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All Journal Litera Jurnal Pendidikan Bahasa Inggris International Journal of Education Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics Englisia Journal VIVID Journal of Language and Literature EXPOSURE JOURNAL LLT Journal: A Journal on Language and Language Teaching Journal of English Language Teaching and Linguistics JET (Journal of English Teaching) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal of English Education and Linguistics Jurnal Pendidikan Indonesia (Japendi) TELL - US JOURNAL MATAI: International Journal of Language Education Dimar : Jurnal Pengabdian Masyarakat
Anam, Syafi'ul
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment Ariyanti, Ariyanti; Anam, Syafi'ul
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i3.698

Abstract

The issue of plagiarism and EFL students’ difficulties in writing course appeared to be still the challenging task for teachers. Various efforts in order to increase students’ competence in producing a decent writing production are still fascinating until the present time. Therefore, the aim of this research is to examine whether the use of Technology-Enhance Paraphrasing Tool (TEPT) can improve EFL students’ writing performance. Additionally, the way the students react emotionally towards the use of TEPT in writing class, especially in paraphrasing activities was also measured to by the use of Foreign Language Enjoyment (FLE) questionnaire. Paired sample t-test was employed to 48 students from English Department at one of Private Universities in Samarinda, East Kalimantan, Indonesia. The findings showed that there was a significant effect towards the use of TEPT in writing class to improve EFL students writing achievement. In addition, all of the students performed positive emotions during the implementations of TEPT in writing class where the results from FLE questionnaire indicated that the students enjoy and being motivated in joining the writing class. Pedagogical implication of the research also discussed further in this article.
Persepsi Guru Baru Bahasa Inggris di Indonesia tentang Penggunaan Penilaian Antar Teman dalam Kelas Berbicara Wulandari, Ika; Purwati, Oikurema; Setiawan, Slamet; Anam, Syafi'ul
JET (Journal of English Teaching) Vol. 7 No. 1 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i1.2347

Abstract

There is convincing evidence of the potential advantages of peer assessment; however, earlier studies on peer assessment in the learning process have largely focused on students’ views on it. Although much can be inferred from the students’ views about peer assessment in the learning process, there is a limited empirical study on the practical use of peer assessment by teachers and their responses. This study attempts to offer salient information for educational institutions, especially on the importance of peer assessment as a part of their instructional design for novice EFL teachers. This qualitative study aims to investigate Indonesian novice EFL teachers’ perceptions of the use of peer assessment in a speaking class as well as its’ benefits and challenges. The data was obtained from six Indonesian novice EFL teachers through a semi-structured interview. Findings revealed the two groups of teachers’ different perceptions, benefits, and challenges of peer assessment which were affected by their understanding of peer assessment and undergraduate study experiences. Hence, educational institutions for pre-service EFL teachers should take peer assessment into account to be integrated into their instructional designs to enable them to experience and perceive peer assessment as a valuable alternative way of language assessment.
EXTRAMURAL ENGLISH AND ADULT EFL LEARNERS’ PHONOLOGICAL AWARENESS Sa'adah, Lailatus; Anam, Syafi'ul; Hentasmaka, Daning
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i3.7735

Abstract

This study examines the duration of adult EFL learners’ extramural English activities related to their phonological awareness. For this purpose, (Indonesian, N = 32, 3 males and 29 females) learners participated in the study. After analyzing the questionnaires and the phonological awareness test using the non-parametric (Spearman) correlation, the result showed a strong positive correlation between the amount of time the adult EFL learners spend for spoken and written extramural English activities and their phonological awareness ability. The extramural English activities they mainly engage in are dealing with technology. The findings call for future research examining the effect of extramural English on phonological awareness and other possible English components or skills.
HARMONY OF THE PHILOSOPHICAL FOUNDATION OF ENGLISH TEXTBOOKS AND THE 2013 ENGLISH CURRICULUM Sugianti, Lilik; Purwati, Oikurema; Setiawan, Slamet; Anam, Syafi'ul
Premise: Journal of English Education and Applied Linguistics Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i3.5018

Abstract

Philosophy is one of the most important fundamental aspects in developing the 2013 curriculum to determine teaching and learning objectives and processes. Accordingly, textbooks should represent curriculum ideas. It must be developed in line with the philosophical foundation of the curriculum. It is to realize the objectives of teaching and learning that emphasize critical thinking and student character development. This study aimed to reveal the philosophical foundations of LKS (Lembar Kerja Siswa) in English ninth grade and its compatibility with the 2013 curriculum. LKS is an exercise guide for developing cognitive aspects and all learning aspects in the form of an experimental or demonstration guide. This study used inferential content analysis on six units of LKS-English in ninth grade, semester one, publisher by CV. Library Pillar. It examined six philosophical foundations in LKS-English of ninth grade: existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. It also examines six philosophical foundations in the 2013 curriculum, including essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. So, there is a harmony between the philosophical foundation of the LKS-English of ninth grade and the 2013 Curriculum. The LKS-English and the 2013 curriculum focus on developing students' character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.
EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL Pratama, Raga Driyan; Imaniar, Fahmy; Lestari, Lies Amin; Anam, Syafi'ul; Rochmawati, Laila
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22232

