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All Journal Cakrawala Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Lingua Cultura AL ISHLAH Jurnal Pendidikan Indonesian Journal of Educational Research (IJER) LLT Journal: A Journal on Language and Language Teaching Jurnal Bahasa Lingua Scientia English Language and Literature International Conference (ELLiC) Proceedings Pedagogy : Journal of English Language Teaching UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra Studies in English Language and Education

Sumardi, Sumardi

Universitas Sebelas Maret

Author-ID : 1394358

Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 21 Documents Claim Missing Document

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Articles

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HOTS-BASED ASSESSMENT: THE STORY OF ENGLISH TEACHERâ€™S KNOWLEDGE, BELIEFS, AND PRACTICES Handayani, Anis; Sari, Septhina Shinta; Sumardi, Sumardi
Jurnal Bahasa Lingua Scientia Vol 11, No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.

High-Order Thinking skills have been a trend in recent years. Researchers studied on aspects of HOTS. Some studied on how to teach it to students while some are on how to assess it. However, the implementation of HOTS is strongly affected by the teacher?s beliefs ?including knowledge, beliefs, and practices (Borg, 2001). The present study analyzes the teacher?s beliefs on HOTS-based assessment. It uses narrative inquiry as the research method. The data are gotten from the participant?s interview and document analysis ?test items constructed by the participant. The data are then analyzed using short story analysis. The results show that the participants occupied the knowledge of HOTS-based assessment mainly through independent study. She believes that HOTS-based assessment can be applied in High School level. Furthermore, it gives benefits for the students. She practices HOTS-based assessment in her class by constructing HOTS items. However, some English teachers have not implemented it in their class.

Online Informal Learning of English Activities to Improve Students’ English Communication Skills Zahrotul Lutfiana; Diah Kristina; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This study aims to learn about students' experiences developing their speaking skills using Online Informal Learning of English (OILE) activities. The researcher gathered data for this narrative study by interviewing and observing three English education students at a State University in Central Java. The data were then evaluated qualitatively. The results indicated that students learned several aspects of speaking and communicating in English using Youtube video content, including pronunciation, intonation, and expressiveness. Additionally, the students used a variety of social media and chat platforms to engage with their international peers in English. Additionally, students favoured this informal learning mechanism because they recognized the efficacy of these online everyday learning activities in pleasantly achieving meaningful learning goals. Additionally, OILE activities aided students' speaking performance during informal learning activities.

The contributions of smartphone applications in supporting junior high school students’ learning activities Anggun Fitriana Dewi; Sumardi Sumardi; Ngadiso Ngadiso
UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v2.5750.2019

In the last few decades, the development of mobile phone is rapidly growing and brings many changes in human life. Mobile phones nowadays extend their capabilities into all aspects in human life, including teaching and learning process. Therefore, this research aims at knowing what smartphone applications are frequently used by the students and investigating the contributions of those applications in students’ learning activities. This research uses a qualitative case study in order to obtain a deep analysis. The subjects of this research are twenty students of junior high school in Kebumen who are chosen based on some criteria. Additionally, the data of this research were obtained using questionnaire and interview. Based on the finding, the smartphone applications which are most frequently used by the students to support their learning activities are social media (Instagram, Facebook, and Twitter), Google chrome, music player, offline dictionary, YouTube, and English exercise application from play store. Last but not least, all the students agree that smartphone applications give positive contributions to their learning process. The contributions of those applications in the students’ learning activities are helping the students in finding more sources of authentic English materials; finding more exercise in grammar, reading, listening, speaking, and writing skills; improving students’ vocabulary, grammar, listening, and speaking skill.

