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All Journal Journal of Education and Learning (EduLearn) Vision: Journal for Language and Foreign Language Learning Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Getsempena English Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Journal of Pragmatics and Discourse Research Koli Journal: English Language Education
Hidayati, Arini Nurul
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Transportation Other

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ON BECOMING A PROFESSIONAL ENGLISH TEACHER : THE PROFESSIONAL IDENTITY CONSTRUCTION THROUGH EMOTIONS Syakira, Sitti; Abdullah, Fuad; Anwari, M. Rifqi Romdoni; Andriani, Agis; Hidayati, Arini Nurul; Anwar, Dede
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.1930

Abstract

In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.
INTERNET-BASED VIDEO LESSONS ON THE LEARNER’S ENGLISH PRONUNCIATION: WHAT THE RESEARCH REVEALS Amanda, Fauziah; Abdullah, Fuad; Hidayati, Arini Nurul; Andriani, Agis; Tandiana, Soni Tantan; Rosmala, Dewi
Getsempena English Education Journal Vol. 11 No. 1 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i2.2579

Abstract

Pronunciation has regained its existence in the investigative attempts in the areas of TESOL, Sociolinguistics, and Intercultural Communication. This burgeoning growth has proven the importance of pronunciation teaching and learning, notable in this technology-based language learning era. However, little attention has been given to the description of how the participant learned English pronunciation through internet-based video lessons (IBVL). Hence, this study addressed the void. Avril (a senior high school student in Tasikmalaya, West Java, Indonesia) was recruited as the investigative participant. The data were collected through semi-structured interviews and analyzed with Thematic Analysis. The findings reported that she learned English pronunciation by imitating the English tutor of the MmmEnglish channel. She learned by applying three main stages, namely listening and reading, listening and repeating, and shadowing.
The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis Andriani, Agis; Abdullah, Fuad; Nurhaedin, Enjang; Hidayati, Arini Nurul; Rosmala, Dewi; Saputra, Yuyus
Journal of Pragmatics and Discourse Research Vol 4, No 1 (2024)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v4i1.756

Abstract

Countless studies have examined the vital role of ELT textbooks as learning sources, particularly in terms of intercultural, multicultural, and trans-cultural analysis. Yet, none of them specifically talked about religious values as the research focus. Hence, this study aimed at construing religious values represented in a selected chapter of an Indonesian ELT textbook. Descriptive problem-driven content analysis was used as the research design, whilst the research data were collected through document analysis. Later, to analyze the data, the research utilized Systemic Functional Multimodal Discourse Analysis (SF-MDA) (O’Halloran, 2008c) as the framework with a focus on representational meaning and transitivity analysis for each visual and textual data. The findings showed that two data modes represent religiosity, namely visual and verbal data. In visual, religious values (artifacts, beliefs, and behaviors) are represented by the classificational process while in verbal data; they are represented by the material and relational processes. Four of Indonesia's large recognized religious communities were represented namely Christianity, Buddhism, Hinduism, and Confucianism. Yet, there is no single datum that figures Islamic values, whereas, the Islamic community is the largest in the country and even in the world. Hence, this implication suggests that stakeholders (particularly textbook authors) should pay attention to the issue of how to fairly present the five legalized communities' values existing in Indonesia. Therefore, because Indonesia has varied its communities, ethnicities, and backgrounds, ELT textbooks should fairly embody the diversities more over the religious aspects which are the core competence to gain.
Whatsapp in the Indonesian Online EFL Learning Milieu: How Do the Students Engage? Hidayati, Arini Nurul; Sri, Melisa; Abdullah, Fuad; Ramalia, Tenia; Yunita, Widia; Sulastri, Fera
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 6 No. 1 May (2022): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i1.4136

Abstract

WhatsApp has been extensively used by many English as a Foreign Language (EFL) teachers in Indonesia as a near synchronous online learning platform. This program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. Some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. Therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using WhatsApp. To collect the data, this study employed observation and semi-structured interviews. An observation was completed in one class at a state university in Tasikmalaya, West Java, Indonesia to perceive how the students responded to the teacher's instructions during the learning process. Meanwhile, the interviews were conducted with nine students in a similar class. The data were analyzed using thematic analysis. The findings revealed that students engaged behaviourally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. Implications for teaching and further studies are discussed.
Profiling an Ideal Teacher Rianti, Ade; Hidayati, Arini Nurul; Pertamana, Dede; Andriani, Agis; Abdullah, Fuad
Koli Journal : English Language Education Vol 1 No 2 (2020): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.1.2.65-74

Abstract

The article presents the perceptions of Indonesian vocational high school students in defining an ideal teacher; what makes a teacher good and bad. This qualitative study employs in-depth interviews to obtain the data. The findings informed that an ideal teacher is the one who builds a positive relationship with the students, for instance, having an individual consideration, easy going, having a deep empathy, motivating, performing comprehensible teaching, enthusiastic, humorous, assertive, humble and patient. Moreover, this type of teacher will also be far from being injustice, antipathy, irresponsible, authoritarian, and short-tempered. Some pedagogical implications areimplicitly discussed.
Students’ Cognitive Perspective on The Implementation of Cooperative Learning in an Indonesian EFL Classroom Fauziah, Nida; Hidayati, Arini Nurul; Dewi, Nita Sari Narulita; Abdulah, Fuad
Koli Journal : English Language Education Vol 4 No 1 (2023): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.4.1.15-27

