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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature KREDO : Jurnal Ilmiah Bahasa dan Sastra PeTeKa JURNAL PENDIDIKAN TAMBUSAI Academic Journal Perspective : Education, Language, and Literature PROJECT (Professional Journal of English Education) ELT in Focus Prominent : Journal of English Studies Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Journal of Mandalika Literature Journal of Education For Sustainable Innovation INTERACTION: Jurnal Pendidikan Bahasa
yogi setia samsi, yogi setia
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Impact of The Covid-19 Pandemic in Teaching and Learning Activity Saputri, Eka Arifianti; Miftakh, Fauzi; Samsi, Yogi Setia
English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 2 (2021): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v14i2.9783

Abstract

The emergence of Covid-19 some time ago had a huge impact on the world of education. Currently, the pandemic is still not over, but these difficulties cannot stop the nation's obligation to study and attend school. There have been many ways that have been done by the government, educators, and participants in getting around the best way to study during a pandemic. The government also decided that teaching and learning activities be carried out online so that students and teachers can avoid Covid-19. However, studying online is not as easy as it seems. Covid-19 has an effect that is felt by all educational groups, especially students. This study discusses the effects of Covid-19 on all students and learning personnel in teaching and learning activities. In addition, this article also provides an overview of how the proper teaching and learning process should be carried out so that the benefits of the process can be received equally from both parties.
Exploring The Implementation of Infographic-Based ‘Gallery Walk’ Technique in EFL Speaking Classroom: A Case Study at One of High School in Karawang Jasmine, Faeliza; Kusrin; Samsi, Yogi Setia
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study investigates the implementation of infographic-based Gallery Walk and students’ responses to its implementation. Qualitatively, a case study was employed in this study which the data was taken from observation checklists and semi-structured interviews. Findings indicate that the integration of infographics with a peer-discussion format promotes cognitive, behavioral, and emotional engagement. Students demonstrated improved confidence, critical thinking, and motivation during speaking activities. Infographics served as visual scaffolds that supported idea organization and delivery, while the interactive setting encouraged participation in a low-pressure environment. Despite minor challenges related to pronunciation and time constraints, students responded positively to the activity. Overall, the study concludes that this technique contributes to empowering students’ speaking confidence, engagement, and critical thinking by fostering a collaborative and student-centered learning environment. The study suggests that visual tools combined with collaborative techniques can foster more dynamic and student-centered speaking instruction in secondary education contexts.
Exploring an EFL Teacher’s Translanguaging Practice of Giving Instruction in English Learning and Teaching Process: A Case Study at Junior High School in Bogor Saqinah, Amanda; Samsi, Yogi Setia; Utami, Praditya Putri
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4183-4192

