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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature International Journal of Education BAHASA DAN SASTRA Journal of English and Education ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Jurnal Penelitian Pendidikan JEES (Journal of English Educators Society) Indonesian Journal of Curriculum and Educational Technology Studies ETERNAL(english, teaching, learning, and Research Journal) Language Literacy: Journal of Linguistics, Literature, and Language Teaching EDUCARE Indonesian EFL Journal UICELL Conference Proceeding Research and Innovation in Language Learning JOURNAL OF APPLIED LINGUISTICS AND LITERATURE EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of English Language Teaching and Linguistics Journal of English Education and Teaching (JEET) Cakrawala Repositori Imwi ENGLISH FRANCA : Academic Journal of English Language and Education Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Studies in English Language and Education TELL - US JOURNAL Jurnal Tarbiyah Jamiat Kheir Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik
Suherdi, Didi
Universitas Pendidikan Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Preferensi Gaya Belajar Perseptual Siswa Sekolah Menengah Pertama Fadhilah, Darin; Suherdi, Didi
Jurnal Penelitian Pendidikan Vol 20, No 2 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i2.22123

Abstract

Penelitian ini dilakukan untuk mengetahui preferensi gaya atau tipe belajar siswa pada sekolah dasar menengah, dan untuk melihat apakah ada perbedaan antara preferensi gaya belajar siswa laki-laki dan perempuan. Sampel penelitian ini adalah 27 siswa siswa SMP, 12 siswa perempuan dan 15 siswa laki-laki. Penelitian ini adalah penelitian kuantitatif yang menggunakan Kuesioner Perceptual Learning oleh Reid (1987) sebagai instrumen. Hasil penelitian menunjukkan bahwa gaya belajar yang disukai siswa adalah gaya belajar kelompok, sedangkan gaya belajar yang paling tidak disukai adalah gaya belajar individu, disimpulkan bahwa murid laki dan perempuan memang berbeda secara unik dalam preferensi mereka pada gaya belajar.
EFL Students’ Use of Technology in English Lesson in The Digital Era Arigusman, Anggi; Purnawarman, Pupung; Suherdi, Didi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 2 (2018): November 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i2.26599

Abstract

Various informations and knowledge including English lesson can easily be accessed. It gives a large opportuniy to the students to take benefts from the use of technology to up grade their English ability. However, most of EFL students seem only use technology for entertainment needs rather than for learning English. Therefore, the objectives of this research are to investigate the kinds of technology tools used by high school students and their beliefs toward the use of technology in English lesson. Mix method approach is used in this research to gain more comprehensive and representative data. The results show that there are eight activities that involve fve kinds of technology that the students frequently used. Those tools are MP3 player, internet browser, cellphone, social networking site, and television. All respondents agree that the use of technology in English lesson is effective. Some advantages of using technology in English lesson appear in this research. However, some barriers or problems also found. The most disturbing barrier faced by the students is the access to internet. They also lack of information of useful technology tools which are possible to be used in English lesson. Abstrak Berbagai informasi dan ilmu pengetahuan termasuk pelajaran bahasa Inggris dapat diakses dengan mudah. Hal itu memberikan kesempatan yang besar pada siswa untuk memanfaatkan teknologi guna meningkatkan kemampuan bahasa Inggris mereka. Namun kebanyakan siswa EFL sepertinya lebih cenderung memanfaatkan teknologi untuk sekedar hiburan daripada untuk mengasah bahasa Inggris mereka. Oleh karena itu, tujuan penelitian ini adalah untuk menginvestigasi jenis-jenis teknologi yang digunakan oleh siswa SMA dan persepsi mereka terhadap penggunaan teknologi dalam pelajaran bahasa Inggris. Pendekatan mixed method digunakan dalam penelitian ini untuk memperoleh data yang lebih komprehensif dan representatif. Hasil penelitian ini menunjukan bahwa ada delapan aktiftas siswa yang melibatkan teknologi yang sering mereka gunakan. Yaitu MP3 player, internet browser, telepon seluler, situs jejaring sosial, dan televisi. Seluruh responden setuju bahwa penggunaan teknologi dalam pelajaran bahasa Inggris sangat efektif. Beberapa keuntungan pemanfaatan teknologi dalam pelajaran bahasa Inggris ditemukan dalam peneitian ini. Akan tetapi beberapa kendala juga ditemukan. Kendala yang paling mengganggu yang dihadapi oleh para siswa adalah akses terhadap fasilitas internet. Mereka juga kekurangan informasi tentang jenis-jenis produk teknologi yang berguna untuk digunakan dalam pelajaran bahasa Inggris. Keywords: EFL students; English lesson; use of technology; internet
Teachers’ Perception on Students’ Learning Style and Their Teaching Agustrianita, Agustrianita; Suherdi, Didi; Purnawarman, Pupung
Indonesian Journal of Curriculum and Educational Technology Studies Vol 7 No 1 (2019): April 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v7i1.26727

