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All Journal PROJECT (Professional Journal of English Education) Prominent : Journal of English Studies SALEE: Study of Applied Linguistics and English Education Journal of English Education Program (JEEP) English Education and Applied Linguistics Journal (EEAL Journal)
Gunawan, Iwan Dudy
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF THE DIFFERENCES OF THE COMPONENTS IN ENGLISH LESSON PLANNINGS DESIGNED BY INDONESIAN AND THAILAND TEACHERS Binwang, Nalisa; Lestari, Fegy; Maulida, Restu; Gunawan, Iwan Dudy
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 2 (2021): August (EEAL Journal)
Publisher : IPI Garut

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Abstract

The study is aimed at analyzing the differences between components in Indonesia’s and Thailand’s English lesson plantings. It is focused on finding the components that are different in four English lesson plannings. This study aims to give new knowledge and insight for Indonesian and Thai teachers to learn about the differences between one and another, and take the idea to arrange more creative and effective lesson plannings that can motivate students to learn English or other subjects for future classes. This study is a comparative-descriptive study which used Hanafiah & Suhana’s theory for Indonesia’s lesson plannings, and Chitchayawanit’s theory for Thailand’s lesson plannings. The methods used in this study are the comparative method and the descriptive method. The study has presented ten different components in English lesson plannings between Indonesia and Thailand. They are school identity, core competencies (KI), basic competencies (KD), learning standards, learner’s key competencies, desired characteristics, learning concept/essence, core content, learning method, and teaching notes. Furthermore, all of the components that have been written in Indonesia’s and Thailand’s lesson plannings are significant and have their own function and are useful for teachers when they have to design the lesson plannings for each meeting
AN ANALYSIS OF CHARACTERS AND CHARACTERIZATION IN WELLS’ THE ISLAND OF Dr. MOREAU Syahrina, Hrp, Nadina; Alwasilah, Senny; Rusmana, Erik; Gunawan, Iwan Dudy
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 2 (2021): August (EEAL Journal)
Publisher : IPI Garut

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This paper was entitled “An Analysis of Characters and Characterization in Wells the Island of Dr. Moreau”. This paper discussed of the secondary characters and their characterizations on novel the island of Dr.Moreau which were Moreau itself and his experiments or beast folks. The background of this research was taken because the novel is science fiction. The characters might be representing of future. The depiction of characters and characterizations was the reason of this paper and the development. The object researches problems were the way of the author explained the characters and characterizations, the characters development, and how plotting line assisted the characters and characterizations were developed. The theories were used in this paper; narratology including characters and characterization, and literary works. The aims of this paper the comprehension on literary works and how to find out the signs. The methodology in this paper is used qualitative method and descriptive methodology to interpret the signs. The result of the object research problems the secondary characters were the flat characters. The character of Moreau was the antagonist on this novel, meanwhile the beast folks were tritagonist. The findings were taken by point of view, dialogue, and so on. For further research of this paper, it might be taken of semiotics to get deeper comprehension of characters on this novel.
Enhancing Speaking and Collaboration Skills Through Project-Based Learning: A Case Study of Indonesian EFL University Students Gunawan, Iwan Dudy
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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This study explores the effectiveness of Project-Based Learning (PBL) in enhancing speaking and collaboration skills among Indonesian university students in an English as a Foreign Language (EFL) context. Employing a qualitative and quantitative case study design, twenty-eight undergraduate students participated in a semester-long PBL program, engaging in a series of communicative and collaborative projects designed to foster active language use. Data were collected through systematic classroom observations, semi-structured interviews, and performance-based assessments. The findings indicate that PBL significantly improved students’ speaking fluency, lexical richness, pronunciation accuracy, and overall communicative competence. Moreover, students demonstrated notable development in teamwork, critical thinking, and problem-solving abilities. Participants also expressed increased motivation, engagement, and autonomy in managing learning tasks. The results suggest that PBL offers substantial pedagogical value in promoting both linguistic proficiency and essential social competencies in EFL learning environments. The study concludes with implications for language pedagogy and recommendations for future research to further explore PBL’s long-term impact.
Gamification in Teaching English to Young Learners: A Review of Recent Studies Gunawan, Iwan Dudy
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.94890

