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THE Multimodality Practices in Hearing Impairment EFL Classroom Bunga Ikasari; Nur Arifah Drajati; Sumardi Sumardi
IJER (Indonesian Journal of Educational Research) Vol. 4 No. 2 (2019): Vol 4 No 2 2019
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Abstract This article provides a report of 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. Additionally, this study tried to investigate the impacts of the use of the materials on students’ learning. The study was carried out in a special need school. The research is a case 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 or 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 although she also encountered some challenges. Moreover, the students perceived the use of multimodal texts positively as it allowed them to participate more actively in the classroom activities. I believe that the result of the study can serve as a consideration for English teachers in teaching readings to hard hearing learners. Keyword: Hard hearing learners, multimodal texts, reading for hard hearing

Teacher Agency in Multilingual Education Policy in an Islamic Boarding School in Indonesia Muhammad Abdurrizal; Sumardi Sumardi; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The issue of the role of teacher agency in teacher professional development and school reform has increased significantly over the last decade. This article explores teacher agency in multilingual education policy in an Islamic Boarding School context and how they translated multilingual language policy into their class. Research on teacher agency within multilingual language policies has been widely conducted in public schools in many countries, but in Indonesia, the topic is relatively under-researched. Indonesia has an educational model born from local wisdom and applies multilingualism for student competence, namely Islamic boarding schools. This case exploratory study takes data from 3 teachers from various subjects such as (English, Religion, and Biology) at an Islamic boarding school at the same level as senior high school. Thematic analysis is applied to analyze the phenomenon regarding the multilingual education policy. This study reveals that teachers as agents in multilingual education policies run classes based on beliefs and abilities. Data was collected by interviewing teachers as agents in implementing multilingual education policies. The implication of this research is to provide a reference for education practitioners in adjusting to the implementation of multilingual education.

Dialogic Feedback on Graduate Students' Thesis Writing Supervision: Voices of Indonesian Graduate Students Sarai Enita; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2614

Researchers have become increasingly interested in the notion of dialogic feedback in higher education. Despite its growing awareness of dialogic feedback, relatively little is known about how dialogic feedback is perceived through the lens of graduate students in the thesis supervision context. Hence, the purpose of this study is to explore the perceptions of graduate students regarding dialogic feedback during thesis proposal writing in a group supervision setting. An Interpretative Phenomenological Analysis (IPA) was undertaken to investigate the feedback experiences. Five TESOL graduate students were recruited to participate in semi-structured interviews and observations regarding supervision meetings. Two themes emerged from the findings. The first is the role of dialogic feedback in preventing students’ misunderstanding and cultivating students’ reflective thinking. Findings indicated that dialogic feedback could help improve students’ writing skills and thesis progress. The second is the positive and negative emotions encountered in the dialogic feedback experience. It contains feelings of low self-confidence, no fear of negative correction, and feelings of being motivated. The implication of the study brought to light the impact dialogic feedback has on thesis progress as well as providing a view of the dynamics between students' and supervisors' interactions in dialogic feedback experience.

HOTS-based language assessment literacy: Challenges and prospects in English language teaching Sumardi Sumardi; Rizki Indra Guci
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.v12i3.44261

The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.

Critical discourse analysis of cultural representations in EFL national commercial textbooks Diah Ayuni Ariawan; Joko Nurkamto; Sumardi Sumardi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.

The Impact of Pandemic on Students’ Social Skills: Teachers’ Reflection towards English Speaking Class Jovanda Febrianesty Ganiet; Joko Nurkamo; Sumardi Sumardi
Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v17i1.8852

The research aimed to explore negative impact of the pandemic on students` social skills on speaking skill development. The shortcomings of a past pandemic era had impacted the offline English Foreign Learner (EFL) classroom in the new era. Dozen of difficulties and challenges that were faced by the students affected English speaking skills as one of the productive skills in language learning. As the core of English-speaking substances, online learning influenced the students’ social skills development, raising speaking anxiety due to the issue. The research was conducted applying a qualitative narrative method. Data were collected by interviewing three secondary teachers using semi-structured interviews, and the results were analyzed using Critical Discourse Analysis (CDA). The finding indicates that the pandemic has increased the students’ anxiety which has become a common factor that has been decreasing the students’ social skills; it is caused by the ineffective teaching procedure, learning media used, and activities that have been implied during the past pandemic era. Furthermore, despite that negative effect, this finding can be further developed to improve teaching methods in other emerging education conditions. In addition, an observation method is suggested to get the actual condition.