Abstract

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style
Indonesian EFL Teachers’ Roles and Challenges in a Virtual Teaching Environment Aulia, Mutiara Putri; Suherdi, Didi; Muslim, Ahmad Bukhori
International Journal of Education Vol 14, No 2 (2021): August 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43887

Abstract

Abrupt change into virtual classroom teaching due to the COVID-19 pandemic has forced teachers to switch to teaching roles different from the conventional classroom. Facing this unprecedented condition, many teachers have experienced confusion in switching to appropriate roles in order to engage their students in the learning process. This study explores Indonesian EFL teachers’ roles during online teaching activities and possible challenges in having teaching practices amid pandemics. Data for this qualitative study were generated from virtual classroom observations, field notes and semi-structured interviews of two high school teachers. Borrowing the lens of Alvarez et al. (2009) and Harmer (2007) for analysis, the study identified different design/planning, social and cognitive roles of Indonesian EFL teachers such as controller, prompter and resource. While exploring more relevant roles, teachers also faced some constraints in running online teaching practices like poor internet connection and the lack of face-to-face interaction during the process of teaching and learning practices. In conclusion, Indonesian EFL teachers can still perform designer/planning, social and cognitive roles. However, their specific roles are limited to controller, prompter and resource only due to the obstacles involved in the virtual classrooms.
Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities Syafryadin, Syafryadin; Suherdi, Didi; Nadya, Nyayu Lulu; Harahap, Alamsyah; Astrid, Annisa
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.34667

Abstract

The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.
DEVELOPING STUDENTS’ READING SKILL THROUGH MAKING MULTIMODAL INFERENCES Vina Nurviyani; Didi Suherdi; Iwa Lukmana
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2998

Abstract

This present study investigated the development of students’ reading skills through making multimodal inferences. Moreover, the students’ difficulties in making multimodal inferences were explored. This study applied a classroom action research by involving twenty students studying at English education program in West Java. Three instruments covering reading tests of making multimodal inference, classroom observations, and questionnaire were conducted as data collections of this study. The results of this study indicate that the students’ reading skills improved significantly after making multimodal inferences. In the first cycle, sixty three percent of all students achieved the score more than seventy. Meanwhile, in the second cycle, eighty five percent of all students reached the score more than eighty-seven. It is reflected on the data gained from reading tests, classroom observations, and questionnaire. The findings show that almost all students achieved meaningful progress of reading skills through making multimodal inferences that they were able tomake inferences visually and verbally by using the clues of the texts and integrating it with their background knowledge, creating mental images in their minds, distinguishing between literal and implied meanings, implementing some reading strategies before, during, and after reading the text, and manifesting their inferences visually and verbally on Canva application. Thus, they were able to master micro and macro skills of reading comprehension and comprehend the multimodal texts completely.However, in making multimodal inference, some students got troubles in integrating visual and verbal aspects because of incomplete background knowledge in their minds. Therefore, the manifestation of their multimodal inferences was presented partially.
UNDERGRADUATE STUDENTS’ PERSPECTIVES IN USING EDMODO AS AN EDUCATIONAL SOCIAL NETWORK Hikmah Nur Insani; Didi Suherdi; Gin Gin Gustine
English Review: Journal of English Education Vol 6, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i2.1254

Abstract

The integration of technology in education and the need to meet the requirements of the 21st century learning lead educators to use online learning platforms. Edmodo is offered as one of learning platforms that could be used in EFL classroom. This research aims to investigate perception of undergraduate students on the use of Edmodo as an educational social network which has been implemented in the classroom. This study employed mix method design by involving 50 undergraduate students from a university in Bandung, Indonesia. The data were collected through closed-ended and open-ended questionnaires. As results, it was found that undergraduate students showed positive response and attitudes towards the use of Edmodo in their learning process. Besides, some obstacles of using Edmodo were also revealed, such as lack of experiences in using technology and how to manage the time allocation. Finally, it is suggested that Edmodo should be implemented in undergraduate EFL classroom.Keywords: Edmodo, undergraduate students’ perception, educational social network, online learning platform
INTERACTIONAL MODIFICATIONS FOR COMPREHENSIBLE INPUT: A CASE STUDY OF TWO EFL TEACHERS Naila Karima; Didi Suherdi; Fazri Nur Yusuf
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate the use of interactional modifications proposed by Long (1982) by two English teachers and language learning opportunities obtained. The study found out the distribution and the form of interactional modification in two different levels of English proficiency, elementary and pre-intermediate. To answer the research questions, case study was adopted. The main data were six transcribed classroom interactions of six sessions with audio-video recording. From the analysis, it was found that elementary teacher modified more interactions compared to pre-intermediate teacher due to less capability of lower student to comprehend the information delivered. The form of interactional modification used was other-repetition strategy, where both of the teachers repeated student`s utterances frequently in order to clarify, confirm, or emphasize the initial utterances. Besides, the occurrences of interactional modifications were considered to be determined by several factors, such as student`s level of proficiency, material delivered, and teacher`s knowledge. As for the question of language learning opportunities, the findings revealed by modifying the interactions there were gap noticing where the teacher noticed the mistakes of student`s language used by bringing that gap into awareness. Besides, modified interactions also gave the student the chance for meaning negotiation where the understanding of information was obtained through resolving the communication breakdown in the classroom. Therefore, it is paramount for teachers to acknowledge, believe, and aware that modified interaction is important not only to provide comprehensible input but also to make student comprehend the information and are triggered to be able to participate in the conversations.
SCIENTIFIC APPROACH: AN ENGLISH LEARNING-TEACHING (ELT) APPROACH IN THE 2013 CURRICULUM Intan Siti Nugraha; Didi Suherdi
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

