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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Basicedu Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Basicedu TELL - US JOURNAL
Hamid, Farida
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Readiness of Teaching English to Young Learners in Indonesia Mutiah, Syifa Dwi; Nakhriyah, Minkhatun; HR, Nida Husna; Hidayat, Didin Nuruddin; Hamid, Farida
Jurnal Basicedu Vol. 4 No. 4 (2020)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v4i4.541

Abstract

This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.
The Urgency of English Teaching in Private Primary School: Stakeholders’ Perceptions Husna, Nida; Genta, Genta; Habibah, Rifdatul; Hamid, Farida; Hidayat, Didin Nuruddin; Widiastuty, Hesty
Jurnal Basicedu Vol. 6 No. 4 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i4.3094

Abstract

This research is aimed to find out the stakeholders’ perception regarding the urgency of English teaching in primary school, although English is not included as mandatory in the national curriculum of primary education level.  A qualitative approach was applied to the design of this descriptive study. The data were collected through questionnaires and semi-constructed interviews. The sample of this research consists of 12 teachers and 12 parents from 4 primary schools with different demographic areas. The findings were drawn out from depth analysis of data and a review of relevant pieces of literature on the research. It showed that the stakeholders have the same perception that English should be taught since primary school because it was their golden age to learn many things. It was also in agreement that English subject was needed to be taught in primary school since there are numerous advantages to learning English at early age. 
The Readiness of Teaching English to Young Learners in Indonesia Mutiah, Syifa Dwi; Nakhriyah, Minkhatun; HR, Nida Husna; Hidayat, Didin Nuruddin; Hamid, Farida
Jurnal Basicedu Vol. 4 No. 4 (2020)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v4i4.541

Abstract

This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.
The Urgency of English Teaching in Private Primary School: Stakeholders’ Perceptions Husna, Nida; Genta, Genta; Habibah, Rifdatul; Hamid, Farida; Hidayat, Didin Nuruddin; Widiastuty, Hesty
Jurnal Basicedu Vol. 6 No. 4 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i4.3094

Abstract

This research is aimed to find out the stakeholders’ perception regarding the urgency of English teaching in primary school, although English is not included as mandatory in the national curriculum of primary education level.  A qualitative approach was applied to the design of this descriptive study. The data were collected through questionnaires and semi-constructed interviews. The sample of this research consists of 12 teachers and 12 parents from 4 primary schools with different demographic areas. The findings were drawn out from depth analysis of data and a review of relevant pieces of literature on the research. It showed that the stakeholders have the same perception that English should be taught since primary school because it was their golden age to learn many things. It was also in agreement that English subject was needed to be taught in primary school since there are numerous advantages to learning English at early age. 
Assessing native speaker modeling on social media: Effects on student speaking proficiency Kamal, Syifa Fuadatul; Sufyan, Agus; Hamid, Farida
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.v12i2.5182

Abstract

EFL students in Indonesia still discovered some problems in speaking, such as limited time in classroom practice, lack of confidence, and need for innovative learning media. Addressing this problem, this study investigated whether implementing native speakers’ modeling on social media as learning media affects students’ speaking skills. As we live in the existence of digital lives, social media has become one of the popular digital platforms; therefore, we can advance social media to assist students and teachers in classroom teaching and learning. Furthermore, social media nowadays are viral and used mainly by students, so it would not be complicated to integrate social media into a classroom activity. This study employed a quantitative method using a quasi-experimental research design that involved 58 tenth-grade students of one senior high school selected toward a purposive sampling allocated into experimental and control classes. The oral test of describing people served as a pre-test and a post-test. The t-test was employed to analyze the data. The result showed a higher score improvement in students’ speaking in the experimental class. In addition, the students were enthusiastic when the treatment was conducted. This finding means English native speakers' modeling on social media potentially affected students' speaking skills in describing people.
IMPLEMENTING MERDEKA CURRICULUM :THE MEDIA USE BY THE ENGLISH TEACHERS NST, ULFA RAYHANI; Husna, Nida; Hamid, Farida
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10234

