using a Genre-Based Approach for Differentiated Instruction to Enhance Students’ Writing Skills Nofitasari, Nofitasari; Nugraha, Sidik Indra
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6749-6761

Abstract

This study investigates the application of the Genre-Based Approach in differentiated instruction to enhance students' writing skills. It also examines students' responses to the implementation of this approach in developing their writing abilities. The research employs a qualitative methodology with a case study design. The research participants consist of an English teacher and 41 eighth-grade students. Data were collected through observation, interviews, and documentation. The results of the study indicate that the teacher applied the four stages of the GenreBased Approach, namely BKOF, MOT, JCOT, and ICOT, which were combined with differentiated learning in writing skills. The study also shows that students experienced an increase in motivation and confidence and shows active participation in the learning process. However, it is found a number of challenges in its implementation. For teachers, the challenge lies in the limited time available, as GBA learning requires a lengthy and gradual process. Meanwhile, the challenges faced by students are related to their individual limitations in English language proficiency, necessitating intensive guidance and additional support during the writing process. Overall, this study demonstrates that the integration of GBA and differentiated learning can create a more inclusive, focused, and student-centered writing learning process.
The Implementation of GBA in Teaching Writing Recount Text Ramadhani, Angelita; Nugraha, Sidik Indra; Pujiawati, Nia
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

For students in Indonesia, writing in English is often a big challenge, especially in organizing ideas, mastering text structure, and using appropriate vocabulary. This study aims to explore how students are facilitated in learning to write recount texts through the Genre-Based Approach (GBA) as well as to identify the challenges they face. The research used a qualitative method with a case study approach involving an English teacher and six ninth-grade students at a junior high school in Tangerang. The data were obtained through classroom observation, semi-structured interviews, and documentation, and were then analyzed using thematic analysis techniques. The results showed that students are facilitated through the GBA stages (BKOF, MOT, JCOT, ICOT), scaffolding, peers and teacher feedback, critical thinking and collaborative learning activities. It was also revealed that the students still face difficulties in understanding the structure of recount texts, choosing the right vocabulary, translating ideas from Indonesian to English, and writing the text independently. It was concluded that GBA was effective in supporting recount text writing skills, although additional intervention related to vocabulary mastery and continuous practice was needed. The implications of this study emphasize the importance of utilizing scaffolding, collaboration, and vocabulary enrichment strategies to improve students' writing independence.
Exploring Translanguaging Practices in a Secondary EFL Classroom Khoirunisa, Salma; Nugraha, Sidik Indra; Wachyudi, Kelik
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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Abstract

This research investigates how translanguaging is practiced in a secondary EFL classroom and how it affects students’ comprehension and participation. A qualitative method was used, involving classroom observations and interviews with one English teacher and students. The findings show that translanguaging was used intentionally through code-switching, translation, and interpreting to explain materials, clarify instructions, and manage classroom interaction. Students also used Indonesian during group discussions and switched to English when presenting their work. The results further reveal that translanguaging improved students’ comprehension by making input more understandable and reducing confusion. It also increased participation and confidence, especially among lower-proficiency students, as they felt more comfortable expressing ideas using both languages. Therefore, translanguaging serves as an effective pedagogical strategy in EFL classrooms when applied purposefully. Future research is suggested to explore its long-term impact on language proficiency.
Co-Authors Abdul Kodir Al-Baekani Ahmad, Yousef Bani Amartya, Dini Ambarwati, Evi Karlina Aulia, Nabila Dedeh Kartini Dewi, Nur Annisa Primasita Elih Sutisna Yanto, Elih Sutisna Fauzi Miftakh Fazriah, Lusiana Firdaus, Irma Maulia Hana, Firyaal Hilmansyah Saefullah Iwan Ridwan Khoirunisa, Salma Mansyur Srisudarso NOFITASARI NOFITASARI Nurul’aini, Ghina Pujiawati, Nia Puspitaloka, Nina Ramadhani, Angelita Sari, Ayu Nur Indah Septiani, Revina Pinkan Septiorini, Widya Dwi solihat, siti Sudarso, Mansyur Sri Sutisna Yanto, Elih Tiara, Alifa Giecha Wachyudi, Kelik Widia, Yuvi Sri Yumna, Zhafirah Alifah