Abstract

Cooperative learning is a learning method in which students with different learning abilities are conditioned to work together in a group to achieve the same learning goals and maximize their learning process. This study aims to explore the cognitive perspectives of students in their experience when learning English in the classroom using the cooperative learning method. The data collection technique used was semi-structured interviews conducted on three students as participants in this study. The data was processed qualitatively using thematic analysis. The findings of this study indicate positive perspectives based on students' learning experiences using cooperative learning methods, namely; students are able to find partners who can support and increase the effectiveness in learning English and also the emergence of responsibilities in learning achievement.
Representing Intersemiosis in An English Language Teaching Textbook: A Systemic Functional Multimodal Discourse Approach Yanuar, Reza; Tandiana, Soni Tantan; Abdullah, Fuad; Hidayati, Arini Nurul; Andriani, Agis; Saputra, Yuyus
Koli Journal : English Language Education Vol 2 No 1 (2021): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.2.1.18-34

Abstract

In recent decades, multimodality has played pivotal roles in communication and language pedagogy. Conversely, limited studies have emphasized how intersemiosis is represented in English Language Teaching textbooks (hereafter, ELT textbooks), notably in the Indonesian EFL context. To fill this gap, this study examined how intersemiosis contribute to the process of meaning-making in an Indonesian ELT textbook. A selected chapter containing rich verbal and visual relations was selected as a corpus. The corpus was analyzed through Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings revealed that the contributions of intersemiosis were represented by the meaning-making process in verbal and visual texts. This relationship enables students to comprehend the messages communicated by the texts. Pedagogically speaking, the effective design of intersemiosis in an ELT textbook potentially helps students not only understand the delivered teaching materials but also sharpen their multimodal literacy
Students’ Perceptions on The Teacher’s Rewards on The EFL Context Mardiani, Veni Renny Resligina; Tandiana, Soni Tantan; Hidayati, Arini Nurul
Jurnal Metaedukasi: Jurnal Ilmiah Pendidikan Vol 7, No 1 (2025): Metaedukasi
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/metaedukasi.v7i1.16613

Abstract

This study aims to investigate students' perceptions of the use of rewards given by teachers in learning English. The study was conducted in one of the Junior High Schools in Tasikmalaya. This study uses a descriptive case study method. The data collection technique was in the form of interviews with 3 students, the first student who always gets rewards, the second who sometimes gets rewards, and the third who never gets rewards. Then, the data was analyzed based on the theory of Braun and Clarke (2016). The results of the study showed that giving rewards by teachers in class encourages students to be more enthusiastic, confident, and makes them feel appreciated. In addition, rewards also improve the relationship between teachers and students in the classroom.
The Mapping Multimodal Teaching Materials for Indonesian EFL Students: A Need Analysis Tandiana, Soni Tantan; Abdullah, Fuad; Andriani, Agis; Hidayati, Arini Nurul; Rosmala, Dewi
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i219990

Abstract

Multimodality has gained burgeoning attention among scholars from miscellaneous disciplines, such as Linguistics, Discourse Analysis, Semiotics, Sociology, Anthropology, Cultural Studies, and Language Pedagogy. Nevertheless, little is known about the issue of what teaching materials students need to develop their multimodal literacy, notably in the Indonesian EFL milieu. Hence, this case study addresses this void by examining what type of teaching materials university undergraduate students need to cultivate their multimodal literacy. This study involved 99 undergraduate students from three diverse classes as the participants. The data were garnered through a qualitative survey and semi-structured interviews. They were analyzed using thematic analysis (Braun & Clarke, 2006). The findings outlined the needed multimodal teaching materials by the students encompass praxis-oriented multimodal teaching materials, awareness-raising multimodal teaching materials, academic and professional orientation of multimodal teaching materials, simplified and understandable multimodal teaching materials, critical multimodal teaching materials, and visual-verbal relation-informed teaching materials.  The shifting needs of communication, literacy, and 21st-century learning skills remain crucial as a nexus between literacy policies and practices in higher education contexts, especially in Indonesia. More importantly, this study attempts to promote the magnitude of multimodal literacy in language education. 
Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions Andriani, Agis; Abdullah, Fuad; Hidayati, Arini Nurul; Syafira, Noer Aini Nanda
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.21175

Abstract

Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.
Co-Authors Abdulah, Fuad Abdullah, Fuad Amanda, Fauziah Andriani, Agis Anwar, Dede Anwari, M. Rifqi Romdoni Dewi Rosmala, Dewi Fauziah, Nida Fera Sulastri, Fera Mardiani, Veni Renny Resligina Melisa Sri, Melisa Nita Sari Narulita Dewi, Nita Sari Narulita Nurhaedin, Enjang Pertamana, Dede Ramalia, Tenia Rianti, Ade Saputra, Yuyus Syafira, Noer Aini Nanda Syakira, Sitti Tandiana, Soni Tantan Widia Yunita, Widia Yanuar, Reza