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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
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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Adoption of Online Technologies for Language Teaching during COVID-19 Pandemic in Narrative Frames Uun Muhaji; Didi Suherdi; Pupung Purnawarman
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.38930

Abstract

Adopting and utilizing online technologies for emergency remote teaching during the COVID-19 pandemic is a requirement for most Higher Education Institutions (HEIs) in Indonesia in order to keep the pedagogical practice running. Having done the practice for about one year, it is paramount to have an understanding of teachers’ experience in their adoption of the technologies. Arguably, there has been zero study employing narrative frames conducted in Indonesia investigating EFL (English as a foreign language) university teachers’ experience in adopting online technologies for their teaching during the pandemic. Therefore, the present narrative study examines this issue. Four narrative frames were developed as the instruments of the study by referring to two core variables and one outcome variable of the Technology Acceptance Model (TAM) consisting of perceived ease of use, perceived usefulness, and reported general use of online technologies. 16 narrative frames completed by participants from seven universities in East and West Java unveil that despite the arduous initial process of shifting from face-to-face into online teaching, problems and difficulties which were still encountered during the pedagogical undertaking, and somewhat limited number of online platforms that had been utilized, the teachers’ very positive perceptions on the usefulness of online technologies led to persistence and optimism in their reported general use of the technologies in their teaching. It was concluded that teachers are quite ready to further implement online technologies in their teaching. However, supporting facilities, facilitating conditions, as well as training for developing technological knowledge and skills are needed to support the process.
THE IMPLEMENTATION OF INSPIRED TBLT FRAMEWORK IN ENHANCING STUDENTS’ ENGAGEMENT Irfan Fajrul Falah; Didi Suherdi; Ahmad Bukhori Muslim
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 11, No 1 (2023): VOLUME 11, ISSUE 1, APRIL 2023
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v11i1.p77-86

Abstract

Students’ engagement is essential in enhancing quality of learning experiences. In TBLT setting, it has received a little attention from the scholars despite it is an approach where the students participation actively during task completion. This article reports a study of students’ engagement where inspired-TBLT framework was implemented in speaking class. The research methodology that employed by the author in the current study was a micro ethnography study which describe, interprets the value, behavior and students’ beliefs. The participants were 46 EFL learner in a private university in Indonesia consisted of 30 females and 16 males. That data was collected through a questionnaire adapted from Handelsman’s et al., and semi-structured interview where six students voluntarily take a part in the process. The result of current study shows that inspired-TBLT framework engages the students in speaking class. Three types of engagement -behavioral, emotional, and cognitive- were existed during the implementation of the framework. Behavioral engagement can be identified from participate actively in a discussion, asking a question, students’ attendance and completing the homework given. Meanwhile, the emotional engagement was seen from students’ desire, students’ confidence and doing well on the test. The last but not least, students’ cognitive engagement reflected from applying course to students’ life, finding ways to make course interesting and doing some strategies to improve learners’ speaking skills.
EXPLORING CLASSROOM LANGUAGE IMPLEMENTED BY NOVICE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOLS Primurizki, Juliance; Suherdi, Didi
TELL - US JOURNAL Vol 9, No 1 (2023): March 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1427.727 KB) | DOI: 10.22202/tus.2023.v9i1.6672

Abstract

Using English as a classroom language is widely acknowledged as the most effective means to encourage students to get used to English. The more often they are exposed to English, the more proficient they will be. However, teachers' awareness of the role of classroom language as a means to maximize student proficiency remains vague. Studies reveal that EFL teachers tend to use their own language in the classroom rather than the target language, English. Furthermore, teachers are susceptible to code-switching, which is the use of two or more languages in a single sentence or phrase. Despite the growing attention of studies exploring classroom language used by EFL teachers, studies focusing on novice EFL teachers with less than five years of teaching experience are considered limited. Accordingly, this descriptive qualitative study aims to investigate the implementation of classroom language used by two EFL novice teachers based on Sallaberri's framework from the English Classrooms Handbook: Classroom Language (1995). The data were gathered through a questionnaire and semi-structured interviews. The study's findings revealed that two EFL novice teachers use Bahasa Indonesia as their primary classroom language, including code-switching. Besides, using English as a classroom language became teachers’ dilemma since the students' proficiency levels and their experience in teaching are strongly affected their actions. Some recommendations and potential future practices and research are also discussed thoroughly.
“YouTube as my second classroom”: Indonesian nursing students’ self-regulated language learning on YouTube Ahmad Kailani; Didi Suherdi; Pupung Purnawarman
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1751

