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Students' Writing Errors and What Lies Beyond Them Fahmy Imaniar
Langkawi: Journal of The Association for Arabic and English Vol 4, No 2 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Writing in second language is demanding that leads learners to make errors in their performance. Fortunately, the view of error has changed into a way of understanding second language acquisition and its practice. Error analysis is an approach of SLA to learn the errors made by the second language learners. However, knowing the errors made is not enough, therefore, it is important to see the factors beyond the errors. This present study aims at knowing what writing errors the learners make and what the most common error occurs are. Furthermore, this study explored what factor lies beyond those errors. Through mixed method design as well as Error Analysis (EA) approach, this study was conducted in one learning course in Sidoarjo, East Java, Indonesia. Through this study, it was revealed that omission was the type of error mostly made. Furthermore, intralingual and interlingual factors were the ones beyond the errors. It is expected that this study will contribute to the knowledge and practice on the fields of not only Second Language Acquisition (SLA) but also English Language Teaching (ELT) involving teachers and students.

The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student's English Vocabulary Learning: Thai Primary Students' EYL Diva Nada Maulidya; Fahmy Imaniar; Afrida Safriani; Rakhmawati Rakhmawati; Sigit Pramono Jati
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.8295

This article aims to find the instructional media used by Indonesian Pre-service teachers to teach vocabulary to Thai primary school and how they used those instructional media in the classroom. The method used is qualitative method with a case study approach. The result showed that Indonesian Pre-service teachers used various kinds of instructional media as aids to teach English vocabulary such as Printed Pictures as a tool and Drilling method for classroom implementation, Animated Pictures with PPP (Presentation, Practice, and production) Method, Board games with PPP(Presentation, Practice, and production) method to teach vocabulary at primary schools in Thailand. The conclusion is Indonesian Pre- service teacher used innovative and creative instructional media together with the right method will make learning more effective so that the learning objectives can be achieved. Keywords: Instructional Media, Teaching Vocabulary, Young English Learner

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

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.

Factors Influencing Students’ Speaking Passivity on Social Media Khamalia, Novi Aghata Nur; Imaniar, Fahmy
Journal of Multidisciplinary Science: MIKAILALSYS Vol 1 No 3 (2023): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v1i3.2260

Speaking is one of the essential skills that every individual, especially students, must possess to support their other abilities. In this highly modern era, social media needs to be explored, particularly concerning students' speaking skills. Many students remain passive when speaking through social media. This case is intriguing to explore and investigate. This research aims to investigate the factors that can influence students' speaking passivity on social media, using a qualitative approach. Data were obtained by interviewing the English subject teachers of the 10th grade in a private high school in Surabaya. The researcher found that several factors influencing the speaking passivity of 10th-grade students include fear of making mistakes, bad pronounciation, and a lack of vocabulary. The results of this research can serve as a reference for both students and teachers to study solutions for these factors.

Investigating External Causes for Lack of Reading Motivation among Private High School Students Rohmah, Riza Mi’rotul; Imaniar, Fahmy
Journal of Multidisciplinary Science: MIKAILALSYS Vol 1 No 3 (2023): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v1i3.2266

This article investigates the critical issue of dwindling reading motivation among high school students in Surabaya, Indonesia, specifically focusing on English texts. Against the global context of the paramount importance of reading proficiency, the data reveal a troubling decline in reading interest, particularly evident among private high school students in metropolitan areas. The study advocates for implementing the multiple intelligences strategy and emphasizes the crucial role of teachers in fostering motivation and interest in reading English texts. Using a descriptive qualitative approach with participants from a Surabaya-based private high school, the research employs convenience sampling, incorporating interviews and observations for data collection. The findings spotlight external factors contributing to students' diminished motivation, encompassing unappealing book covers, underutilized free time, comprehension challenges, and limited book availability. The ensuing discussion underscores the necessity for targeted interventions by educators and policymakers, extending beyond academic success to cultivate a positive reading culture. Such a culture contributes to holistic student development, nurturing cognitive abilities, effective communication skills, and instilling a lifelong love for learning. In conclusion, the study emphasizes the profound implications of investing in a positive reading culture for the personal and intellectual growth of high school students in Indonesia.

