Articles
<![CDATA[The Relevance Between An ESP Syllabus And The Students’ Needs ]]>
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Journal of English Education Studies Vol 1 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/005.201811.10
<![CDATA[In learning English for specific purpose, students sometimes do not get appropriate materials with their needs. ESP materials are more specific than general English, so students should receive materials related to their background of field. This research aimed at finding out the relevance between an ESP syllabus and the students’ needs. This research used qualitative method that deals with a single or small-case studied in detail. The population was taken from the 1st semester students of Mechanical Engineering Department at University of Singaperbangsa Karawang. Random sampling was 24 students that was taken from two classes out of 120 students. The data was taken by distributing questionnaire to students and analyzing the syllabus designed by teacher. The result of this research shows that most students who are working in companies need to learn speaking skill as the most important skill as well as grammar. In addition, the ESP syllabus provided by teacher is quite relevant to the students’ needs. Therefore, it is suggested that teacher conducts a need analysis to students before designing syllabus, so it can be relevant with the students’ needs.]]>
<![CDATA[Intercultural Teaching and Learning English through Reading Skill ]]>
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ SALTeL Journal (Southeast Asia Language Teaching and Learning) Vol 1, No 2: July 2018 ]]>
Publisher : <![CDATA[Association of Language Teachers in Southeast Asia (ALTSA) ]]>
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DOI: 10.35307/saltel.v1i2.12
<![CDATA[In this globalization era, teaching English has to also involve intercultural aspects in order that students can develop their awareness towards the differences of the culture of the target language. The intercultural teaching and learning English can be corporated with reading skill activities as suggested by Usó-Juan & Martínez-Flor (2008). This study was a qualitative study which potrayedreading activities to assist intercultural teaching and learning English. The data were taken with observation of teaching learning in the classroom with 25 students of 2nd semester at a state university in Karawang, West Java. 6 students were also selected to have interview in order to know their response and understanding. Finaly, there were some reading activities, such as critical reading and cultural bump, conducted in the classroom that could quite effectively improve the students’ intercultural awareness. Some students also responded by giving positive statements about reading skill activities so their intercultural understanding could improve. However, implementing these activities were not an easy task because the teacher needs to understand the theoritical concept of intercultural language learning.]]>
<![CDATA[Online Learning Through Google Classroom during COVID-19 Pandemic: Secondary Student's Perception ]]>
<![CDATA[Susanto, Nira Ramadhani]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Al-Baekani, Abdul Kodir]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 3 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v5i3.2143
<![CDATA[Pandemi Covid-19 mempengaruhi dunia khususnya dunia pendidikan. Sekolah di tutup sementara akibat pandemi global. Seluruh siswa terpaksa melakukan pembelajaran di rumah, berbagai media platform online seperti Google Classroom membantu siswa dalam belajar. Namun rupanya ada begitu banyak hal yang di alami siswa selama belajar online dengan Google Classroom. Oleh karena itu, penelitian ini bertujuan untuk mengungkap bagaimana tanggapan para siswa selama pembelajaran online dengan Google Classroom. Baik dari pengalaman belajar mereka, juga perasaan-perasaan yang terlibat dalam proses pembelajaran. Penelitian ini melibatkan lima partisipan siswa dari salah satu Sekolah Menengah Pertama wilayah Cikarang Timur. Penelitian ini menggunakan Desain Naratif, data yang di kumpulkan berasal dari hasil wawancara dengan kelima partisipan. Hasil wawancara menunjukkan bahwa para siswa merasa terbantu dengan adanya Google Classroom, fitur yang mudah serta waktu belajar yang fleksible. Namun jaringan internet yang buruk serta tugas yang menumpuk sering kali membuat para siswa stress.]]>
<![CDATA[TEACHERS' INDIVIDUAL PERSPECTIVE TOWARDS TEACHER PROFESSIONAL DEVELOPMENT: A NARRATIVE INQUIRY OF EFL TEACHERS IN INDONESIA CONTEXT ]]>
<![CDATA[Fitri, Isna Anisa]]>;
<![CDATA[Miftakh, Fauzi]]>;
<![CDATA[Sumarta, Sumarta]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 4, No 6 (2021): VOLUME 4 NUMBER 6, NOVEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v4i6.p1094-1108