Abstract

This study investigated the independent language learning that Indonesian nursing students did after school on YouTube. Six undergraduate nursing students who have a lot of experience with YouTube viewing and have level of English equal to B1 were asked to participate in a one-on-one interview to discuss their opinions of this selfregulated language learning. A narrative inquiry design was deployed to explore the stories of how learners felt about this technologically mediated language learning and how it affected their language skills. The results show that discovering motivation for learning English, searching for extra learning materials, and potential metacognitive learning styles were the three most popular reasons for studying English on YouTube. Students perceived that learning English on YouTube was more flexible, entertaining, and approachable than traditional classroom instruction. However, this informal education does not promote socialization or an awareness of cultural differences between nations. The findings have made a significant contribution to the futureinstructional design of ESP classroom where the integration of YouTube videos may become an alternative for more engaging ESP classroom interaction. Besides, promoting awareness of cultural diversities and appropriate online social interaction need to be considered for YouTube mediated learning activities to help students use the language appropriately within its socio-cultural settings. HIGHLIGHTS: The three most common motivations for nursing students to learn English on YouTube were finding motivation, looking for additional resources, and potential metacognitive learning approaches. The integration of YouTube videos may become an alternative for more engaging ESP classroom interaction. To assist students utilize the language effectively within its socio-cultural settings, YouTube-mediated learning activities need to take fostering awareness of cultural diversity and acceptable online social interaction into account.
An Inspired-TBLT Framework to Enhance Students’ Speaking Performances in EFL Context Irfan Fajrul Falah; Didi Suherdi; Ahmad Bukhori Muslim
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.217-234

Abstract

As one of the pedagogical approaches, TBLT has been employed by both researchers and practitioners to develop students’ language skills in the last decades. Besides solid grounding theory that possessed, it demands the students to participate actively as well during the class. Its’ flexibility gives the teacher more freedom to integrate it into their teaching. However, only a few studies have been conducted in terms of integration or modification. The current study aimed at developing a framework inspired by TBLT to enhance students' speaking performances. It examines the effect of TBLT modification in the context of EFL in Indonesia, particularly speaking. It is a mixed method study where students (n-91) from two universities in Kuningan, West Java, Indonesia participated. Two instruments were used for data collection, tests, and a questionnaire. The result shows that the framework inspired-TBLT could enhance students' speaking performances. It can be seen from the result of speaking proficiency where the average of the post-test (9,67) was higher than pre-test (8.19). In addition, statistically, the value Sig. two-tailed was 0.042 or < 0.05. It means that this framework influences students’ speaking performance almost in all components that were tested (vocabulary, grammar, fluency, and pronunciation). Furthermore, in terms of students’ perception, this framework has received positive responses from the students since this framework engaged and demanded the students to get involved during class activities.
Students’ Formulaic Expressions In Efl Classroom Communication Bilhaq Ariwayat; Didi Suherdi; Eri Kurniawan
Cakrawala Repositori IMWI Vol. 6 No. 3 (2023): Cakrawala Repositori IMWI
Publisher : Institut Manajemen Wiyata Indonesia & Asosiasi Peneliti Manajemen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52851/cakrawala.v6i3.383

Abstract

Tujuan dari penelitian ini adalah untuk menguji implementasi ekspresi formulaik dalam kelas Bahasa Inggris sebagai Bahasa Asing (EFL) di SMA Islam YASPIA. Studi ini berfokus pada penilaian keefektifan penggunaan pendekatan leksikal, khususnya melalui instruksi Ms. Lavender, seorang guru bahasa Inggris di sekolah tersebut. Temuan penelitian mengungkapkan bahwa penerapan pendekatan leksikal dalam mengajar ekspresi formulaik relatif tidak rumit bagi guru. Para siswa di kelas menggunakan kelima jenis ekspresi formulaik, dengan frekuensi yang lebih tinggi diamati dalam penggunaan kumpulan leksikal dan kolokasi. Namun, meskipun penggunaan ekspresi formula yang tepat, para siswa menghadapi tantangan dalam menggunakannya selama komunikasi. Kesulitan-kesulitan ini termasuk konstruksi yang menyimpang, penggunaan yang kurang, kesalahan tata bahasa, dan penggunaan ekspresi rumus yang tidak tepat, dengan kesalahan tata bahasa menjadi masalah yang paling umum. Temuan ini sejalan dengan penelitian sebelumnya yang menunjukkan bahwa siswa EFL menghadapi kesulitan saat menggunakan ekspresi formula dalam komunikasi mereka. Hasil penelitian ini memberikan kontribusi yang signifikan terhadap bidang pendidikan EFL di Indonesia, khususnya dalam pengajaran ekspresi formula. Diharapkan temuan ini akan meningkatkan pemahaman penerapan pendekatan leksikal dalam pengajaran ekspresi formulaik dan menawarkan rekomendasi kepada guru bahasa Inggris untuk membantu siswa dalam mengatasi tantangan yang terkait dengan penggunaan ekspresi formulaik dalam komunikasi mereka.
ENHANCING EFL LEARNING THROUGH PODCAST AUDIO-ASSISTED LISTENING Muhammad Handi Gunawan; Hemalia Damayanti; Eisha Sabila Dieni Hanifa; Aninda Putri Gunawan; Didi Suherdi
Indonesian EFL Journal Vol 9 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8782