The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student's English Vocabulary Learning: Thai Primary Students' EYL Maulidya, Diva Nada; Imaniar, Fahmy; Safriani, Afrida; Rakhmawati, Rakhmawati; Jati, Sigit Pramono
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.8295

This article aims to find the instructional media used by Indonesian Pre-service teachers to teach vocabulary to Thai primary school and how they used those instructional media in the classroom. The method used is qualitative method with a case study approach. The result showed that Indonesian Pre-service teachers used various kinds of instructional media as aids to teach English vocabulary such as Printed Pictures as a tool and Drilling method for classroom implementation, Animated Pictures with PPP (Presentation, Practice, and production) Method, Board games with PPP(Presentation, Practice, and production) method to teach vocabulary at primary schools in Thailand. The conclusion is Indonesian Pre- service teacher used innovative and creative instructional media together with the right method will make learning more effective so that the learning objectives can be achieved. Keywords: Instructional Media, Teaching Vocabulary, Young English Learner

Critical Thinking in the Teaching of EFL Academic Writing Imaniar, Fahmy; Pratama, Raga; Lestari, Lies; Munir, Ahmad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): 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.v12i2.5165

This study aims at describing critical thinking subskills taught by Indonesian EFL teachers in academic writing and explaining how they taught the subskills. This qualitative study used two Indonesian EFL teachers who taught academic writing at one of state universities in Surabaya. Data were collected using observation checklist and field note. The obtained data were analyzed using interactive model analysis. Results showed that there were three out of forty critical thinking subskills that were not taught by the teachers namely providing and selecting the best examples, using credible sources, and maintaining the consistency of tenses choice. Another finding showed that there were seven ways of teaching critical thinking subskills namely individual consultation and feedback, class explanation, peer-feedback, groupwork of ideas construction and discussion, general class feedback, analysis task, and work review and discussion. This study suggests that EFL teachers can use the forty critical thinking subskills in teaching writing through one of the seven ways of teaching found.

Incorporating critical thinking skills in English classroom instruction: a case study of Indonesian preservice teachers Imaniar, Fahmy; Rakhmawati, R
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.25974

Critical thinking is an essential skill in education due to the demands of the 21st century, especially in the English as a Foreign Language (EFL) classroom. Nonetheless, the inclusion of critical thinking in English classroom can be quite challenging, particularly for pre-service teachers. This research deals with the integration of critical thinking into teaching modules conducted by pre-service English teachers at UIN Sunan Ampel Surabaya, focusing on lesson plan and instructional method. The study used a case study approach, analyzing teaching modules of twelve pre-service teachers. Bloom's taxonomy and a five-step critical thinking model were used to see the incorporation of critical thinking skills in their teaching modules. Interview was also carried out to elicit information on their way of incorporating critical thinking in their English instruction as related to the document analyzed. The results shows that the pre-service teachers exercised natural, effective thinking through well-defined objectives, questioning method, practical learning with feedback and reflection as a way to incorporate critical thinking through their teaching module. The result that they are aware of their role in supporting the students in developing their critical thinking while teaching English. The implications of the insights from the study signal considerable potential contributions for increased structured approaches to critical thinking instruction in EFL and a general commitment to reflective practice and responsive lesson design in English Language Teaching. The results have important implications for the integration of language education with critical thinking so that students become equipped with essential skills required in the 21st century.

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 Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

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

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.

Exploring Gender Differences in Motivation and Interest Towards English Language Learning: A Case Study of Islamic Secondary Schools Students in Sidoarjo Mufidah, Nur Lailatul; Imaniar, Fahmy; Rachmania, Andriani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (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.v13i2.7939

This research studies the differences of males’ and females’ motivation and interest in learning English on 109 first-year students of one Islamic secondary school in Sidoarjo, East Java. It concentrates on four core points, there are intrinsic motivation, extrinsic motivation, individual and situational interest. By utilizing a descriptive quantitative approach with a descriptive statistical analysis, the findings reveal that the level of motivation of both groups of students is moderate to high average scores 3.4-4.2 on 5-point Likert scale. Females slightly outperformed males in intrinsic and extrinsic motivation, while males scored higher in personal and situational interest. This is consistent with Goal Orientation Theory, which clarifies that student learning motivation differs based on their learning goals (mastery vs. performance), as well as Expectancy-Value Theory, which states that engagement is shaped by the perceived value of English learning and expectations of success. The study recommends learning strategies that balance affective and instrumental aspects, as well as further studies using inferential analysis and longitudinal designs.

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