Abstract

Few studies have thoroughly examined gamification's effects on integrated language abilities in Teaching English to Young Learners (TEYL), especially at the upper elementary level, even though it has grown in popularity as an interesting teaching strategy. By doing a comprehensive literature analysis of 14 empirical studies published between 2020 and 2025, this study seeks to close that gap by examining the ways in which gamification affects the vocabulary, reading, writing, speaking, and listening development of EFL learners between the ages of 7 and 12. To find current trends, pedagogical methods, and difficulties, the papers were chosen from a variety of geographic contexts and subjected to thematic synthesis analysis. The results show that when gamification is in line with specific learning objectives, it increases learner motivation, encourages active engagement, and improves holistic language development. While infrastructural constraints and teacher preparedness were identified as implementation difficulties, blended gamification and multimodal techniques were shown to be especially successful. By providing useful advice for creating learner-centered gamified instruction, this review advances the subject and makes recommendations for future research and professional development in basic EFL situations.
The Implementation of Write-Around Strategy to Enhance Students’ Descriptive Writing Skills Gunawan, Iwan Dudy; Perdana , Wahilda Ikhsan
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2130

Abstract

This classroom action research aimed to explore the implementation of the Write-around strategy to improve students' descriptive writing skills in an Indonesian EFL classroom. Conducted over two cycles involving 32 seventh-grade students at Junior High School 29 Bandung, the study examined how collaborative writing activities affect students' writing performance and engagement. Data were collected through observations, pre- and post-tests, questionnaires, and field notes. Findings indicated a significant improvement in students’ writing scores, with the average increasing from 59.6 to 75.9. Students demonstrated better control of grammar, vocabulary, and mechanics, as well as improved confidence and understanding of text structure. Questionnaire results revealed that most students found writing more enjoyable and less intimidating when working with peers. The Write-around strategy encouraged active participation, peer feedback, and the co-construction of ideas, aligning with previous research that highlights the benefits of cooperative learning. Despite minor challenges in idea sequencing during group writing, the strategy proved to be an effective method for supporting both cognitive and affective aspects of language learning. It is recommended that teachers adopt collaborative strategies like Write-around to foster a more interactive and supportive environment for developing writing skills in EFL contexts.
Task-Based Learning as an Instructional Strategy to Foster Speaking Skills in EFL Classrooms Gunawan, Iwan Dudy
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.v8i2.15077

Abstract

Speaking is an essential ability in English as a Foreign Language (EFL) acquisition; nonetheless, it poses significant challenges for Indonesian university students due to restricted exposure, insufficient communicative practice, and the prevalence of traditional grammar-centric teaching methods. In addressing this issue, Task-Based Learning (TBL) has been suggested as a learner-centered and communicative methodology to enhance speaking fluency. This study examines the application of TBL in an EFL speaking class, assesses its effects on students' speaking sub-skills, and evaluates the attitudes of both students and lecturers concerning the model. The study utilized a mixed-methods approach with an integrated experimental framework. The study involved 58 English as a Foreign Language (EFL) students from a private university in Indonesia, categorized into a control and an experimental group. Data were gathered via pre-test and post-test speaking evaluations, classroom observations, student surveys, and instructor interviews. The TBL intervention was implemented in five cycles, following the phases of pre-task, task cycle, and linguistic emphasis. The results indicated substantial enhancements in all speaking sub-skills, with the most pronounced advancements noted in fluency and vocabulary. Observations demonstrated heightened student participation and interaction during activities, while survey findings reflected favorable student perceptions of TBL. Instructors noted increased student engagement but also emphasized difficulties in task formulation and classroom administration. This study validates the efficacy of TBL in improving speaking skills and provides insights for communicative language teaching methodologies in Indonesian higher education. 
Co-Authors Alwasilah, Senny Binwang, Nalisa Lestari, Fegy Maulida, Restu Perdana , Wahilda Ikhsan Rusmana, Erik Syahrina, Hrp, Nadina