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English Teachers’ Challenges In Online Teaching English at State and Private Senior High School In Bengkulu City Fikriyah, Anisah; Susyla, Dian
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 17, No 4 : Al Qalam (Juli 2023)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v17i4.2500

The aims of this research were to find out and describe the English teachers` challenges in online teaching English at state and private senior high school in Bengkulu City. The design of this research was descriptive qualitative method. The subjects of this research were English teachers while The data collected from interviewing the English teachers and recorded the interview. The result of this research showed that most of the teachers had the similar challenges in online teaching English including in planning process, implementing process and evaluating process. In planning process, six from seven teachers were difficult to choose the appropriate online teaching media for students. In implementing, the difficulty are in the term of handling the students` focus or attention, unstable internet connection, students` low motivation and students low mastery in operating the online learning`s platforms. For evaluating process, the teachers are unsure if the students do the assignment by themselves or not, the students also did not collect the assignments on time and one of the teachers in State Senior high School also said that he had problem in doing affective assessment. The results of this research are expected to be useful for English teachers to anticipate challenges that might be faced by teachers in online teaching English both in state and private Senior High Schools.Keywords: Teachers Challenges, Online Teaching English, Pandemic Covid-19

Memperkaya kosakata Bahasa Inggris siswa SD Negeri 22 kota Bengkulu menggunakan Flashcard dalam Program Kolaborasi Mahasiswa Merdeka Muhammad Parli; Angraini, Ria; Susyla, Dian
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 7 No. 1 (2024): April : Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jpmbr.v7i1.6342

Artikel ini mengulas tentang pelaksanaan kursus Bahasa Inggris melalui B 3nglish Course yang dilakukan oleh tim pengabdian masyarakat yang terdiri dari mahasiswa program pertukaran Mahasiswa Merdeka berkolaborasi dengan mahasiswa bahasa Inggris dan dosen-dosen program studi pendidikan bahasa Inggris Universitas Muhammadiyah Bengkulu yang tergabung kedalam B 3nglish Course. Tujuan utama dari kegiatan ini adalah untuk memperkaya kosakata bahasa inggris siswa SD Negeri 22 Kota Bengkulu menggunakan flashcard dan English Song dalam program kolaborasi mahasiswa merdeka. Metode kegiatan menggunakan pendekatan kolaborasi dengan pemanfaatan media ajar seperti flashcard dan English Song. Hasil kegiatan menunjukan adanya antusiasme dan motivasi siswa untuk berpasrtisipasi dan memperkaya kosakata bahasa Inggris khususnya siswa SD Negeri 22 Kota Bengkulu dengan menggunakan flashcard dan English Song dalam program kolaborasi bersama B 3nglish Course. Secara keseluruhan, kolaborasi B 3nglish Course dengan pemanfaatan media ajar seperti flashcard dan English Song memberikan kontribusi terhadap pengajaran dan pembelajaran bahasa Inggris khususnya di Kota Begkulu umumnya di Indonesia. Diharapkan, kegiatan serupa dapat diterapkan secara luas untuk meningkatkan kemampuan berbahasa Inggris generasi muda di masa mendatang.Kata Kunci: flash card, english song, kolaborasi, pertukaran mahasiswa merdeka.

Assessing Students' Perceptions of AI Grammar and Writing Assistance Tools: Implications for Academic Writing Instruction Jaya, Sinarman; Susyla, Dian
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7535