Abstract

AbstrakKurikulum sangat penting dalam lembaga pendidikan karena kurikulum merupakan "jantung" pendidikan. Oleh karena itu, media dalam pengajaran merupakan salah satu hal yang dapat menunjang keberhasilan proses belajar mengajar. Artikel ini bertujuan untuk mengetahui media apa saja yang digunakan guru dalam mengimplementasikan Kurikulum Merdeka dan menjelaskan bagaimana Kurikulum Merdeka diimplementasikan dalam Pembelajaran Bahasa Inggris. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode penelitian Analisis Tematik. Partisipan dalam penelitian ini adalah 10 guru Bahasa Inggris SMP di berbagai sekolah. Instrumen penelitian menggunakan kuesioner dan wawancara dari rekaman audio untuk menjawab beberapa pertanyaan dalam kuesioner. Hasil penelitian menunjukkan bahwa media yang digunakan guru Bahasa Inggris selama implementasi Kurikulum Merdeka adalah: Buku Teks, Video Edukasi, Aplikasi Pembelajaran (misalnya, Kahoot, Quizlet), Media Sosial (misalnya, WhatsApp, Facebook), Media Audio (Rekaman audio, podcast, dan lagu). Partisipan juga mengungkapkan beberapa media yang tidak disebutkan dalam kuesioner, seperti PowerPoint, blog untuk tugas kreatif, dan peta konsep. Terdapat dua prinsip dalam mengintegrasikan Kurikulum Merdeka ke dalam kegiatan pembelajaran Bahasa Inggris: Pertama, pembelajaran berbasis proyek dan kedua, pembelajaran berdiferensiasi. Kesimpulannya, penggunaan media dalam pembelajaran Bahasa Inggris menjadi lebih aktif dan efektif. Kata Kunci: Media, Implementasi, Kurikulum Merdeka Abstract The curriculum is very important in educational institutions because the curriculum is the "heart" of education. Therefore, Media in teaching is one thing that can support the success of the teaching and learning process. This article aims to find out the media are used by teachers in implementing the Merdeka Curriculum and explain how the Merdeka Curriculum is Implemented in English Language Learning. This study uses a descriptive qualitative approach with the Thematic Analysis research method. Participants in this study were 10 junior high school English teachers in various schools. The research instrument used questionnaires and interviews from audio recordings to answer several questions in the questionnaire. The results of the study show that the media used by English teachers during the implementation of the Merdeka Curriculum are: Textbooks, Educational Videos, Learning Applications (eg, Kahoot, Quizlet), Social Media (eg, WhatsApp, Facebook), Audio Media (Audio recordings, podcasts, and songs). Participants also revealed some media that were not mentioned in the questionnaire, such as powerpoint, blogs for creative tasks, concept maps. There are two principles of Integrating the Merdeka Curriculum into English Teaching Activities: The first is Project-based learning and the second is Differentiated instruction. In conclusion the use of media in teaching English becomes more active and effective. Keywords: Media, Implementation, Merdeka Crurriculum
Male and Female EFL Teachers’ Mood Structure in Classroom Interaction Erlinda Kurniatillah, Ratu; Husna, Nida; Alek, Alek; Hidayat, Didin Nuruddin; Hamid, Farida
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3469

Abstract

This research study aimed to examine the talks of male and female EFL teachers. This study aims to determine how male and female EFL teachers realise mood differently and how they recognize it in their discussions and roles as teachers. The plan was to use a descriptive-qualitative research design. Observation, audio recording, and field notes were used to collect data. Mood structure analysis was used to analyze data. To provide a more detailed analysis, utterances are classified based on their description, meaning, and code. This study's findings are: (1) A male teacher found 26 statement mood utterances, 26 interrogative mood utterances, 20 declarative mood utterance variations, and 2 offer mood utterances. Meanwhile, female teachers identified 23 statement moods, 17 interrogative moods, 5 commands, and 1 offer moods (2) for using mood structures in male and female teacher discourse; statement and interrogative moods are the most often employed moods during the teaching and learning process. (3) the most widely utilized kind of mood structure is declarative. It happens because teaching is a teacher's primary responsibility.
Co-Authors Alek, A Erlinda Kurniatillah, Ratu Genta, Genta Habibah, Rifdatul Hesty Widiastuty, Hesty Hidayat, Didin Nuruddin HR, Nida Husna Kamal, Syifa Fuadatul Mutiah, Syifa Dwi Nakhriyah, Minkhatun Nida Husna NST, ULFA RAYHANI Sufyan, Agus