Abstract

This study explores how an English as a Foreign Language (EFL) teacher implements translanguaging practices when giving instructions in a multilingual junior high school classroom in Bogor, Indonesia. Using a qualitative case study approach, data were collected through classroom observations, interviews, and documentation. The findings reveal that the teacher spontaneously employed translanguaging strategies to facilitate comprehension, reduce confusion, and enhance student engagement. Three types of translanguaging were identified: intrasentential, intersentential, and tag-switching. Intrasentential and intersentential translanguaging were most frequently used to scaffold instructions and explain tasks, while tag-switching was used to manage classroom interaction and attention. Although not formally planned in the lesson plan, the use of translanguaging emerged as a purposeful pedagogical strategy to support students’ understanding and participation. This study underscores the importance of recognizing translanguaging as an inclusive and effective instructional tool in multilingual EFL classrooms.
EFL Teachers’ Beliefs In Teaching Writing Through The TPACK Framework Sari, Sri Mila; Samsi, Yogi Setia; Hidayat, Dayat
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Covid-19 has caused changes in learning activities. Teaching and learning activities that were previously face-to-face have changed to distance learning that requires technology. Unfortunately, not all teachers have sufficient competence regarding technology integration in teaching. Therefore, a knowledge concept called TPACK emerged, which can help improve teacher competence in technology. The TPACK framework is believed to help teachers design teaching activities that can stimulate, motivate, and make students more active because they are facilitated by technology. However, several factors can hinder teachers from integrating technology into teaching, one of which is the teacher’s beliefs. Therefore, the researchers focused on exploring teachers’ beliefs in teaching writing through the TPACK framework. The research was conducted at one of the Klari Karawang Middle Schools involving two EFL teachers. Data were obtained through interviews, observation, and documentation. The results of this study found that six factors shape teachers’ beliefs in teaching writing through the TPACK framework. In addition, the beliefs they profess are reflected in their teaching practices.
Engaging EFL Learners in Procedure Text-Based Video Making in English Speaking Practice: A Genre Based Approach Sela, Annisa Nuriski; Saefullah, Hilmansyah; Samsi, Yogi Setia
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 mengidentifikasi dan menganalisis respon pembelajar EFL mengenai pembuatan video berbasis teks prosedur melalui pendekatan berbasis genre dalam latihan berbicara Bahasa Inggris. Studi kasus kualitatif ini dilakukan di sebuah SMA Negeri di Karawang, melibatkan 33 siswa kelas 10 yang terdiri dari 7 siswa laki-laki dan 26 siswa perempuan. Data dikumpulkan melalui wawancara semi-struktur dan jurnal reflektif siswa. Hasil penelitian menggarisbawahi pentingnya mengintegrasikan teknologi perekaman video dengan pendekatan berbasis genre dalam praktik berbicara bahasa Inggris. Metode ini tidak hanya membantu memahami genre bahasa tetapi juga mempersiapkan siswa untuk skenario komunikasi kehidupan nyata. Pendekatan ini menawarkan pengalaman belajar yang holistik dan menarik, mendorong pemahaman bahasa yang lebih dalam dan meningkatkan kepercayaan diri dan kelancaran siswa. Studi ini menyimpulkan bahwa metode inovatif ini merupakan tambahan yang berharga bagi pendidikan bahasa Inggris kontemporer, membekali siswa dengan keterampilan penting untuk masa depan akademis dan profesional mereka. bahwa pembuatan video berbasis teks prosedur melalui pendekatan berbasis genre pada praktik berbiacara ini dapat meningkatkan keterampilan berbicara siswa, menumbuhkan rasa percaya diri, menambah kosakata siswa, menciptakan pengalaman belajar menggunakan teknologi, mendorong keterlibatan mandiri dan aktif, serta meningkatkan motivasi siswa. Penelitian lebih lanjut diperlukan untuk mengukur efektivitas metode pembuatan video berbasis prosedur teks dengan pendekatan berbasis genre di berbagai konteks pendidikan dan kelompok siswa, serta membandingkannya dengan metode pengajaran konvensional.
The Implementation of Flipped Classroom in Teaching Descriptive Text Reading: A Case Study At Vocational High School Kusdiana, Indah Lestari; Samsi, Yogi Setia; Kartini, Dedeh
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.4924-4935

Abstract

This study explores the implementation of the Flipped Classroom learning model in teaching descriptive text reading at Vocational High School in Karawang. In the current digital era, traditional teacher-centered learning often fails to engage students and limits their ability to develop reading comprehension skills. Flipped Classroom offers an alternative by shifting the initial learning process outside the classroom through digital materials, while face-to-face sessions are focused on discussion, problem-solving, and collaborative activities. This research employed a qualitative case study approach involving eight tenth-grade students selected through purposive sampling. Data were collected using observations, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The findings reveal that students became more active, confident, and better prepared to understand descriptive texts, while teachers benefited from more efficient class time management. Nevertheless, challenges such as limited internet access, insufficient home learning support, and time management issues were observed. The study concludes that while Flipped Classroom enhances students’ reading comprehension and classroom participation, its effectiveness depends on digital infrastructure, student discipline, and teacher facilitation. Therefore, providing training in time management, strengthening the teacher’s role as facilitator, and conducting periodic evaluations are recommended to optimize this method in vocational high schools.
Exploring Students’ Experiences in Learning Speaking through Task-Based Language Teaching: A Case Study in a Vocational High School Lestari, Sekar Dwi; Mobit, Mobit; Samsi, Yogi Setia
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.5563-5574

