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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal IJIE (Indonesian Journal of Informatics Education) Diglosia Indonesian EFL Journal UICELL Conference Proceeding JELL (Journal of English Language Learning) Linguists: Journal of Linguistics and Language Teaching ELT in Focus BERNAS: Jurnal Pengabdian Kepada Masyarakat CONCEPT IJPD (International Journal Of Public Devotion) Jurnal Cakrawala Pendas JELL (Journal of English Language Learning Journal of Language Education (JoLE) International Journal of Contemporary Studies in Education English Education and Applied Linguistics Journal (EEAL Journal) Journal of Literature Language and Academic Studies (J-LLANS) Journal of Language Intelligence and Culture Research on Applied Linguistics and Literature NaCoLET SANISKALA: Jurnal Pengabdian Masyarakat Papanda Journal of English Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Syarifah, Eva Fitriani
Universitas Majalengka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Dentistry Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Learning Assessment in Kurikulum Merdeka: Practice and Challanges in EFL Classroom Fathan Ghotafani; Rama Dwika Herdiawan; Eva Fitriani Syarifah
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.879

Abstract

Assessment is considered important for improving students’ performance and contributing to better teaching and more efficient learning. This research aims to explore how EFL teacher implement the learning assessment in the class, and the challenges faced by teacher in conducting the assessment. Thus, this research was conducted at one of vocational schools in Majalengka. This research employs a narrative inquiry as the research design. This research use observation, document analysis and interview as the data collection method. The observation was conducted two times at eleventh-grade class and the interview was delivered to an English teacher. The researcher analyzed the teacher document, to determine whether they comply with the guidelines of the Kurikulum Merdeka. The research reveals that the teacher effectively implements formative and summative assessments in line with government guidelines. Formative assessments occur during group discussions with ongoing feedback, while summative assessments involve group presentations at the end of a unit to evaluate students' comprehension of report texts. These assessments incorporate Profil Pelajar Pancasila values, namely collaboration and creativity. The assessments adhere to principles of language assessment, including practicality, reliability, validity, authenticity, and positive washback. Practicality is seen in manageable tasks, reliability in clear scoring rubrics, validity in content alignment with learning objectives, authenticity in real-world language use, and washback in motivating students and boosting their confidence. The limited class time poses a challenge, making it difficult for the teacher to provide detailed feedback.
Exploring The Implementation of Technological Pedagogical and Content Knowledge (TPACK) in Teaching English at Senior High School Lestari, Fidya Rahayu Apriyani; Eva Fitriani Syarifah; afief fakhruddin
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.933

Abstract

TPACK means teacher’s ability to facilitate students. A good learning process needs complex understanding that correlates three knowledge resources; technology, pedagogy and content. From TPACK, we know that teachers knowledge about how to facilitate students learning from certain content by pedagogy and technology approach. This research aims to explain the implementation of TPACK in teaching English at senior high school and to explain the obstacle experienced by English teacher in implementing TPACK in teaching English at senior high school. This research was conducted in one of the senior high school. This research used a case study with a qualitative method. Sample in this research is one English teacher. The process collecting data is done through observation, interview and questionnaire. The research results show the implementation of TPACK in teaching English in senior high school can be categorized as good in implemented TPACK based on sixth component, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technogical Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical and Content Knowledge of TPACK. The obstacle faced by the English teacher in implementing TPACK in learning process, teacher was poor in one component Technological Knowledge such as lack of IT literacy. Based on the research, researcher it can be conclude that in implementation of TPACK in teaching English it was found that there were still several part of TPACK component that had not been implemented properly in classroom learning.The researcher suggested that this research can be a guideline for other researchers in conducting research on TPACK. Other researchers can also explore teachers obstacle in teaching English based on the TPACK framework.
Pelatihan Menulis Deskripsi Bagi Siswa Tuna Rungu Kustini, Titin; Syarifah, Eva Fitriani
SANISKALA : Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2025)
Publisher : FKIP Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jsk.v3i1.13698