Students’ FLA and Their Perspectives on Translanguaging Practices in Indonesian EFL Classrooms Mas’ud Madhani Sanjaya; Joko Nurkamto; Sumardi Sumardi
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

In non-English speaking countries, some teachers found it difficult to teach the target language in monolingualism because some of the learners felt anxious about learning English as a foreign language, or called foreign language anxiety (FLA), so teachers implemented translanguaging in their EFL classes. This paper explores students’ perspectives on pedagogical translanguaging and the point of view on whether the use of translanguaging is beneficial in the English foreign language (EFL) classroom and how translanguaging helps EFL learners through their FLA. The participants of this research are four students in a junior private Islamic school in Indonesia. The methodology of this research is qualitative, while the type of research used is a case study and analysis with thematic analysis. The findings of this paper are that students get more benefits when the teacher uses translanguaging in their class because it helps them understand the learning objectives, the teacher's instructions, and gives them the confidence to follow the English language learning without fear of misinterpretation. Translanguaging can manage and negotiate students’ FLA in the EFL classroom.

Unveiling Indonesian EFL Teachers' Intercultural Sensitivity: A Narrative Inquiry into Language Teaching Material Design Sellina Anggieta; Sumardi Sumardi; Endang Setyaningsih
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.4261

In the 21st century, the globalization impact has escalated the importance of intercultural sensitivity (IS) to societies and individuals. The new era of globalization offers new lenses for EFL teachers in developing and designing IS materials. Retrieved the importance of IS in English language teaching (ELT), this study reports a narrative study investigating how teachers conceptualized IS. This study also aims to explore teachers' conceptual understanding of IS affected them in designing ELT materials. The framework of this study applied the concept of IS proposed by Chen and Starosta (2000). The empirical data were gathered through semi-structured interviews and artifacts with three EFL teachers from a secondary school. The data was analyzed using thematic analysis by Barkhuizen, Benson, and Chik. Drawing on qualitative content analysis, the results captured that EFL teachers grasped the conceptualization of IS during English language teaching. The results also revealed that EFL teachers' understanding of IS causes them to be sensitive in designing English teaching materials. Teachers' understanding of IS concepts portrayed that teachers realized, accepted, and respected cultural differences during the intercultural instructional processes. This finding implies the need for EFL teachers to include some culturally sensitive topics or themes in their teaching materials by linking the tolerant curriculum with local cultural wisdom. This study also suggests exploring how EFL teachers developed intercultural teaching materials that provided a critical engagement with today's cultural literacies.

Critical discourse analysis of cultural representations in EFL national commercial textbooks Diah Ayuni Ariawan; Joko Nurkamto; Sumardi Sumardi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24579

Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.

Teacher Experience to Employ Technological Pedagogical Knowledge in Teaching English: An Autobiographical Narrative Rahmadilla Kurniasari; Diah Kristina; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4823

Previous studies have discussed TPACK's constructions in the last decade, which focus on teacher professional development, survey TPACK’s (Technology, Pedagogy, and Content Knowledge) enactment, experimental, and teacher TPACK’s profile. A few studies are focused on the subdomains of TPACK, TPK (Technological Pedagogical Knowledge), which discusses how teachers' experiences practice TPK. It has become a new scope of exploration in Indonesia. The present study aims to narrate my meaningful story by employing technological and pedagogical in teaching English to Vocational High Schools. It will focus on how I practice TPK as a novice teacher in Indonesia's private Vocational High School. The data was collected through my teaching diary and supported with students' artifacts. This research is grounded in an autobiographical narrative, which explores the meaningful story of the narrator. The finding of this study reveals that the researcher, as a novice teacher, can employ TPK in teaching English by joining professional teacher development and self-awareness to make innovations in using technology and provide different learning activities using technologies. The present study might bring future research contributions for preparing TPK, reflecting TPK, and evaluating TPK in teaching English for Foreign Language (EFL).

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