Articles
<![CDATA[EFL Teachers’ Considerations in Developing Online Teaching Materials ]]>
<![CDATA[Ivani Noviarani]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v6i2.597
<![CDATA[The sudden necessity of studying from home forced teachers to immediately readjust their teaching materials into the online teaching materials form. However, online tools for language teaching that can be used by teachers as sources and learning media in their teaching materials vary widely. Therefore, the present study purposed at understanding experienced English as Foreign Language (EFL) teachers’ considerations in developing online teaching materials amid the COVID-19 pandemic. The data collected through qualitative case study research design. The data gathered through document analysis and interview. The data analyzed by the form proposed by Miles and Huberman (1994). The result of the study reveals that there are 3 out of 8 principles of teaching materials that teachers take into account; giving the students fresh input, facilitating students learning style and attitudes, and contain audio-visual media. There is also found 2 others principle that does not really considered as a matter in developing online teaching materials; achieve impact by requiring and facilitating learner self-investment and provide opportunities to give feedback.]]>
<![CDATA[REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES ]]>
<![CDATA[Dwi Bayu Saputra]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Rojab Siti Rodliyah]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 2: August 2020 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v5i2.11260
<![CDATA[Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. As regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations.]]>
<![CDATA[A SUBJECT MATTER SPECIALIST VERSUS STUDENTS’ MORAL GUARDIAN: EFL TEACHERS’ VOICES ON CHARACTER EDUCATION INCORPORATION INTO CLASSROOM INSTRUCTIONS ]]>
<![CDATA[Eko Noprianto]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Ahmad Bukhori Muslim]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A4
<![CDATA[The degradation of morals among Indonesian young generation and the urgency of teaching both good competencies and strong characters to succeed in the 21st-century globally competitive society for them require all teachers including English teachers to incorporate character values into their classroom instructions as mandated in the 2013 curriculum. Given the fundamental roles teachers could serve in the success of promoting good character both outside and inside the classroom, it is critical to understand how they view such a program before they could bring it into the classroom. This qualitative case study scrutinizes how Indonesian English teachers perceive character education incorporation. Employing an interview, classroom observation, and lesson plan analysis, to two purposefully-selected English teachers from two different piloting schools, findings reveal that while they agree on the pivotal role they could serve toward students’ character development, they also emphasize the enhancement of some other factors, such as inspiring teachers, family, good leadership, the cohesiveness of school community members, media, and government supports for the success of character education reinforcement program in Indonesia.]]>
<![CDATA[FOSTERING STUDENTS’ CRITICAL THINKING SKILLS THROUGH HIGH-LEVEL QUESTIONING IN ANALYTICAL EXPOSITION TEXT ]]>
<![CDATA[Muhammad Handi Gunawan]]>;
<![CDATA[Erma Rahmawati]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Anni Kristanti Yunandami]]>
<![CDATA[ Indonesian EFL Journal Vol 8, No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v8i2.6437
<![CDATA[This study employed classroom action research and was conducted in two cycles. The main data were students’ written texts taken from the first cycle and the second cycle, and the teacher’s field notes. The texts were analyzed by examining the schematic structure and the linguistic features of an analytical exposition text. To measure students’ critical thinking, the texts were examined using the Critical Thinking Value Rubric developed by the Association of American Colleges and Universities (AACU). The findings showed that there are positive implications for the application of high-level questioning in students’ critical thinking skills. Furthermore, in comparison between the data gained in the first cycle and the second cycle, it shows that after the implementation of high-level questioning there are some improvements in all aspects of the critical thinking criteria such as issue, evidence, the influence of context, and conclusion based on the value rubric. Although there are some improvements, in terms of delivering the issue, and showing evidence, the students still have difficulties in explaining and elaborating their ideas clearly.Keywords: analytical exposition text; critical thinking; high-level questioning. ]]>
<![CDATA[Engaging EFL Young Learners through Task-based Teaching with Character Education-enriched Materials ]]>
<![CDATA[Iin Inawati]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Pupung Purnawarman]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 5, No 2 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
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DOI: 10.33603/rill.v5i2.6768