Abstract

Sustainable Development Goal 4 is about Quality Education, namely ensuring inclusive and equitable quality education and increasing lifelong learning opportunities for all. This is emphasized in target 4. A, namely building and improving child-friendly, disability-friendly, and gender-friendly educational facilities, and providing a safe, non-violent, inclusive, and effective learning environment for all. However, in reality, inclusive education in Indonesia still requires extra attention. This community service aims to provide training in writing descriptions to deaf students at SLB B YPLB Majalengka. This activity was attended by 5 students (5 boys and 2 girls) from the SMPLB and SMALB levels. Participants were trained to write self-descriptions that included their names, addresses, age, aspirations, and school experiences. The training was carried out through a participatory approach by providing examples, structured exercises, and direct assistance. The results of the activity showed that all participants were able to follow the training well and produce structured and contextually appropriate descriptive texts. This activity contributes to improving the writing and self-expression skills of deaf students. These findings suggest that with proper guidance and easily accessible materials, deaf students can be actively involved in learning descriptive writing.
Character Heroism in the Mecha Mobile Suit Gundam Anime Series: Iron-Blooded Orphans: A Psychoanalytic Study Septiaji, Aji; Kusmana, Suherli; Syarifah, Eva Fitriani
Journal of Literature Language and Academic Studies Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v4i2.1499

Abstract

Purpose- This study investigates the psychological dimensions of heroism in the anime Mobile Suit Gundam: Iron-Blooded Orphans (2015–2017), focusing on the characters Mikazuki Augus and Orga Itsuka. Set in a dystopian future where war and survival define the lives of young orphans, the anime provides a compelling narrative to examine how trauma, leadership, loyalty, and moral responsibility shape heroic behaviour. The background of this study lies in the underexplored intersection between anime, heroism, and psychoanalytic psychology. Methodology - This research employed a descriptive qualitative design. Data were collected through a literature study of all 50 episodes of the anime and supplemented with relevant scholarly sources. The analysis was grounded in Sigmund Freud’s psychoanalytic theory, particularly the concepts of the id, ego, and superego, to understand the psychological underpinnings of each character’s decisions and development. The data were processed through the stages of data reduction, data presentation, and conclusion. Findings - The study finds that heroism in Iron-Blooded Orphans is shaped by a complex interplay of internal conflicts, moral values, and social expectations. Mikazuki’s actions are driven by loyalty and emotional dependency on Orga, while Orga’s decisions reflect the burden of leadership and psychological strain. Both characters exhibit behaviors influenced by their trauma and suppressed desires, with the id, ego, and superego dynamics influencing their perception of duty and sacrifice. These findings suggest that heroic behaviour in the anime is deeply tied to unresolved psychological tension and external moral pressures. Novelty - This research offers a novel contribution by applying Freudian psychoanalysis to anime character analysis—a framework rarely used in this context. It provides a detailed mapping of the psychological structures driving heroic behaviour in anime, expanding the discourse on character psychology in popular media. Significance - The study is particularly relevant for scholars and students of media psychology, literary and cultural studies, and anime studies. It demonstrates how anime can serve as a valuable lens for analyzing complex psychological themes, making it a useful reference for future interdisciplinary research on heroism, trauma, and identity in visual narratives.
Problem-based Learning: Developing Students' Critical Thinking Emiliasari, Raynesa Noor; Prasetyo, Eka; Syarifah, Eva Fitriani
Linguists : Journal of Linguistics and Language Teaching Vol 5, No 1 (2019): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v5i1.1962

Abstract

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.
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.
Co-Authors Abdul Kodir Afief Fakhruddin Afief Fakhruddin Afief Fakhruddin Afief Fakhruddin, Afief Agus Rofi’i Aji Septiaji Astri Wahyu Dini Eka Nurhasanah Eka Nurhidayat Eka Nurhidayat Eka Prasetyo Elfa Madani Emiliasari, Raynesa Noor Erlia Rahman, Sabrina Evi Septiani Rahayu Fathan Ghotafani Fitriani, Yesi Elsa Furqon, Ijan Saeful Gunawan, Wawan Ida siti Jubaedah Lestari, Fidya Rahayu Apriyani madani, el Ozah Faoziah Prasetyo, Eka Rama Dwika Herdiawan Rama Dwika Herdiawan Raynesa Noor Emilia Sari Raynesa Noor Emiliasari Reza Octaviana Pratama Rian Muhamad Apriandi Suherli Kusmana Titin Kustini Yeni Rostikawati Yesi Elsa Fitriani Yesi Maylani Kartiwi Yoyoh Rohayati