<![CDATA[In Indonesia, Participation in Teacher Professional Development activities depends on the availability of the programs and the rotation in school (Shinta Sari et al., 2020). A recent study has found some of the essential features of effective TPD are missing in Continuous Professonal Development (CPD) program. One of them was that The PKB program has not targeted teachers based on years of experience (Revina et al., 2020). Specifically, Among EFL teachers, there are only some engaging with TPD program are reported to have a positive impact on their professional lives (Cirocki & Farrell, 2019). Therefore, This qualitative research use narrative inquiry, aims to know more about the effective strategies of TPD among EFL teachers and how EFL teachers develop their TPD. The subject of the research was two EFL teacher who has been teaching English language for many years and has a lot of experience in teaching English language throughout their career. The findings from two participants indicates that for over more than 20 years of experience as an EFL teachers both participants realized how crucial Teacher Professional development to learned new knowledge and develop their professionalism from experiences throughout their entire career. By having benefits from developing extensive reading, attended some workshops and joining English community as subject focused learning related with English language teaching and the benefit of technology. Keywords: Teachers Professional Development, EFL teachers, Narrative Inquiry]]>
<![CDATA[Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning ]]>
<![CDATA[Fauzi Miftakh]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i1.308
<![CDATA[This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.]]>
<![CDATA[PENGAJARAN BAHASA INGGRIS DENGAN PENDEKATAN ANTARBUDAYA MELALUI MEDIA FILM ]]>
<![CDATA[Fauzi Miftakh]]>;
<![CDATA[Yuna Tresna Wahyuna]]>
<![CDATA[ Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 4 No. 01 (2018): Biormatika: Jurnal ilmiah fakultas keguruan dan ilmu pendidikan ]]>
Publisher : <![CDATA[FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ]]>
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<![CDATA[Pendekatan antarbudaya sekarang ini cukup penting dalam pengajaran bahasa Inggris terutama untuk siswa sebagai penutur asing bahasa Inggris (EFL). Tujuan dari pendekatan ini adalah untuk membuat siswa menjadi "manusia antarbudaya" (Byram et al, 2002). Penelitian ini merupakan penelitian deskriptif interpretative yang memotret penggunaan film sebagai media teks dalam pengajaran pembelajaran bahasa Inggris antarbudaya di Prodi Pendidikan Bahasa Inggris UNSIKA. Kegiatan kelas didasarkan pada prinsip-prinsip pengajaran dan pebelajaran bahasa antarbudaya yang dari Liddicoat & Scarino (2013. Film yang disajikan untuk siswa didasarkan pada pertimbangan latar belakang dan pengaturan yang berkaitan dengan pendidikan. Observasi proses belajar mengajar dan wawancara dengan 30 siswa dilakukan untuk mendapatkan data. Hasilnya, pembelajaran bahasa Inggris antarbudaya dengan menggunakan media film memberi lebih banyak kesempatan bagi mahasiswa untuk lebih aktif dan kritis terhadap bahasa dan budaya lainnya. Mahasiswa juga sangat senang dengan film yang ditayangkan, selain ceritanya yang menarik, film tersebut juga memberikan nilai-nilai yang baik bagi mereka. Yang paling penting adalah bahwa mereka mengklaim bahwa mereka telah menjadi orang-orang antar budaya dan juga di masa depan.]]>
<![CDATA[PENGGUNAAN SYSTEMIC FUNCTIONAL LINGUISTIC (SFL) SEBAGAI ALAT ANALISISI TEKS RECOUNT OLEH SISWA DISALAHSATU SMAN DI KARAWANG ]]>
<![CDATA[KELIK WACHYUDI]]>;
<![CDATA[FAUZI MIFTAKH]]>
<![CDATA[ Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 4 No. 02 (2018): BIORMATIKA ]]>
Publisher : <![CDATA[FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ]]>
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<![CDATA[Pisau analisis SFL GBA menjadi sangat penting untuk membedah genre. Tujuan dari pendekatan ini adalah untuk membuat siswa menjadi paham menulis teks recount. Penelitian ini merupakan penelitian kualitatitf deskriptif yang menggali tulisan recount siswa dengan SFL dan GBA sebagai pijakan utamanya. Kegiatan kelas didasarkan pada prinsip-prinsip Bkof, Modelling of Text, Jcot and ICT. Observasi dilakukan pada pengajar bahasa Inggris dalam mengajarkan genre terhadap siswa didalam kelas. Wawancara dilakukan terhadap tiga siswa yang tulisannya dijadikan sampel penelitian. Dokumentasi berupa foto dan tulisan siswa. Hasilnya, pembelajaran menulis teks recount dengan menggunakan GBA memberi keleluasaan siswa dalam menulis reks recount. Hal yang paling mendasar dari penemuan terhadap tiga orang siswa ini adalah mereka menyadari pentingnya menulis teks recount dengan struktur dan skema yang baik serta mereka mampu mengoperasionalkan dari sisi temuan SFL adalah proses material yang dominan]]>
<![CDATA[CHARACTER-BASED SOCIALIZATION OF EDUCATION ISLAMIC VALUES IN SMP AS-SYARIFIYAH PURWASARI KARAWANG DISTRICT ]]>
<![CDATA[Abubakar .]]>;
<![CDATA[Sayan Suryana]]>;
<![CDATA[Fauzi Miftakh]]>
<![CDATA[ Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Vol 5 No 2 (2021): Juni 2021 ]]>
Publisher : <![CDATA[LPPM Univ. Ibn Khaldun Bogor ]]>
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DOI: 10.32832/abdidos.v5i2.878
