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All Journal International Journal of Evaluation and Research in Education (IJERE) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL TARBIYAH VISION BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Scope: Journal of English Language Teaching Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat JIP: Jurnal Ilmu Pendidikan Indonesian Journal of Education (INJOE)
Armin, Diah Safithri
Universitas Islam Negeri Sumatera Utara Medan
Religion Arts Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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INDONESIAN EFL TEACHERS’ PERSPECTIVE ON GOVERNMENT PROFESSIONAL DEVELOPMENT PROGRAM Diah Safithri Armin
VISION Vol 16, No 1 (2020)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (397.221 KB) | DOI: 10.30829/vis.v16i1.707

Abstract

Indonesian government provides many programs in developing teacher’s profession, such as certification, standard of education background, and teachers’ group (Teacher Activity Center (PKG), Course Teacher Forum (MGMP), and Teacher Working Group (KKG)). This study attempted to investigate teachers’ perspective on government professional development programs. This research applied basic interpretive qualitative research, and used open-ended questionnaire and semi structured interview as technique of collecting data. The participants of this research were fifty EFL teachers from five cities in Indonesia. The research finding showed that Indonesian EFL teachers have positive perspective on professional development in improving their teaching skill. Most of the EFL teachers also have positive perspective on government professional development programs, even though some of them suggest that the government professional development program is better to provide activities improving their teaching skills than to discuss administration. The implication of this study is the Indonesian EFL teachers have positive perspective on government professional development programs, but they also suggest the government professional development programs should focus on helping the teacher in improving their teaching skills.
EFL TEACHER'S PEDAGOGICAL BELIEFS IN TEACHING AT AN INDONESIAN UNIVERSITY Diah Safithri Armin; Ayu Meita Puteri Siregar
JURNAL TARBIYAH Vol 28, No 2 (2021)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v28i2.1119

Abstract

Teachers should have pedagogical beliefs in their studies, which function as a filter and guidance for their decision-making and teaching methods in the teaching-learning process. To promote an active and meaningful learning experience, Indonesian curriculum policy incorporated principles that place students at the center of the learning process. However, most of the time, teachers are in charge of the teaching-learning process and become the center of the learning process, while students are passive recipients of knowledge.This study was conducted to find out teachers' pedagogical beliefs in teaching at university. The present study was a basic interpretative qualitative study with five English teachers as the participants, and the data were collected through observation, questionnaire, and field notes. The data were analysed by data reduction, data display, and concluding. The study results showed that the teachers believed that teaching is the process of transmitting and constructing knowledge. This study implied that the EFL teachers believed and implemented a student-centered approach in the teaching-learning process.
STUDENTS’ PERSPECTIVE ON HYBRID LEARNING AFTER THE COVID-19 BREAK : A LEARNING REFLECTION THROUGH PHOTOVOICE Diah Safithri Armin; Ayu Meita Puteri Siregar
JURNAL TARBIYAH Vol 29, No 2 (2022)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v29i2.1876

Abstract

After the COVID-19 pandemic hit, the world of education, including universities, had to find a solution on how education could continue to run well. During the pandemic, lectures are conducted online. However, after the conditions improved, the lectures were shifted to hybrid learning. The aim of this study was as a self-reflection through the experiences and perspectives of EFL students regarding the application of hybrid learning as an adjustment to the COVID-19 pandemic. This study uses photo voice as a research methodology involving 5 EFL students from 4 different classes. The results showed that, according to participants, hybrid learning was not the right solution for lectures for one semester. Internet disturbances and the unpreparedness of lecturers in implementing hybrid learning are the causes.
EFL Teachers’ Preference Teaching Styles: An Interpretative Study Diah Safithri Armin
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 9 No. 1 (2023): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v9i1.1378