<![CDATA[This study aimed to investigate how the Task-Based Teaching Materials with Character Education Values (TBTMCEV) was implemented in teaching speaking in kindergarten context. The students’ speaking performance was also explored in this study. An exploratory case study research design was used in this study while the participants were two teachers and 14 students whose ages range between 5 and 6 years old. The data were gleaned from classroom observations, observation rating scale, and documents. The data analysis results that teaching speaking to kindergarten students in which Task-Based Teaching Materials with Character Education Values was implemented covers three stages including preparation, core activity and follow up as proposed by Cameron. The other result from data analysis shows that the students can produce three kinds of speaking performance during the teaching learning process, these include: naming objects, producing simple sentences, and getting involved in a dialog. The results lead to the conclusion that all of the students had chance to be actively involved in a dialog. It indicates that TBMCEV apparently could overcome resistance to the target language and create a need for speaking. Penelitian ini bertujuan untuk menyelidiki bagaimana Bahan Ajar Berbasis Tugas dengan Nilai Pendidikan Karakter (Task-Based Teaching Materials with Character Education Values/TBTMCEV)) diimplementasikan dalam pengajaran berbicara dalam konteks taman kanak-kanak. Kemampuan berbicara siswa juga dieksplorasi dalam penelitian ini. Desain penelitian studi kasus eksplorasi digunakan dalam penelitian ini dengan partisipan dua guru dan 14 siswa yang berusia antara 5 dan 6 tahun. Data diperoleh dari observasi kelas, skala penilaian observasi, dan dokumen. Hasil analisis data menunjukkan bahwa pembelajaran berbicara pada siswa taman kanak-kanak yang mengimplementasikan Materi Ajar Berbasis Tugas dengan Nilai Pendidikan Karakter meliputi tiga tahap yaitu persiapan, kegiatan inti dan tindak lanjut seperti yang dikemukakan oleh Cameron. Hasil lain dari analisis data menunjukkan bahwa siswa dapat menghasilkan tiga jenis kemampuan berbicara selama proses belajar mengajar, yaitu: menamai objek, memproduksi kalimat sederhana, dan terlibat dalam dialog. Hasil dari penelitian ini mengarah pada kesimpulan bahwa semua siswa memiliki kesempatan untuk terlibat aktif dalam dialog. Hal ini menunjukkan bahwa bahan ajar ini ternyata dapat mengatasi penolakan terhadap bahasa target dan menciptakan kebutuhan untuk berbicara.]]>
<![CDATA[Duolingo as A Mobile-Assisted Language Learning: A New Supplementary of Learning Basic English Reading for EFL Students ]]>
<![CDATA[Hegar Hakimantieq]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Wawan Gunawan]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 6 (2022): December 2022 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v4i6.4104
<![CDATA[It is undeniable, that the world of education is affected by technological advances this study discusses the process of using an already developed language learning online software, Duolingo, to supplement learning basic English reading for senior high school EFL students. A mixed approach of qualitative and quantitative data collection is followed in this research paper. The learners that consist of 10 students had used the software online for about 30 days, either on their smartphone or on their personal computer. Based on the questionnaire result survey, the students usually enjoy the learning process because of several factors; such as easiness of its accessibility, its game-based aspect, could discussion of the problem with other players, and interactive features and illustrations. The result of the assessment also conducted by http://efset.org shows that the Duolingo online language learning platform could help the students achieve more from the expected result of the basic English reading target needs to be based on the CEFR assessment standard result, in another fun and also still on the appropriate way for teaching English, especially in English reading. Based on the result, it is essential to consider that using online applications could be one of the appropriate ways and beneficial ways for students to achieve better results in learning, especially in learning the English language. ]]>
<![CDATA[REFLECTING ON ENGLISH TEACHERS’ TEACHING PHILOSOPHY IN TEACHING EFL AT THE SECONDARY LEVEL ]]>
<![CDATA[Suci Maharani]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Yanty Wirza]]>
<![CDATA[ Edusentris Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/edusentris.v9i2.509
<![CDATA[Reflection on teachers’ teaching philosophy unveils underlying thoughts and perspectives behind every decision that teachers make in the classroom. However, studies focusing on examining experienced English teachers’ philosophy seem to be scant in the literature, especially in Indonesia context. Thus, this study aims at figuring out how experienced english teachers reflect on their teaching philosophy. The participants of this study were three experienced English teachers that were selected purposively. This qualitative study employed case study as its research design. the data were collected through semi-structured interviews and teachers’ journals and then were analyzed thematically. The findings of this study revealed that there were eight themes that emerged from the collected data, which were importance of english teaching at formal schooling; influence from beyond school life; the definition of teacher; how it is like to be an english teacher; the challenging aspects of teaching English; dealing with problems that occur during teaching English; adjusting the teaching practice; and teachers’ career critical incidents.]]>
