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All Journal Jurnal Santiaji Pendidikan (JSP) Ahmad Dahlan Journal of English Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Applied Studies in Language JELL (Journal of English Language Learning) JUDIKA (JURNAL PENDIDIKAN UNSIKA) INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) Jurnal Educatio FKIP UNMA Indonesian Journal of English Teaching
Acep Bahrum Kamil
Universitas Singaperbangsa Karawang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : INTERACTION: Jurnal Pendidikan Bahasa

 1 
YouTube-Assisted Self-Regulated Vocabulary Learning: Indonesian EFL Learners’ Experiences Mad Suli; Acep Bahrum Kamil; Mobit Mobit
INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.442 KB) | DOI: 10.36232/jurnalpendidikanbahasa.v9i1.1535

Abstract

This research is aimed to explore students’ YouTube-assisted vocabulary learning in the self-regulated learning context. This research was conducted with the participants of four students from a vocational high school in Karawang. This research used narrative inquiry approach; thus, the data were collected through interview, specifically semi-structured interview. The data of this research were analysed by thematic analysis method. This research has discovered that students would start to learn when they had spare time to use, they also had to keep on eye to the internet connection during their learning process, and lastly, they tried to recall the vocabulary they just learned after they finished their learning. Students also had some criteria for the videos they watched in their learning process. This research also found that students experienced some enjoyments in their YouTube-assisted vocabulary learning, although they were still reluctant to continue their learning.
Teachers’ Professionalism In Teaching Reading: Narrative Inquiry From A Voice Of Senior EFL Teacher At A Junior High School Muhammad Yusuf; Acep Bahrum Kamil; Sumarta Sumarta
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3942

Abstract

The aims of this research is to open the insight of a senior EFL teacher toward the strategies that commonly use during reading teaching. Using narrative inquiry design, the result of this study would be in narrative form. The participant that chosen in this study is an EFL teacher with 25 years experiences. After collecting the data by interview, the researcher found the result that shows the mostly use strategies are Lecture and Direct Reading Activity. These two strategies come with it advantages and disadvantages. But, these two strategies consider the most effective and efficient to apply in the classroom.
Engaging EFL Students through KWL Strategy in Reading Comprehension: A Case Study of Four Students at a Junior High School in Karawang Yulia Syafazira Putri; Acep Bahrum Kamil; Sumarta Sumarta
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i2.4891

Abstract

Reading comprehension challenges the students’ understanding the meaning of the text. This study aim to exploring students’ behavioral engagement through KWL strategy in reading comprehension. The research method used in this study is descriptive case study with a qualitative approach. This research was conducted with limited to 4 students at eighth grade. The results showed that the KWL strategy gives students a better reading experience by enabling them to understand English text more quickly. The KWL strategy can make students more focused in learning reading comprehension. The KWL technique can also has encouraged students’ participation to learn more actively in analyzing the reading comprehension with peers and teacher. Finally, the KWL strategy can give teaching that builds students’ enthusiasm for developing their ability to reading comprehension; almost all students feel this enthusiasm after implementing the KWL strategy. This research suggest that teachers should expand or develop their teaching strategies to produce better learning experiences.
Co-Authors Abdul Kodir Al-Baekani Agustin Serliana annisa pratiwi Fauzi Miftakh Inggrit Presti Rena Kolivia Kusrin Kusrin Mad Suli Mobit Mobit Muhammad Reza Pahlevi MUHAMMAD YUSUF Nazaryo Radja Nunun Nurhalimah Praditya Putri Utami Sumarta Sumarta Sumarta Sumarta Wachyudi, Kelik Wulan Rahmasari Yousef Bani Ahmad Yulia Syafazira Putri