TOWARD CREATIVITY AND SPEAKING ABILITY OF EFL STUDENTS: A MIXED-METHOD STUDY Debiga Fikky Abdullah; Diah Kristina; Sumardi Sumardi
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
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.v23i2.2469

The present study employed a mixed-method approach to investigate creativity and speaking ability of EFL learners towards its relationship and other essential factors. Indonesian EFL students of the 5th semester taken the course of Academic Speaking in a private university (n=30) who were selected randomly responded Creative Personality Scale (CPS) and Self-Rating of Creativity. For the former, they described themselves by checking off 18 positively scored and 12 negatively scored items which were given a value of +1 and a value of -1, respectively. The latter was assessed by using eight items from the creativity scale. The 7-point Likert-type scales (1=strongly disagree, 7=strongly agree) were made to respond these items. Following this, the students' monologues based on five themes were scored using the IELTS Speaking Test Descriptor. The data were analyzed using Spearman rank-order correlation coefficient, pattern matching, and explanation building. The finding shows a significant correlation between EFL learners' creativity and their speaking ability (? = .961). The students also faced up to the cultural constraints in advancing their creativity. This study should, therefore, be of value to practitioners wishing to provide EFL students with appropriate materials that are addressed to enhance their speaking ability.

EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING Sumardi Sumardi; Muamaroh Muamaroh
Jurnal Cakrawala Pendidikan Vol 39, No 2 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 2, JUNE 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Information technology-based instruction (e.g. using Edmodo) gains its popularity as it is likely to strengthen the role of teachers, schools, and parents for the sake of optimizing student learning outcomes. Therefore, this study explores how Edmodo was utilized to mediate digital class in English language teaching (ELT); how Edmodo facilitated students' engagement during the class; and how Edmodo mediated teachers to assess students' learning outcomes. A qualitative approach was employed and 286 students from a secondary school voluntarily participated during the study. Interviews, online mini-polling, and document analysis were deployed as data collection methods, and data were validated by triangulation and analyzed by following the interactive model of data analysis. It revealed that Edmodo was an effective mode to mediate digital class in ELT as the students could interact with their teacher, peers, and course contents effectively, both inside and outside the classroom. The students' engagement was also better in comparison to that of the face-to-face classroom. Finally, Edmodo well-mediated teachers to carry out the computer-based test (CBT); it was an accurate mode of assessment as no cheatings were facilitated; the validity, and reliability of the test could be favorably accomplished.

Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy Rizki Indra Guci; Dewi Rochsantiningsih; Sumardi Sumardi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how grammar should be presented: explicitly or implicitly. The purpose of the present case study was to gather information into the implementation of the implicit grammar teaching strategy enrolled in senior high school. To this extent, interview sessions and observation were used to obtain all the data required for the study. The results, in a broad sense, confirmed that the teacher showed positive views on the implementation of the implicit grammar teaching strategy. However, classroom practices were quite different from the findings of previous related research consistent with the supremacy of either Focus on Form or Focus on Forms in the delivery of lesson materials. As an implication, this study encouraged Indonesian English teachers to start considering the implementation of implicit grammar teaching strategy so that students could be directed to the language acquisition cycle instead of the language learning.

Digital Video Project: An Authentic Assessment to Assess Students’ Speaking Skills Sumardi Sumardi; Rohmatul ‘Adzima; Andik Nur Wijaya
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(1), May 2020
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

This study was conducted to explore the use of digital video projects and to describe students' perceptions towards digital video project in the speaking assessment. The recorded students' speaking performances were assessed based on a speaking rubric that was adopted and modified to meet the requirements in authentic assessment using digital video projects. The criteria focused on three aspects, they are content, delivery, and creativity. This research involved 25 private university students from non-English departments who joined the English course at Universitas Slamet Riyadi Surakarta. The study utilized a content analysis method with a qualitative approach. The data were collected through the analysis of students' speaking rubric to explore the use of digital video project in speaking assessment and open-ended questionnaire to know the students' perception towards digital video project in the speaking assessment. In completing the project, the students follow four steps: starting the project, developing the project, reporting to the class, and assessing the project. The findings showed that digital video project helps learners to improve their ability to create a right introduction, keep their voice volume and expression, and promote their creativity to make interesting videos. The implication of the research is by employing the digital video project they create, students learn to speak and explore their ideas.