<![CDATA[STUDENTS’ PERCEPTION OF DIGITALLY-MEDIATED PEER TUTORING IN WRITING CLASS ]]>
<![CDATA[Monika Prisila]]>;
<![CDATA[Didi Suherdi]]>
<![CDATA[ Edusentris Vol 9, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/edusentris.v9i3.590
<![CDATA[Due to the impact of the corona pandemic, schools now provide instruction and training online. Given that the pandemic has already spread to every region of the globe, educators are urging students to become more proficient in the use of various digital technologies. In one of the West Kalimantan universities, the educational process is supported by digital technology. However, classes are frequently conducted on a large scale, making it challenging for instructors to keep track of their students. Consequently, a small teacher or peer tutor is required as an alternative to the provision of traditional extension classes or the invitation of additional writing instructors in order to assist every student with their individual writing difficulties. Twenty-three third-semester students enrolled in the English study program will be surveyed and interviewed for the purpose of this qualitative study. According to the findings of the study, the students' writing skills improved. Additionally, students responded positively to the use of digitally-mediated peer tutoring in writing classes. Therefore, digitally-mediated peer tutoring can be an option for meeting the needs of online learners.]]>
<![CDATA[Multimodality Reflected in EFL Teaching Materials: Indonesian EFL In-Service Teacher’s Multimodality Literacy Perception ]]>
<![CDATA[Trisanti, Novia]]>;
<![CDATA[Suherdi, Didi]]>;
<![CDATA[Sukyadi, Didi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v17i1.38776
<![CDATA[The digital age, which has impacted EFL teaching and learning in Indonesia, has compelled educators to uphold higher instruction standards. Multimodality is currently an updated topic in relation to digital media in EFL learning. This study intends to examine the effects of Indonesian EFL teachers' multimodality perceptions in the teaching materials. It clarifies how EFL teachers in secondary schools use multimodal literacy practices for their students to develop learner’s critical thinking and creativity. A mixed method with an explanatory sequential design was employed, with quantitative data analysis serving as the primary source of support for the results of the qualitative analysis. This study included 38 EFL in-service teachers in Indonesia. Open and close-ended questionnaires with score measurements as well as interviews regarding the multimodal structure expression, content, and preference were used to gather the data. The findings of the participants’ multimodal literacy reveal a respectable mean score of 71.4 and standard deviation of 11. The questionnaire analysis results indicate that utilizing elements of visual (real images), auditory, and written elements is helpful in explaining the teaching and learning materials to the learners and can ensure that they have a thorough understanding of the materials using multimodal expression, content and preference. Overall, this shows that Indonesian EFL in-service teachers have shown adaptability in implementing multimodal literacy in their instructional materials, and they are conscious of switching from traditional to digital mode. As a result, more research is required to investigate the multimodal literacy practices used by EFL teachers in Indonesia]]>
<![CDATA[BEING Tech-savvy Is Not Enough: Preparing Future Reflective EFL Practitioners for Technology Integration in Teaching ]]>
<![CDATA[Elis Homsini Maolida]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Pupung Purnawarman]]>
<![CDATA[ UICELL No 6 (2022): UICELL Conference Proceedings 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[As part of a larger research on EFL student teachers’ TPACK development, this study explores a preparation program aimed to train EFL student teachers to be technology savvy and at the same time develop their skill on technology integration in teaching English through reflective based activities. It involved 42 EFL student teachers and a teacher educator in 16 weeks learning interaction that focused on technology integration for classroom purpose. A case study design was utilized by obtaining data from observation of online classroom interaction, semi-structured interview with the teacher educator and the student teachers and documents of student teachers’ submitted tasks. The data were thematically analysed to reveal types of reflection-based activities employed to develop EFL student teachers’ competence in integrating technology in teaching English and their responses toward the activities. The findings reveal that at least four reflection-based activities (lesson design, digital story, reading reflection and reflection during the learning) were employed to foster the student teachers’ skill of technology integration in teaching English. Despite some challenges in their enactment, the reflection-based activities were positively responded as indicated by the EFL student teachers’ active participation in online classroom interaction and their positive views regarding reflection-based activities. Keywords: Reflective Practitioner, reflection, technology integration, EFL student teachers]]>