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Abstract

The primary focus of the study entitled Scientific Approach: An English Learning-Teaching (ELT) Approach In The 2013 Curriculum (A Descriptive Study of Teacher in One Junior High School in Bandung) is to investigate the practice of a teacher implementing scientific approach in English learning-teaching in one junior high school in Bandung and reveal the difficulties encountered by the teacher in the process. In particular, this study portrays the occurrence of activities and the quality of the teaching process through pedagogical microscope. This study employs a descriptive-qualitative research design. The data were procured from classroom observation, teacher’s lesson plan analysis and interview. Those data were analyzed by Pedagogical Microscope instrument (Suherdi, 2009). The findings show to some extents. First, the finding shows that all the five stages of scientific approach were completely executed in four meetings of delivering one material or one Basic Competence (KD) eventhough the five stages were not always conducted in every meeting which was different from lesson plan made. The teacher provided plenty activities in each stage. Scientific approach implemented by the teacher could engage students in active learning activities and develop various students’ contributions. The ways the teacher led the active learning activities and students’ contributions were varied depending on the stages. Scientific approach implemented successfully fostered students’ critical thinking and developed high-thinking level of students’ learning behaviour. Second, the difficulties encountered by the teacher during implementation were the problem on the students with low English proficiency, time allotment, and the teacher’s teaching management.
THE EFFECTIVENESS OF JIGSAW IN IMPROVING STUDENTS’ READING COMPREHENSION Hoerunnisa Neneng; Didi Suherdi
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

This research aims at investigating the effectiveness of Jigsaw in teaching reading comprehension, and it also aimed to investigate the students’ responses toward the Jigsaw technique. An English teacher and 30 seventh graders were involved as participants in this research. The data were obtained through classroom observation, giving treatments, and questionnaires. The data obtained from pre-test and post-test were analyzed by using SPSS 20 and ANATES V4 for windows. The data analysis from the independent t-test showed that there was significant difference in the result of post-test means between the experimental and the control groups. It showed that the score of the experimental group (M=24) was higher than control group (M=19). Furthermore, based on the result of the dependent t-test showed that tobt was greater than tcrit (8.976 2.064) at the level of significance 0,05 indicating that the null hypothesis (H0) was rejected. It means that there was a significant difference between students’ pre-test and post-test of experimental group after the treatments. The results of the study revealed that Jigsaw could be applied effectively to teach reading comprehension. Students were eager to discuss the information included in the descriptive texts one to another. In addition, the study also showed that the majority of students showed their interest in learning reading comprehension through Jigsaw. The results of the research indicated that using Jigsaw to teach reading comprehension made students tend to be active during the teaching and learning process, and it improved their comprehension about the descriptive texts.
Co-Authors Agustin, Fitri Agustrianita, Agustrianita Ahmad Bukhori Muslim Ahmad Kailani, Ahmad Alamsyah Harahap, Alamsyah Anni Kristanti Yunandami Annisa Astrid Arigusman, Anggi Arigusman, Anggi ASEP SUPARMAN Aulia, Mutiara Putri Bachrudin Musthafa Bilhaq Ariwayat Damayanti, Hemalia Didi Sukyadi Dwi Bayu Saputra Eko Noprianto Elis Homsini Maolida Elis Homsini Maolida Eri Kurniawan Eri Kurniawan Erma Rahmawati Euis Rina Mulyani Fadhilah, Darin Fazri Nur Yusuf Fikri Asih Wigati Giantari, Khinanti Gunawan, Aninda Putri Gunawan, Wawan Gustine, Gin Gin Hanifa, Eisha Sabila Dieni Hegar Hakimantieq Hikmah Nur Insani Hoerunnisa Neneng Iin Inawati Intan Siti Nugraha Irfan Fajrul Falah Ivani Noviarani Lubis, Arif Husein M Hafiz Monika Prisila Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Norhasanah Norhasanah, Norhasanah Novia Trisanti Nyayu Lulu Nadya, Nyayu Lulu Prihantoro Prihantoro Primurizki, Juliance Purnawarman, Pupung Rahmat Rahmat Rojab Siti Rodliyah Sanjadireja, Roki Ranjani Siti Kustini, Siti Sri Setyarini Suci Maharani Suharno Suharno Syafryadin, Syafryadin Uun Muhaji Vina Nurviyani Wachyu Sundayana, Wachyu Widarsih, Sri Yanty Wirza