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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Celtic English Review: Journal of English Education KEMBARA Journal of English Language, Literature, and Teaching (J-ELLiT) Script Journal: Journal of Linguistic and English Teaching International Journal of Community Service Learning Proceedings of ISELT FBS Universitas Negeri Padang PROJECT (Professional Journal of English Education) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Language and Literature Journal of English Teaching, Literature, and Applied Linguistics Buletin KKN Pendidikan SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Journal of English Language Teaching and Learning (JETLE) JOLLT Journal of Languages and Language Teaching Register : Journal of English Language Teaching and Learning of FBS UNIMED Jurnal Ilmiah Kampus Mengajar JEELS (Journal of English Education and Linguistics Studies) Jurnal Keilmuan dan Keislaman Studies in English Language and Education International Conference on Education for All SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal
Bayu Hendro Wicaksono
Universitas Muhammadiyah Malang
Religion Arts Humanities Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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A Study on the Implementation of Peer-Editing Technique in English Writing Skill Retno Susanti; Bayu Hendro Wicaksono
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 1 No. 2 (2014): November 2014
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v1i2.4667

Abstract

A Study on the Implementation of Peer-Editing Technique in English Writing Skill
Students' Belief on Writing Engagement Barriers in Tertiary Level Bayu Hendro Wicaksono
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 2 No. 1 (2015): June 2015
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v2i1.4671

Abstract

Students' Belief on Writing Engagement Barriers in Tertiary Level
Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher Aisyah Aisyah; Bayu Hendro Wicaksono
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 5 No. 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v5i2.7614

Abstract

Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in ESP course at Indonesian Universities context. Thus, this present study is designed at finding 1) the pre-service teachers' beliefs in being professional language teachers in teaching ESP, and 2) the professional activities undertaken by the pre-service teachers to develop their professionalism in teaching ESP. Through the explanatory research, a chosen ESP pre-service teachers participated in this study. The data from it were generated from survey, observation and interview to have a saturated information. These methods were on purpose to validate the data. The finding showed that being professional language teachers has fallen on eight indicators which are different from some other related research. The finding also gave information on four types of famous activities undertaken by the pre-service teacher.
THE LEVEL OF TEACHER'S FEEDBACK IN ENGLISH TEACHING: AN EFL CLASSROOM DISCOURSE ANALYSIS Aisyah Aisyah; Bayu Hendro Wicaksono
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 7 No. 1 (2020): June 2020
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v7i1.12237

Abstract

The objectives of this research are to know the level of feedback applied by the EFL teacher at a junior high school in speaking class and to know the most frequent level of feedback employed by the EFL teacher. Moreover, this research conducts a qualitative research where the data of this research are the English teacher’s utterances when the teacher taught speaking for VII grade students at one of state junior high school at Sentani, Papua. Meanwhile, the data was gathered through observing and transcribing the video of English teaching and learning process. The analysis of the transcript revealed that: (1) there arethree levels of feedbacks employed by the teacher: feedback of task (6.25%), feedback of process (37.5%), and feedback of self as a person (56.25%) and (2) the most frequent level of feedback employed by the teacher is the feedback of self as a person since it gathered 56.25% during the teaching and learning activity. Based on the result of this study, it can be concluded that teacher’s feedback is an important tool to facilitate the learning process become more active. Therefore, It is suggested the teacher may use more collaboration of feedback toward students’ response or performance in the learning process.
TEACHER’S TALK ROLE IN TEACHING SPEAKING Bayu Hendro Wicaksono
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (342.569 KB)

Abstract

In the teaching learning process, scholars need to consider so many things. The two biggest things are students and teachers. Teachers as the focus of the present study are required to have many strategies in teaching. Consequently, speaking subject teachers need to speak actively in teaching and learning process and may use teacher’s talk to encourage the students to speak and respond the instructions in the speaking class actively. The objective of this present study was to investigate whether teacher’s talk exist in speaking class and to analyze the most dominant teacher’s talk element used by the teacher and the teacher’s reason to use it. Xiao-yan (2006) defines teacher talk (TT) as the kind of language used by the teacher for instruction in the classroom. In English teaching and learning, when a teacher just talks to their students and if their students understand, they are not only giving the lesson about the subject, but also may be giving the best language lesson (Hariyanti, 2005). Located at University of Muhammadiyah Malang, this present study used qualitative narrative design to obtain and analyze the data. Observation and interview were used to collect the data. Non participant interview was chosen to get the data of teacher’s talk and the element of teacher’s talk used by the lecturer. Besides, the structured interview was used to gain the information of the teacher’s reason of using the most dominant element of teacher’s talk. 
Technological Monopoly of English for Informatics (Technopoly Etics) to Improve Student Motivation in Learning English Bayu Hendro Wicaksono; Estu Widodo; Puji Sumarsono; Bayu Dharmala; Innayatul Robania
Humanitatis : Journal of Language and Literature Vol 7 No 1 (2020): December 2020
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v7i1.995

