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All Journal Edulitics (Education, Literature, and Linguistics) Journal IJECA (International Journal of Education and Curriculum Application) Indonesian Journal of English Teaching JEELS (Journal of English Education and Linguistics Studies)
Musyarrofah, Hamdatul
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Vlog Project in Facilitating Authentic Speaking Assessment Habibah, Nur; Pradana, Agsan Widy Kirana; Febrianty, Ervina; Musyarrofah, Hamdatul; Pradana, Muhammad Ilham Adhi
Edulitics (Education, Literature, and Linguistics) Journal Vol 6 No 2 (2021): December, 2021
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v6i2.2468

Abstract

To date, video blog (vlog) has been identified as a convenient learning tool to develop learners’ speaking skill. In language assessment, especially speaking, vlog has met the criteria for assessing learners’ speaking skill authentically since it provides real-life situations in the process of creating the video. This study aimed at investigating how vlog facilitates authentic assessment in measuring students’ speaking skill. This study is guided under a descriptive qualitative method using interview guidelines to collect the data and observation checklist in analysing the data. Two lecturers and six tertiary students from spoken English class were involved. The findings illustrate that the vlog project has acquired the criteria of authenticity of a speaking assessment as well as students’ preference in speaking assessment. The vlog project, therefore, can be advantageous media to assess students’ speaking skills authentically.
Differentiated Instruction in Islamic Senior High School: Aspects, Strategies and Problems Herwanto, Wanda Hijriani; Musyarrofah, Hamdatul
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 2 (2024): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i2.23557

Abstract

Understanding the implementation of Differentiated Instruction is crucial, especially where Islamic high schools adopt a distinct educational approach in implementing the Emancipated Curriculum, making it essential to understand the nuances of this approach to enhance student learning outcomes effectively. This study investigates the aspects and strategies applied as well as the problems faced by English Teachers of Islamic Senior High Schools in implementing differentiated instruction. A descriptive qualitative study was utilized through semi-structured interviews with five English teachers from different schools and document analysis of the teachers’ lesson plans. The process of thematic analysis involved coding and categorizing the answers from the participants into themes, which were then compared with the document analysis and interpreted. The findings indicated that all aspects have been applied in the implementation of differentiated instruction including content, process, product, and learning environment. Diverse strategies were applied, such as presenting materials in different forms, implementing collaborative projects, peer tutoring, adapting Islamic stories and histories, etc. However, the teachers faced problems in managing time, selecting relevant materials, developing distinct assessment rubrics, etc. This study contributes to the understanding of the implementation of differentiated instruction in English language learning, in the context of Islamic secondary schools by providing practical strategies and adding insight into existing literature. The study suggests that implementing differentiated instruction with all its aspects and teachers can adapt various strategies to cater to diverse student needs.
Differentiated Instruction in ELT: Indonesian Pre-Service and In-Service Teachers’ Capabilities, Strategies, and Barriers Musyarrofah, Hamdatul; Kurniawati, Adelia Almira; Asad, Ahmad Sidiq Al; Fadlillah, Anam
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2847

Abstract

This study examines how the capabilities and the strategies of pre-service and in-service teachers in applying DI in their classroom as well as the barriers to that application. A descriptive qualitative study was employed through questionnaire distribution to thirty-six pre-service and in-service teachers and interviews with four in-service teachers. The data were analyzed by using descriptive statistics and thematic analysis. Results show that in-service teachers gained a higher level of capability in DI implementation rather than pre-service teachers. Hence, pre-service teachers need more understanding and practices of DI in the lecture and teaching practicum. Diverse strategies were implemented by the teachers, such as flipped classrooms, creating diverse forms of materials, outdoor learning, etc. Several barriers were also experienced by the teachers including limited time of learning, diverse materials and rubric preparation, and lack of facilities. The barriers related to content, process, product, and learning style can be solved by other teachers’ strategies addressed, for instance adapting materials and flipped classrooms.
EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK): Urban and Suburban Schools in East Java Musyarrofah, Hamdatul; Setiawan, Slamet; Munir, Ahmad
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 2 (2023): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

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Abstract

The advancement of technology encourages teachers to not only have great pedagogical and content knowledge but also technological knowledge to improve their teaching. In this study, the researcher aimed to measure the both urban and suburban teachers’ TPACK level, as well as the teaching activities they implemented. The researcher distributed questionnaire and conducted interview to collect the data. The findings indicated that there was not significantly difference between urban and suburban teachers. From 4-point scale, the total average scores were 3.3 for suburban teachers and 3.5 for urban teachers. The lowest score was 2.75 gained by suburban teachers in three items including monitoring their own writing for accuracy, monitoring their own speech for accuracy, and selecting authentic English language resources to suit students’ needs. They provided different kinds of activities namely reading kinds of texts and stories followed by exercises for example fill in the blanks, and question and answer sessions, listening to audio, song or video followed by retelling or doing exercises, and writing stories. All in all, teachers’ TPACK were already great but in several points they need to improve so that the teaching-learning process offer equal aspects.
Co-Authors AHMAD MUNIR Asad, Ahmad Sidiq Al Fadlillah, Anam Febrianty, Ervina Herwanto, Wanda Hijriani Kurniawati, Adelia Almira Pradana, Agsan Widy Kirana Pradana, Muhammad Ilham Adhi Siswahyudianto SLAMET SETIAWAN