Abstract

This study explores vocational high school students’ experiences in learning English speaking through Task-Based Language Teaching (TBLT). Many students face difficulties in speaking due to limited practice, anxiety, and fear of making mistakes. The research aimed to understand their feelings, challenges, and reflections during TBLT-based speaking lessons. A qualitative case study design was used, involving six tenth-grade students selected purposively based on their speaking levels (low, medium, high) as recommended by their English teacher. Data were collected through classroom observation and interviews, and analyzed using thematic analysis. The results showed that students had mostly positive experiences. They enjoyed practical tasks and peer interaction, which reduced anxiety and built confidence. However, they also struggled with vocabulary, pronunciation, and grammar, especially without clear instructions. Students suggested that tasks should be more relevant to their majors. Teachers are advised to design clearer, more contextual tasks and provide support in language use to optimize TBLT outcomes.
The Interpersonal Meaning of the "Elephant" Report Text toward EFL Secondary Students’ Textbook Firnawati, Bunga Agita; Samsi, Yogi Setia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.3955

Abstract

SFL analysis is very important to master in the grammatical field because it becomes the basis for analyzing and interpreting the meaning of a written or spoken text. This study analyzed a report text entitled "Elephant" using interpersonal meaning. The aim of this study is to identify the mood system contained in the report text, "Elephant," in an EFL secondary students’ textbook. This study employed a qualitative descriptive method using the research object, a report text titled "Elephant," and focused on analyzing the mood system that includes declarative mood, interrogative mood, and imperative mood. The findings of this study showed that the percentage of the mood system contained in the report text entitled "Elephant" is 100% declarative mood. This showed that the report text being analyzed contains information according to the function of the declarative mood, which is to describe information through a statement. It also revealed the writer-reader interaction, in which the writer, as the interlocutor, delivers information while the reader, as the recipient, receives it.
IMPLEMENTATION OF THINK-PAIR-SHARE STRATEGY THROUGH DISCOVERY LEARNING IN READING DESCRIPTIVE TEXT SMPN 1 TIRTAMULYA Putri, Amalia Dwi; Samsi, Yogi Setia; Miftakh, Fauzi
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 6, No 4 (2023): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v6i4.590-598

Abstract

Reading is one of the most crucial aspects of English language development in school. Strategy or learning method has an important role to improve the students’ ability in reading descriptive text. Think-Pair-Share and Discovery learning were used to facilitate students' reading through descriptive text. The research intended to implement Think-Pair-Share and Discovery learning in reading descriptive text. The research design used a case study. The participants are one teacher and one student at English class of eighth grade. Meanwhile, the instruments used to collect data are observation checklist and interview guide. Thus, the researcher is analyzed by using data reduction, data display, and drawing conclusion and verification. The findings show insight into the positive outcomes of employing the TPS strategy and the discovery learning method when teaching and learning descriptive text. The conclusion based on the observations and interview provided, the researcher has concluded that the Think-Pair-Share strategy and the discovery method are strategies and methods utilized by English teacher to teach reading descriptive texts in the eighth grade classroom. This collaborative approach not only boosts students' self-confidence but also encourages them to be more enthusiastic and willing to solve problems together. Think-Pair-Share strategy through the discovery learning method has been shown to better students' learning outcomes and reading comprehension abilities.
Co-Authors Azzahra, Syadilla Hasrah Dayat Hidayat Dedeh Kartini Dewi, Adinda Purnama Dewi, Indah Purnama Fauzi Miftakh Firnawati, Bunga Agita Hilmansyah Saefullah Iwa Lukmana Jasmine, Faeliza Kusdiana, Indah Lestari Kusrin Lestari, Sekar Dwi Maharani, Geana Sekar Miftkah, Fauzi Mobit, Mobit Praditya Putri Utami Pujiawati, Nia Putri, Amalia Dwi Ramadhani, Adinda Nuril Saputri, Eka Arifianti Saqinah, Amanda Sari, Sri Mila Sela, Annisa Nuriski Sudana, Dadang Tampubolon, Ditanti Argadin Viviana, Yulianti