Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal INTERACTION: Jurnal Pendidikan Bahasa ELLITE: Journal of English Language, Literature, and Teaching
Fahmy Imaniar
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Assessing Critical Thinking in English Language Teaching: A Document Analysis of Student Book Reviews Fahmy Imaniar
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2958

Abstract

Much like problem-solving and decision-making skills as needed in the 21st century, critical thinking is an essential skill in English Language Teaching (ELT), as its demands students to analyze, evaluate, and articulate logical arguments. Even with its noted significance, the planning and the evaluation of critical thinking components within ELT remains difficult because of the absence of systematic assessment instruments. The purpose of this study is to evaluate the critical thinking levels of English Language Education Department students through documents analysis of 34 first-drafted book reviews that were analyzed using the OECD Critical Thinking Assessment Rubric. The rubric assesses learners’ ability to take a personal stance, consider opposing views, provide sufficient evidence, and identify claims and limitations. The result shows that 17.6% of students had Outstanding critical thinking skills, 29.4% Flourishing, 35.3% Emergent, and 17.6% Dormant. Most students were able to formulate an argument, but justifications and consideration of other perspectives were inadequately resolved at the shallow level. The results from this study indicate the importance of providing follow-up action of students’ writing for critical thinking and defined criteria for critical thinking assessments in ELT writing classes. This investigation has added the literature on critical thinking evaluation in ELT.
Exploring the Use of Word Chain Game for Vocabulary Enrichment in English Language Classroom Fika Hawi Lestari; Fahmy Imaniar; Ita Eka Oktaviani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4057

Abstract

One of the greatest challenges of learning English as foreign language is learning new words. The issue is that many EFL students cannot memorize new words when they are introduced with the help of rote and repetition, which can decrease motivation and interest in the process. The given research project will investigate the application of the Word Chain game as a vocabulary learning strategy in classrooms of the Indonesian junior high school. In particular, it will also explore the process of implementing the game by a teacher, and the response of students to the use of this game in classroom activities. The design used in the study was a qualitative case study design, which conducted one English teacher and 30 seventh-grade students in a junior high school in Surabaya, which is a public school. Teacher interviews, student questionnaires and classroom documentation were used to gather data which was analyzed in a thematic manner. The results have shown that the Word Chain game encourages active involvement, advances vocabulary memory and motivates students. These findings add value to the body of game-based learning research since they demonstrate that even low-tech traditional games can be useful in the EFL classroom to develop more interactive and cooperative learning activities in vocabulary.
Navigating Challenges: Educators' Perspectives on Teaching English to Inclusive Students in Regular Classrooms Meirlyn Bunga Ambar; Fahmy Imaniar; Ita Eka Oktaviani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4065

Abstract

This study aims to explore how English teachers address the challenges of teaching in regular classrooms that include students with special educational needs. Employing a qualitative case study design, the research gathered data through semi-structured interviews and classroom observations in inclusive junior high school classes at SMPN 35 Surabaya. This approach allowed for an in-depth understanding of teachers’ experiences in balancing the learning needs of both regular and inclusive students. The findings reveal that teachers encounter several obstacles, including limited time, lack of specialized training, insufficient teaching resources, and rigid curriculum demands. Despite these challenges, teachers apply a range of differentiated instructional strategies such as simplifying materials, using visual and auditory media, implementing peer tutoring, and designing tailored worksheets. These strategies help inclusive students remain engaged while motivating regular students to participate actively. The study highlights the need for ongoing professional development, flexible school policies, and adequate facilities to strengthen inclusive practices. The results contribute practical insights for policymakers and teacher education programs by underscoring the importance of equipping teachers with concrete strategies such as peer collaboration, differentiated materials, and adaptive assessments to improve inclusive English language teaching.
Co-Authors Fika Hawi Lestari Ita Eka Oktaviani Meirlyn Bunga Ambar