<![CDATA[Pengabdian Kepada Masyarakat ini dilakukan untuk sosialisai akan pentingnya nilai-nilai pendidikan karakter di SMP As-Syarifiyah Purwasari Kabupaten Karawang. Pengabdian Kepada Masyarakat ini juga merupakan perwujudan dari salah satu dharma perguruan tinggi, yakni pengabdian kepada masyarakat, yang bersifat lintas disiplin (interdisipliner) dan merupakan komponen keilmuan, teknologi dan seni secara aplikatif guna membantu kehidupan masyarakat. Dengan Pengabdian Kepada Masyarakat diharapkan dapat membantu masyarakat khususnya para guru di SMP Asy-Syarifiyah Purwasari Kab.Karawang dalam menghadapi kesulitan-kesulitan yang dihadapi baik di sekolah dalam proses belajar mengajar atau di luar sekolah. Selain itu para siswa juga dapat menerepkan nilai-nilai Pendidikan karakter baik di sekolah maupun dalam kehidupan sehari-hari, sehingga kegiatan ini tidak hanya seremonial semata tetapi benar-benar memberikan manfaat untuk masyarakat. Melalui Pengabdian Kepada Masyarakat ini pula dapat membantu merealisasikan program-program pemerintah dalam rangka melaksanakan pemerataan pembangunan di pedesaan.]]>
<![CDATA[INCORPORATING EDMODO AS LEARNING MANAGEMENT SYSTEM OF SUMMATIVE ASSESSMENT IN EFL CLASSROOM ]]>
<![CDATA[Nadia Fauzatus Sabila]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Fauzi Miftakh]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 8, No 2 (2020): Volume 8, Issue 2, October 2020 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v8i2.p%p
<![CDATA[This present study aims to find out how an English teacher carries out Edmodo in summative assessment and to find out students’ perceptions doing online assessment through Edmodo in EFL classroom. This basic interpretive study involved thirty students of one of senior high schools in Karawang. The data were collected from the subject of this research directly even via google form and whatsapp by using some instruments, such as: observation sheet, interview guideline, and questionnaire. The present study used semi-structured interview for three interviewees via whatsapp. The researchers also distributed close-ended questionnaire via google form to thirty students. Then, it was analyzed by using Miles and Huberman’s method of data analysis. The finding indicated that the teacher conducts an online assessment using Edmodo with appropriate procedures. Edmodo leads teacher and students’ technological knowledge and Edmodo renders the test practical and motivating. The students perceived Edmodo well as summative assessment although there was a few negative assumption. Most students would prefer to be evaluated through Edmodo instead of the traditional test or paper-based test. Keywords: keyword Edmodo, online assessment, summative assessment]]>
<![CDATA[A study of student’s English speaking skill through schoology ]]>
<![CDATA[Erik Nurdiansah]]>;
<![CDATA[Fauzi Miftakh]]>;
<![CDATA[Nina Puspitaloka]]>
<![CDATA[ English Vol 5 No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Politeknik Negeri Bali ]]>
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DOI: 10.31940/jasl.v5i1.2378
<![CDATA[This study is aimed to find out the strengths and the weaknesses of schoology in teaching and learning speaking and the student’s perception on the implementing schoology in teaching and learning speaking. For this research the researchers took six students of 10th grade. Qualitative was chosen as research approach to answer the research questions, while the research methodology used in this paper was narrative inquiry. The research instruments that was used in this research are interview guideline, students’ and teachers’ reflective journal questions. The data were collected by doing the three techniques: interview, reflective journal and documentation. The data analysis used thematic analysis. The finding of this research is divided into two themes: understanding schoology as an instructional media in learning speaking and student's experience of schoology in learning speaking. In this research, the researchers find out some the strengths and the weaknesses of the schoology and the students' perception of the implementing schoology in teaching and learning speaking. (1) The advantages of using schoology in teaching and learning speaking are easy to access, easy to send assignment, students can get direct feedback from the teacher personally, the features are appealing. There is no significant weaknesses of the schoology in speaking, the only weaknesses that teachers and students face are those related to internet signals. (2) The students' perception towards the implementation of schoology has a positive perception and impression because they can express their ideas in the process of learning speaking. As the conclusion, schoology is very helpful in teaching and learning speaking process, however, the teachers need to pay more attention on the weaknesses. From these research, we can anticipate the troubles that will happen and hopes that this research becomes alternative for teachers in teaching speaking.]]>