The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners Bunga Ikasari; Nur Arifah Drajati; Sumardi Sumardi
Jurnal Pedagogy Vol 7 No 2 (2019): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

This article provides a story of a teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students’ engagement in classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research is a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes of semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the use of multimodal texts allowed students to participate more actively in classroom activities. I believe that the result of the study contributes to the body of knowledge regarding the use of texts for reading purposes.

EFL Students’ Engagement during Emergency Remote Teaching: Does Technology Matter? Rahma Ainun Hanifah; Endang Setyaningsih; Sumardi Sumardi
Journal of Languages and Language Teaching Vol 10, No 1 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i1.4188

Amidst Covid-19, teachers, and students in many regions are forced to shift to Emergency Remote Teaching (ERT). This ERT context has attracted researchers to re-investigate dimensions of teaching and learning within this new situation. This paper reports an investigation on the students’ engagement during ERT in a tertiary EFL setting. Two aspects are highlighted: description of the students’ engagement and its interplay with the choice of teaching-learning platforms. Questionnaires, interviews, and artifacts were used to collect data. A combination of descriptive statistics and a thematic model of analysis were used to analyze the data. The total respondents of this study were five EFL students in the 6th-grade semester at a university in Surakarta. The researcher employed a case study methodology and use two data, primary data, and secondary data. For the primary data, the researcher used the result of interviews and questionnaires. The secondary data is additional data to get the data. The secondary data which is used is an artifact. The study revealed that all three kinds of engagement: cognitive, behavioral, and emotional, were observed in both high and low bandwidth platforms. This implies that there is another factor other than technology that plays a significant role in engaging the students to learn. Considering the cost and the infrastructure readiness, it is suggested that teachers focus on implementing the principles of good teaching instead of glorifying the use of sophisticated technology. In terms of technology use, it is recommended to choose the one that provides better accessibility and wider access for the students.

Digital native students’ perceived competence on digital literacy: A study of digital native students at a private Islamic junior high boarding school Nurul Alfia; Sumardi Sumardi; Diah Kristina
Aksara: Jurnal Bahasa dan Sastra Vol 21, No 1 (2020): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.434 KB)

The development of digital technology affects human life, especially for those born in the digital era (digital native). This can be seen from several aspects such as aspects of social life and learning styles that are different from previous generations. The digital native generation mostly spends most of their time on the internet, this naturally develops digital competencies. As a result, they are freely accessing information, whether related to academic interests or not, establish online relationships, play video games, and other exploration activities. Different results may be found in Private Islamic Junior High Boarding schools, where students are restricted from using gadgets. For this reason, the focus of this research is to find out the digital native students’ perceived digital literacy competencies in a Private Islamic Junior High Boarding school used the case study. This research took 54 students of the Private Islamic Junior High Boarding schools in Surakarta with purposive sampling techniques. The results of this study revealed that students’ photo-visual literacy, reproduction literacy, branching literacy, information literacy, socio-emotional thinking literacy, and the real-time thinking literacy were categorized as intermediate. http://dx.doi.org/10.23960/aksara/v21i1.pp74-87

Co-Authors Andik Nur Wijaya Anggun Fitriana Dewi Anis Handayani Bunga Ikasari Bunga Ikasari Debiga Fikky Abdullah Dewi Rochsantiningsih Diah Ayuni Ariawan Diah Kristina Endang Setyaningsih Joko Nurkamo Joko Nurkamto Jovanda Febrianesty Ganiet Khairani Dian Anisa Kristian Adi Putra Lailatun Nurul Aniq Mas’ud Madhani Sanjaya Muamaroh Muamaroh Muhammad Abdurrizal Ngadiso Ngadiso Nur Arifah Drajati Nur Arifah Drajati Nurul Alfia Rahma Ainun Hanifah Rahmadilla Kurniasari Rizki Indra Guci Rohmatul ‘Adzima Sarai Enita Sari, Septhina Shinta Sellina Anggieta Shofiatu Fikri Zahrotul Lutfiana

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