Abstract

Student motivation comes out as a pivotal element in learning English. The presence of an interesting and joyful class environment is indispensably necessary to keep the student motivation up in following the whole learning activities. One out of the ways to increase student motivation in learning English is by employing supportive instructional media. Here, the researchers applied Technopoly Etics, an accustomed board combined from monopoly and technology (QR code). The data were gathered through observation (teaching activities) and interview. The findings show that student motivation and participation in following the class gradually rose once being taught with the aforementioned media.
Nurturing Patriotism Among Participants of SB AMI Al Rahmah Arief Hidayat; Fanani Firdaus; Sidiq Diwa Montella; Flora Ramona Sigit Prakoeswa; Erma Widyastuti; Bayu Hendro Wicaksono
International Conference on Education for All Vol. 1, No. 1, April 2023
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Peguruan Tinggi Muhammadiyah dan Aisyiyah

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Abstract

This research aims to explore efforts to instill a spirit of nationalism and motivation to learn in students at the AMI Al Rahmah Penang Guidance Studio. The research method used is qualitative, with data collection techniques through observation, interviews and documentation. This observation involves observing students' activities in singing regional national songs, understanding the role of national heroes, and learning traditional regional dances. This step was taken as an approach to root a sense of love for the country in Sanggar Guidance students. Apart from that, learning methods are also implemented through grouping students based on their abilities and interests. From the research results, it was revealed that the introduction and application of national songs has the potential to help instill a sense of nationalism in students. Apart from that, dividing study groups also helps students understand the material better, improves cooperation, and stimulates their learning motivation.
Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users Mukamil Mukamil; Slamet Asari; Nirwanto Ma’ruf; Bayu Hendro Wicaksono
Jetlal Vol 7 No 2 (2023)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v7i2.6379

Abstract

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essential to the manifestation of the student-centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activities. There were 51 university students participated in the study using a mix of questionnaire and interview data collection techniques. The study revealed that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a native speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writing, native American speaker advisors, and listening activities. Vocabulary, pronunciation, and grammar need to be progressively integrated into these programs since many of them wish to be overseen by Native American speakers, notably for the American English pronunciation model, and non-native speakers for English grammar.
The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners Thea Karuni Respati; Bayu Hendro Wicaksono; Estu Widodo
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10689

Abstract

The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.
The Impact of Explicit Instruction on Teaching Vocabulary to Fourth-Grade Students Masrul Masrul; Bayu Hendro Wicaksono
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 6 No 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2048

Abstract

This research aimed to discover the impact of explicit instruction on teaching vocabulary to students with vocabulary difficulties. This explicit instruction involves directly teaching vocabulary words, providing detailed definitions, and practicing using these words in the context of sentences. The participants were 95 fourth-grade students. Participants who scored under 40 on the vocabulary test were randomly assigned to the experimental or control classes. The experimental group receives explicit instruction, while the control group receives conventional teaching from a teacher in a whole group setting. The experiment was conducted twice a week during 20 learning sessions. A teacher taught The reference group the same vocabulary as the whole group. Based on the data analysis using a mixed-model (multi-level) Time Condition analysis, the results remarked the moderate effect of the intervention on students' vocabulary knowledge and reading comprehension. Besides, the experiment group could write better sentences using the vocabulary taught than the control group. Research implication was also discussed
Co-Authors Aisyah Aisyah Aisyah Aisyah Aisyah Aisyah Almani, Almani Angga Okta pria Fambudi Anik Enikmawati Annafas, Taskia Arief Hidayat Arisinta, Renika Baftim, Sharifah Sheha Syed Aziz Bahar, Andi Nur Asrah Budi Purnomo Dharmala, Bayu Dian Artha Kusumaningtyas Effendi, Muhammad Idris Erma Widyastuti Estu Widodo Estu Widodo, Estu Fanani Firdaus Fardiansyah, Fardiansyah Flora Ramona Sigit Prakoeswa Harun Joko Prayitno Hasan, Fakhril Ida Feri Prihatin Ima Wahyu Putri Utami Innayatul Robania Ismail Ismail Khoiriyah, Khoiriyah KHOIRUL ANAM Kiswaga, Godlove Elioth Masrul Masrul Masrul Mufida Muhammad Rifa'at Adiakarti Farid Mukamil Mukamil Nirwanto Maruf Nurjanah, Lailatul Nurlinda Nurlinda, Nurlinda Nurwijayanti Pada, Andi Tenri Pratiwi, Mita Adi pria Fambudi, Angga Okta Puji Sumarsono Putri Indah Sari Rafika Rabba Farah Renika Arisinta Respati, Thea Karuni Retno Susanti Riski Lestiono Robania, Innayatul Rosadi, Dady Rowiyah, Siti Rusda, Ahmad Amien Santi Erliana, Santi Sembiring, Rinawati Sidiq Diwa Montella Slamet Asari Sri Yuliani Sua, Andi Tenri Sugiarto, Dino Sulfikah, Sulfikah Thathit Manon Andini Thathit Manon Andini Thea Karuni Respati Tri Widarwati, Nunun UMMI RASYIDAH Unun Pratiwi, Veronika Wahyu Setyaningrum, Rina Yardina, Yardina