Abstract

This study aimed to develop a self- and collective efficacy measure for Indonesian EFL teachers focusing on teaching responsibilities, undertaken student advisory, coping English as classroom communication, English milieu, and institutional tasks. This study focused on demonstrating the development and validity of EFL Teacher Self- and Collective Efficacy Scale (ETSCE). The study used a quantitative research approach with cross-sectional survey research design. There were sixty-two EFL teachers involved in the study chosen using a voluntary sampling technique. Results showed that Content Validity Ratio (CVR) index was .5 with four panelists arguing valid with no revision. The internal consistency test showed a very highly reliable (α = .977) with no negative value in Inter-Item Correlation, which indicated all items measured the same underlying characteristics. Another result showed that all sub-scales in both self- and collective efficacy were categorized in a very highly reliable (α > .7) Therefore, the final ETSCE produced by this study is valid and reliable and can be a reference for those who have sought to study self- and collective efficacy in teaching EFL in Indonesia.
TEACHERS’ PERCEPTION ON THE USE OF ALTERNATIVE ASSESSMENT IN INTERNATIONAL PRIMARY SCHOOL: BENEFITS AND OBSTACLES Purnamasari, Rike; Anam, Syafi'ul; Munir, Ahmad
TELL - US JOURNAL Vol 10, No 3 (2024): September 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i3.8484

Abstract

Since assessment is an essential component of education, various assessments, both short-term and long-term, can be used throughout or at the end of the learning process. Among these, alternative assessment becomes prominent to be applied. This study reveals the teachers’ views and experiences, the potential advantages, and challenges of implementing alternative assessment in primary international schools. Data were collected through open-ended questionnaire from international primary school teachers that have experienced more than 10 years. This study discovered four notable benefits and three notable challenges that have been deduced from the current theoretical framework. The benefits can be classified into four main categories: enhancing students' performance, catering to different learning styles and preferences, emphasizing process-oriented learning, and promoting motivation. The three obstacles are to the issues of subjectivity and trustworthiness, time limitations, and the selection of the suitable methodology. Alternative assessment is crucial as it offers a valuable opportunity to improve students' learning and should be implemented to allow students to strengthen their skills. Hence, it is imperative for EFL teachers to regard alternative assessment as a viable option for classroom assessment.
THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.53700

Abstract

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers.   Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes. 
SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS Wardani, Andini Dwi; Munir, Ahmad; Lestari, Lies Amin; Anam, Syafi'ul
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i2.6638

Abstract

Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used. 
Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11270

Abstract

Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.
Challenges and Problems Faced by EFL Teachers in Teaching Allomorph through Narrative Text Amalia, Inkarizki Swedianisa; Setiawan, Slamet; Anam, Syafi'ul; Purwati, Oikurema
Vivid: Journal of Language and Literature Vol. 11 No. 1 (2022)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.11.1.80-85.2022

Abstract

The fact that teaching English in Indonesia is still driven by textbooks makes not many students have the ability to communicate in English and even they often experience mispronunciation. This study was conducted to find out how to teach allomorphs as a provision to strengthen knowledge of English pronunciation. In addition, this study also seeks to reveal how the challenges faced by EFL teachers in the Allomorph learning process. There are 3 stages that the teacher can do to teach allomorphs through narrative texts; introduction to phonetic symbols, reading the text, and analyzing and practicing the types of allomorphs. From the use of the selected narrative text, it reveals 3 types of allomorphs from 4 types that have been introduced to students in the form of past tense, plural number, and regular possessive. Some of the challenges and problems faced by EFL teachers in teaching English pronunciation, especially allomorphs, is the lack of student motivation to learn. In addition, EFL teachers still hold on to the old philosophy about the lack of importance of learning pronunciation, making this teaching even more difficult. The lack of class hours and the large number of students in EFL classes are also challenges for teachers.
Co-Authors AHMAD MUNIR Al Fatih, Ahmad Fiqi Ali Mustofa Amalia, Inkarizki Swedianisa Arik Susanti, Arik Ariyanti Ariyanti Asteria, Prima Vidya Camelia, Ika Anggun Cangkat, Stephanie Rosalina Daning Hentasmaka, Daning Erlangga, Fajar Fahmy Imaniar FAURIS ZUHRI Firdaus, Tiya Anisyah Ika Wulandari Laksono, Kisyani LIES AMIN LESTARI Luh Diah Surya Adnyani Masitho, Prianka Ratu Maulidyah, Difa Salsa Nugroho, Him'mawan Adi Nur Rahman, Taufiq OIKUREMA PURWATI Pratama, Raga Driyan Prof. Dr. Ni Nyoman Padmadewi,MA . Purnamasari, Rike Rochmawati, Laila Sa'adah, Lailatus Sigit, Daffa Putra Amrullah SLAMET SETIAWAN Sugianti, Lilik Timur, Zulfikar Muria Wardani, Andini Dwi