Abstract

Teaching style refers to teacher-student interaction, teachers' quality and behavior, classroom management, teaching media, planning subject matter, and teacher's action that affect the effectiveness of the teaching-learning process. Since there is still little research discussing EFL teaching styles in higher education, this study aims to find the EFL teachers' preferred teaching styles in one of Indonesia's universities. This study implemented a basic interpretative study with four EFL teachers as participants who have different teaching experiences. The study results showed that the participants act six out of ten teaching styles provided in the research instrument. Then, the participants prefer the facilitator style in their daily teaching activities. In brief, the participants did some teaching styles, but most of the time, the facilitator style was their typical teaching style.
Adopting photovoice to explore teachers’ experiences in online teaching Bambang Widi Pratolo; Rofiqoh Rofiqoh; Candradewi Wahyu Anggraeni; Diah Safithri Armin
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.24164

Abstract

The coronavirus disease 2019 (COVID-19) outbreak has caused a rapid and massive change in the education sector across the world and left no choice to teachers to maintain their status quo. As a country with very diverse geographical and technological conditions, Indonesia has felt the severe impact of this pandemic. This study explores how Indonesian English as foreign language (EFL) teachers struggle to adapt to the online teaching process, identifies the challenges they encountered during the online teaching and learning process, and investigates their strategies in coping with the associated challenges to ensure the learning objectives were achieved. This study employed photovoice as a visual research methodology to capture the new phenomena and answer the research objectives by inviting four English teachers from three different islands, Java, Sumatra, and Sulawesi to share their experiences and strategies for survival. The results indicated that Indonesian EFL teachers suffered from challenging experiences, including the trial and error of learning management system (LMS) choice, and were confronted with unpleasant feedback from the students. This study also identified poor internet connection and low online student participation as the main issues. To deal with such problems, especially with low student participation, they viewed disadvantaged situations as a trigger to improve their creativity.
Developing Writing Skill Scoring Rubric for Junior Secondary School Diah Safithri Armin; Maslathif Dwi Purnomo; Alvindi Alvindi
Scope : Journal of English Language Teaching Vol 8, No 2 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i2.22438

Abstract

This research aims to reveal the development of a writing skill scoring rubric for a Junior Secondary School based on an analysis of teacher needs for a writing skill scoring rubric. This research method uses the ADDIE Research and Development (R & D) research method with limitations of only three stages, namely: 1) Analysis, 2) Design, and 3) Development. The data collection method in this research used interviews and questionnaire validation sheets filled in by evaluation experts and field practitioners. The subjects of this research were seven English teachers from three different junior secondary schools. The results of research product validation by learning evaluation experts concerning content suitability were 96.67%. Then, the validation results for presentation feasibility were 90.62%. Meanwhile, the validity percentage for the linguistic appropriateness aspect was obtained at 96.87%. In addition to these quantitative results, the validator also suggests minor revisions to the appearance and content. In the practicality trial, research subjects were given a questionnaire containing an assessment of the appropriateness of presentation, content, and language appropriateness. Based on the results of the analysis, for the presentation feasibility test, a feasibility percentage of 98.38% was obtained. The analysis results for the content feasibility test showed a feasibility percentage of 98.21%, while for linguistic feasibility, it was 99.1%. Overall, the validation results by learning evaluation experts and practicality tests by field practitioners show that this research's writing skill scoring rubric is valid and practical to use in assessing students' writing skill abilities.
Basic Knowledge of Middle School English Teachers in Indonesia in Assessing Students ' Writing Ability Harahap, Lena Marliana; Armin, Diah Safithri
VISION Vol 19, No 1 (2023)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v19i1.2559