Abstract

This study investigates students’ experience in using podcasts to support their learning in the classroom. This research involves 18 private senior high school students in West Java province. There are three instruments used in this study. Classroom observations from recorded videos are used to capture the listening activities conducted in the classroom and students’ responses. Students' opinions on the usage of podcasts are collected through a questionnaire that includes closed-ended questions with dichotomous (Yes/No) questions and elaborated answers on the choices. The interview session exposes the students' reactions to the podcast application, which aids students' listening skills. The study results show that students can use podcasts to scaffold their language-learning listening experiences. Furthermore, students find that listening to podcasts helps them focus and explore various intriguing topics.Keyword: Podcast; listening comprehension; listening skill. 
Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review Suharno Suharno; Didi Suherdi; Wawan Gunawan
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.20550

Abstract

Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.
Effective English teachers in online EFL learning: A post-pandemic reflection on students’ perspectives Fitri Agustin; Didi Suherdi; Pupung Purnawarman
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30124

Abstract

In the framework of conventional academic settings, there have been a large number of studies on the qualities of effective teachers; however, studies in the context of online environments seem to be scarcely documented in the literature. This explanatory sequential mixed-method study of 224 secondary school students, 21 of whom were interviewed in detail, examined their perspectives on effective teacher characteristics in online EFL instruction. This study differed from earlier investigations of the qualities of effective teachers in terms of its research site and inquiry emphasis. The results of the surveys and interviews provided students’ judgments of effective teacher traits in terms of roles, professional abilities, personal qualities, and pedagogical expertise. According to the results of the polls, the most significant criteria for effective online learning management were instructors’ classroom management roles and their professional skills. The interviews stressed the importance of teachers’ qualities in managing classrooms and their pedagogical knowledge. In an online EFL instruction, students needed their teachers to scaffold them and explain what they should do with the lesson and the procedures they should follow for activities and assignments. In addition, the interviews validated teachers’ capacity to establish a favorable rapport with the students to facilitate their meaningful learning. As this study identified teachers’ professional abilities in managing online learning as a requirement, an online-learning-based professional development program for teachers is highly recommended as the most plausible alternative for the post-pandemic reflection of this current study.
PEDAFICTION AND REFLECTION: FAMILIARIZING INDONESIAN EFL PRE-SERVICE TEACHERS WITH TEACHER COMPETENCE THROUGH STORIES Maolida, Elis Homsini; Suherdi, Didi; Setyarini, Sri; Suparman, Asep
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.50019

Abstract

Numerous studies have highlighted the need for competent teachers in today’s classrooms. Many suggest that to meet this demand, the preparation should be stipulated at the pre-service level so, when the graduates become in-service teachers, they are already well-prepared to meet the requirements of competent teachers. This study explores the use of pedafiction stories and reflection to familiarize EFL pre-service teachers with teacher competence. The data were obtained from observation, focus group interviews and reflection papers to be analyzed by using thematic analysis (Braun Clarke, 2022). Forty-two pre-service teachers were involved in six TEFL class sessions focusing on the topic of English Teacher Competence in the Indonesian context. They read and reflected on the pedafiction stories, shared their reflections on the stories through a pair-share activity, and wrote individual reflections. The findings reveal that pedafiction stories exploration and reflection have enabled the pre-service teachers to identify the English teacher competencies shown by the character in the story. Besides, the pre-service teachers could relate the topic of teacher competence to a broader social context. Pedafiction and reflection, to a certain extent, have also contributed to the development of the pre-service teachers’ teaching identity. The findings shed light on the potential of stories and reflective practice for English teacher preparation at the pre-service level.
Co-Authors Agustrianita, Agustrianita Ahmad Bukhori Muslim Ahmad Kailani Alamsyah Harahap, Alamsyah Aninda Putri Gunawan Anni Kristanti Yunandami Annisa Astrid Arigusman, Anggi Arigusman, Anggi ASEP SUPARMAN Aulia, Mutiara Putri Bachrudin Musthafa Bilhaq Ariwayat Didi Sukyadi Dwi Bayu Saputra Eisha Sabila Dieni Hanifa 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 Fitri Agustin Giantari, Khinanti Gunawan, Wawan Gustine, Gin Gin Hegar Hakimantieq Hemalia Damayanti Hikmah Nur Insani Hoerunnisa Neneng Iin Inawati Intan Siti Nugraha Irfan Fajrul Falah Ivani Noviarani Lubis, Arif Husein 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 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