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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Empowerment : Jurnal Pengabdian Masyarakat Journal of Applied Studies in Language JELL (Journal of English Language Learning) Journal of English Education Studies LINGUISTIK : Jurnal Bahasa dan Sastra JURNAL PENDIDIKAN TAMBUSAI Edumaspul: Jurnal Pendidikan Proceedings of ISELT FBS Universitas Negeri Padang SALTeL Journal (Southeast Asia Language Teaching and Learning) Jurnal Perspektif Academy of Education Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) ELT in Focus Abdi Dosen : Jurnal Pengabdian Pada Masyarakat CALL JOLLT Journal of Languages and Language Teaching Jurnal Ilmiah Wahana Pendidikan Journal of English Language and Education INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Innovative: Journal Of Social Science Research

Fauzi Miftakh

Universitas Singaperbangsa Karawang

Author-ID : 2593630

Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 43 Documents Claim Missing Document

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Undergraduate Students' Perspective on Self-Directed Learning in Speaking Skill Rida Yulianti; Fauzi Miftakh; Wahyudin Fitriyana
INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

This study aims to describe undergraduate students' perspectives on the implementation of self-directed learning in improving speaking skills. The participants of this research are 8th semester students at Universitas Singaperbangsa Karawang with the amount of 30 students. This study employed descriptive method, where the data gained through semi-structured interview and questionnaires. The findings indicated that all participants agreed that self-directed learning is an effective method that is used outside the classroom. They also agreed that self-directed learning can help them achieve their learning goals and get used to being more active and responsible in their learning process. In addition, in carrying out self-directed learning activities, most of the participants prefer to use audio-visual media. Furthermore, this study suggests teachers to provide a foothold to students about the importance of self-management in the learning process towards self-directed learning so that students are more independent and can achieve the learning objectives.

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom Iman Nugroho; Fauzi Miftakh; Yuna Tresna Wahyuna
INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Due to pandemic covid-19, the learning setting has changed from face-to-face to an online learning environment to prevent the further spread of infection. This change mostly affected the state of psychological, specifically anxiety issues. Specific anxiety called Foreign Language Anxiety (FLA) appears as anxiety affiliates with foreign language learning. Despite foreign language anxiety is evidenced to be hinder students’ achievements, there are only a few studies that have explored FLA in an online setting. Therefore, by using a case study, this research paper tried to investigate the factors of speaking anxiety of 5 students from different anxiety levels. These students were selected from a total of 30 students using the Foreign Language Anxiety Scale (FLCAS), which later be interviewed and asked to write a reflective journal. The result showed that some sources of each categorical factor (communication apprehension, test anxiety, fear of negative evaluation) can be classified as inter-lingual or intra-lingual factors. Moreover, some sources of factors have developed to new manifestations due to learning setting’ shifting. Additionally, as a part of communication apprehension, teachers’ bad teaching habits appeared as the most common factor to arise students’ speaking anxiety. Therefore, this study suggests teachers to evaluate their teaching habits, to reduce the influence of bad teaching habits on the students’ speaking anxiety.

A Pre-service English Teacher’s Emotional Experiences within Teaching Practicum during COVID-19 Pandemic Egi Rahmawati; Fauzi Miftakh; Abdul Kodir Al-Baekani
INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Research has revealed that pre-service teachers at the start of the practicum frequently experience excitement and nervousness, shock and embarrassment once they begin teaching, and guilt and regret somewhere at completion of the practicum (Zhu, 2017). Based on this problem, the study aims to explore the emotions of a male EFL pre-service teacher when undergoing English teaching practicum during COVID-19 outbreak in Indonesian academic settings and the strategies used to cope with such emotional challenges. The data were derived from interviews and diary entries and were then transcribed, arranged based on needs, and analyzed thematically using the “Emotional Geography” framework (Hargreaves, 2001a) which focusing on five emotional dimensions: physical, moral, socio-cultural, professional and political. Research findings indicate that during teaching practicum activities affected by COVID-19, the participant experienced such negative feelings such as nervousness, fear, anxiety, shock, confusion, clueless, stress, overwhelmed Ness, and powerless. However, the pre-service teacher also felt positive feelings such as compassion, happiness, relaxedness, calmness, gratitude and enjoyment after building close bonds with the community members. By this study, the researchers hope to provide broader insights and practical benefits for teachers and pre-service English teachers’ development in which they can take advantage of current research results to find out what feelings might be faced in implementing English teaching practicum and what strategies can be developed and implemented to overcome these emotional problems.

The Flipped Classroom Model in Learning Grammar: Students' Responses Amanda Amanda; Fauzi Miftakh; Yousef Bani Ahmad
INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 2 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v9i2.3005

The aim of this study focusses on the use of flipped classroom model in grammar learning: students’ responses. This study used a qualitative approach and case study as a research design. This research took place in one of junior high school at Klari, Karawang. The participants of this study were an EFL Teacher and six seventh grade students. This research used observation and interview as data collection technique. The observation was conducted in three times. For the interview session, the researcher interviewed six students where these students were two people who had low level, two people who had intermediate level and two people who had high level in English. The findings of the research showed that the use of flipped classroom model in grammar learning has 3 activity phases, namely before the class, in class, and post class activity. In addition, the findings of this research showed that students’ responses towards the use of the flipped classroom model in learning grammar are positive. The students’ responses are presented into four categories, namely flipped classroom makes grammar learning easier, flipped classroom makes students more active in the class, flipped classroom stimulating students' autonomous learning, and flipped classroom makes grammar learning interesting. Key words: Flipped Classroom Model; Grammar; Students’ Responses

Co-Authors Abdul Kodir Al-Baekani Abubakar . Acep Bahrum Kamil Amanda Amanda Anastasya Fitria Hidayat annisa pratiwi Ari Nabila Benita Rachmawati Chaerani Chaerani Dadang Danugiri Egi Rahmawati Eka Ananda Putri Eka Arifianti Saputri Elih Sutisna Yanto Erik Nurdiansah Ervina Rahmatul Annisa Fiska Nur Wulandari Zaen Fitri, Isna Anisa Hapid Ali Iman Nugroho Indah Purnama Dewi Indah Purnamasari Intan Nur Inayah Ismi Nur’Asifa Iwan Ridwan Kalisha Arlinda Rahmani Maman Suryaman Mansyur Srisudarso Marisa Carolina Marlisha Nisa Fatur Rahma Maya Rahmawati Miranda Halomoan Muhammad Nurfazri Muhammad Reza Pahlevi Nadia Fauzatus Sabila Ni Made Andreiya Eliata Nina Puspitaloka Nurvia Silviana Praditya Putri Utami Putri Kamalia Hakim Rida Yulianti Rida Yulianti Salzu Clarisa Sartika Puspita Sari Sayan Suryana Sheryn Luckyta Firdausy Sri Mulyani Sumarta, Sumarta Sunarya Susanto, Nira Ramadhani Umi Urmilah Wachyudi, Kelik Wahyudin Fitriyana Wulan Febriyanti Yevi Elok Fortuna Yogi Setia Samsi Yousef Ahmad Yousef Bani Ahmad Yuna Tresna Wahyuna

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