Abstract

The capacity to plan lessons and assess students’ learning defines junior high school teachers’ professionalism. Because it significantly affects how they evaluate students’ writing learning outcomes, junior high school English teacher must have a solid foundation in assessing writing. 87 Junior high school teachers from the district and 38 junior high school teachers from the municipality were asked to participate in this quantitatively descriptive study by completing questionnaires regarding their fundamental writing assessment knowledge. Only 16.09% of district teachers and 26.32% of municipal teachers received scores above 60 as a result. These teachers still have significant difficulties planning, implementing, and evaluating writing even though they are all credentialed and routinely report significant professional activities. All stakeholders, particularly schools and the ministry of education.
PENGARUH METODE CERAMAH INTERAKTIF TERHADAP KOMPETENSI BAHASA INGGRIS SISWA SEKOLAH DASAR DI ASAHAN Sahmiral Amri Rajagukguk; Diah Safithri Armin; Agung Arif Hakim Batubara
JIP: Jurnal Ilmu Pendidikan Vol. 2 No. 9 (2024): September
Publisher : CV. Adiba Aisha Amira

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Abstract

This study investigates the effectiveness of the interactive lecture method in improving English language acquisition among primary school students in Asahan Regency, North Sumatra. The purpose of the study was to evaluate the difference in learning outcomes between students taught using the interactive lecture method and students taught using conventional methods. The research method used was an experiment with a pre-test and post-test design, involving 20 fifth grade students who were divided into two groups: control and treatment. The results showed that the treatment group showed a significant increase in scores compared to the control group. The conclusion of the study underlines that the interactive lecture method is more effective in improving students' English proficiency. This study highlights the importance of using the interactive lecture method in English language teaching to improve students' learning outcomes, and suggests further research with larger samples and different treatment durations.
ELEMENTARY SCHOOL STUDENTS' PERCEPTION OF INTERACTIVE LECTURE METHOD IN ENGLISH TEACHING IN ASAHAN Sahmiral Amri Rajagukguk; Diah Safithri Armin; Anggun Siska Pratiwi
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study examines elementary school students' perceptions of the interactive lecture method of teaching English in SDN 015860 Rawang Baru, Asahan. The background of this study is the need for more effective and engaging teaching methods compared to conventional methods, which often lack active student participation. The purpose of this study was to explore how students experienced the interactive lecture method and its impact on their understanding of English. Qualitative methods were used, with data collected through interviews with eight pre-selected students. The findings showed that students responded positively to the method, felt more motivated, learned faster and found English easier to understand. The implications of this study suggest further development in the application of this method in the elementary school curriculum, especially in rural areas.
An Analysis of Listening Skill Difficulties Faced by Children of Indonesian Migrant Workers in Malaysia Nur Ain Nun; Diah Safithri Armin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6812

Abstract

This study explores the difficulties in English language comprehension faced by children of Indonesian migrant workers in Malaysia. Using a descriptive qualitative approach, data were collected through questionnaires and interviews with sixth-grade students in a non-formal education center. The findings reveal five major challenges: (1) multilingual environment, which hinders English language comprehension due to the influence of other languages; (2) limited access to education, resulting in difficulties in English language comprehension due to inadequate facilities and resources; (3) social and economic factors, which impede English language comprehension due to limited access to technology and internet; (4) lack of authentic English exposure, leading to difficulties in English language comprehension due to insufficient exposure to authentic English language; and (5) psychological factors, including motivation and self-confidence, which affect English language comprehension due to anxiety and low self-esteem. These factors are interrelated and rooted in the students’ linguistic environment, educational infrastructure, and socio-emotional context. The study underscores the need for inclusive, context-responsive instructional strategies and improved educational support systems to enhance the English listening skills of marginalized learners.
Co-Authors Agung Arif Hakim Batubara Ahmad Ridho Khuailid Alvindi Alvindi Amelia Faddya Wildhani Anggun Siska Pratiwi Annisa Nur Azizah Asti Ananta Ayu Meita Puteri Siregar Bambang Widi Pratolo Candradewi Wahyu Anggraeni Harahap, Lena Marliana Maslathif Dwi Purnomo Melani Muhammad Akbar Rizky Nur Ain Nun Raihani Rofiqoh Rofiqoh Sahmiral Amri Rajagukguk Tiara Fadiyah Rambe Veriyansah