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All Journal Jurnal Penelitian dan Evaluasi Pendidikan DIKSI JOLLT Journal of Languages and Language Teaching
Gharamah, Fadhl Mohammed Awadh
Unknown Affiliation
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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Improving junior high school students' vocabulary understanding by using quiz-based application Azhra, Shabrina Yumna; Carabella, Primita Arif; Eiden, Kheisen; Payung, Naftalia Fany; Sukarno, Sukarno; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Diksi Vol. 32 No. 2: DIKSI (SEPTEMBER 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i2.69225

Abstract

This study aims to improve the students' vocabulary through quiz-based application. Therefore, the problems that students have are lack of vocabulary skills and distraction from their gadgets. This paper also gives alternative options for teachers who teach 7th grade in junior high school to using quiz-based applications to increase students' interest in vocabulary skills. The method used in this study is Classroom Action Research (CAR) with 29 participants. The instrument used a questionnaire and test to ensure students' vocabulary skills. As mentioned before, students had a lack of understanding of vocabulary and distractions from their gadgets. The effects of quiz-based programs, especially Quizlet, on seventh-grade students' vocabulary knowledge are apparent from both a quantitative and qualitative standpoint. The benefits seen in test results and student participation show how successful it is to include technology-driven tools into language instruction. However, this study has limitations that can be used for next other researchers. It is advised that educational institutions and technology developers continue to work together to guarantee that quiz-based solutions are continuously improved and customized to fit the changing demands of instructors and students
Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation Afifah, Elvira; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11787

Abstract

Actional competence refers to the ability to respond and understand communication processes effectively, both in oral and nonverbal communication. It involves the capacity to use language purposefully through vocabulary, words, and utterances, aligning with the 6 C’s of education, which emphasize critical skills like communication, collaboration, and creativity. This study investigates the actional competence demonstrated by students in presentation skills within an EFL classroom. Using a qualitative approach, specifically a case study design, the research aimed to identify the extent to which students applied actional competence during their presentations. The study was conducted with 18 students from a private school in Yogyakarta, which was in the process of transitioning from the 2013 curriculum (K13) to the new Merdeka curriculum. The data collection instruments included observation checklists, interview guidelines, and audio recordings to capture and analyze students’ presentations. The research identified seven key models of actional competence used by the students during their presentations. These models include Information Exchange, Interpersonal Exchange, Expressing Opinion, Expressing Feeling, Suasion, Problem-solving, and Future Scenario. The findings suggest that Information Exchange was the most frequently used competence, indicating that students were highly focused on providing and receiving information during their presentations. The conclusion shows that the actional competence is a critical component of successful presentation skills, especially in an academic context. The study recommends that students and presenters be encouraged to actively develop and apply actional competence in communicative language practices to enhance their performance and overcome challenges in EFL presentations. This approach can lead to more effective and engaging presentations, promoting better learning outcomes in the classroom.
Evaluating the quality of high school coursebooks: Implications for materials development Sukarno, Sukarno; Jinabe, Megan; Gharamah, Fadhl Mohammed Awadh
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 1 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i1.84564

Abstract

A coursebook is one of the essential learning resources. However, limited research has highlighted the evaluation of English coursebooks for the high school level. This research intends to assess the efficacy of three high school English coursebooks under the Merdeka Curriculum to determine their strengths and weaknesses in meeting curriculum expectations and enhancing student learning. While the coursebooks are designed to aid English teaching and integrate reform, many reports have emerged regarding their usability, content relevance, and alignment with the local context. In evaluating these coursebooks with SQRAR, this research aims to analyze the suitability of these materials for the target students, the variety of exercises proposed, and the balance achieved between theoretical instruction and practical language use. The findings highlight the challenges educators and learners face regarding these materials and articulate suggestions for future coursebook revisions, such as adding more explicit teaching strategies, giving greater attention to pluralistic approaches, increasing engagement with authentic materials, and more modern technology-oriented tasks. The evaluation seeks to support ongoing efforts in developing curricula to ensure that English coursebooks can effectively foster students' learning.
Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation Afifah, Elvira; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11787

Abstract

Actional competence refers to the ability to respond and understand communication processes effectively, both in oral and nonverbal communication. It involves the capacity to use language purposefully through vocabulary, words, and utterances, aligning with the 6 C’s of education, which emphasize critical skills like communication, collaboration, and creativity. This study investigates the actional competence demonstrated by students in presentation skills within an EFL classroom. Using a qualitative approach, specifically a case study design, the research aimed to identify the extent to which students applied actional competence during their presentations. The study was conducted with 18 students from a private school in Yogyakarta, which was in the process of transitioning from the 2013 curriculum (K13) to the new Merdeka curriculum. The data collection instruments included observation checklists, interview guidelines, and audio recordings to capture and analyze students’ presentations. The research identified seven key models of actional competence used by the students during their presentations. These models include Information Exchange, Interpersonal Exchange, Expressing Opinion, Expressing Feeling, Suasion, Problem-solving, and Future Scenario. The findings suggest that Information Exchange was the most frequently used competence, indicating that students were highly focused on providing and receiving information during their presentations. The conclusion shows that the actional competence is a critical component of successful presentation skills, especially in an academic context. The study recommends that students and presenters be encouraged to actively develop and apply actional competence in communicative language practices to enhance their performance and overcome challenges in EFL presentations. This approach can lead to more effective and engaging presentations, promoting better learning outcomes in the classroom.
Co-Authors Afifah, Elvira Azhra, Shabrina Yumna Carabella, Primita Arif Dwiyani Pratiwi Eiden, Kheisen Jinabe, Megan M. Sukarno Payung, Naftalia Fany