Abstract This qualitative study investigates how EFL students view academic writing AI tools (QuillBot, Grammarly, and ChatGPT). This qualitative study examines how English as a Foreign Language (EFL) learners see artificial intelligence (AI) tools for academic writing, including Grammarly, ChatGPT, and QuillBot. Ten seventh-semester students from Muhammadiyah University of Bengkulu's English Study Program were interviewed in order to collect data. The results show that students often utilize these AI tools, with QuillBot being used for paraphrasing, Grammarly mostly for grammar checking, and ChatGPT for idea generation. Eight out of ten students believe that using AI tools to improve their language and sentence structure is beneficial. However, difficulties arise while attempting more difficult tasks, such coherence and logical arguments; some students reported difficulties in maintaining a logical flow in their writing. Students report that while AI tools are helpful for grammar and sentence structure, they are not effective in fostering creativity and critical thinking. They also raised ethical concerns, such as plagiarism and depedence on AI tools. Most of students support the integration of these tools into EFL writing instruction as a complement to traditional methods. It is suggested that educators establish clear guidelines for using AI tools to support students' writing without limiting originality and critical thinking. Keywords: Academic writing, AI grammar assistant, AI writing assisstant, Students’ perceptions

Integrating Critical Thinking Skills in English Language Teaching Assessment: A Theoretical Framework Susyla, Dian; Jaya, Sinarman
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 2 (2024): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i2.4613

Integrating critical thinking skills into English Language Teaching (ELT) assessments is crucial for enhancing learners' language proficiency and cognitive abilities. This paper introduces a theoretical framework for embedding critical thinking into ELT assessments, utilizing key elements such as Bloom's Taxonomy, Paul and Elder's Critical Thinking Framework, constructivist theory, and task-based language teaching. The framework emphasizes creating assignments that address different cognitive levels, using detailed assessment criteria, and incorporating technology for interactive evaluations, which are all essential for integrating critical thinking into language assessments. Approaches include developing authentic assignments that mirror real-life contexts, providing ongoing professional development for teachers, and using formative assessments with regular feedback mechanisms to cultivate critical thinking in language evaluation. This method aims to improve English language competency by fostering deep understanding, effective communication, and problem-solving skills in students. The model seeks to establish a comprehensive and practical system for English language evaluation that aligns with current educational objectives by incorporating critical thinking to enhance language proficiency and cognitive abilities.

Technology Integration in EFL Language Teaching: The Benefits and Challenges Sinarman Jaya; Susyla, Dian
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i1.4928

The integration of technology in the classrooms has advantages and disadvantages. This study aims at investigating the advantages and difficulties that teachers encounter when utilizing technology in teaching and learning activities. The study employed a descriptive qualitative design. The study highlights key benefits such as increased motivation, personalized learning, access to authentic materials, enhanced collaboration, improved feedback, flexibility, accessibility, and digital literacy growth. However, it also points out challenges like unequal digital skills, limited access to technology, language barriers, over-reliance on digital tools, technical issues, distractions, high costs, privacy concerns, cultural differences, and struggles with self-discipline and motivation. To ensure effective and equitable technology integration in EFL teaching, the findings stress the need for comprehensive strategies that maximize benefits while addressing challenges. Technology offers significant advantages, but it requires careful management to overcome its limitations. Schools should invest in resources and support systems, and teachers need proper training. Future research should explore best practices and develop targeted solutions to address these challenges and optimize technology use in EFL education.

THE COLLABORATION OF INTERCULTURAL EDUPRENEURS’ PROJECT-BASED LEARNING OF TEACHING ENGLISH FOR YOUNG LEARNERS IN BENGKULU PROVINCE Parli, Muhammad; Angraini, Ria; Susyla, Dian; Safitri, Washlurachim
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.16455

This study aimed to describe the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners in Bengkulu province. This descriptive qualitative study used observation, interview, and documentation to collect the primary data. The research samples involved five private English courses for young learners as a collaboration of intercultural edupreneurs’ project-based learning (PjBL) that was created by students of the student exchange (PMM) program and English students of Universitas Muhammadiyah Bengkulu. They were B 3nglish, Artery_ECourse, BVJE_Course, OBFiG’s_E Course, and BC.Equal Courses. The research results revealed that the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners in Bengkulu province was realized in four dimensions: planning and group decision-making; communicating about thinking; contributing resources, ideas, and efforts; and monitoring processes. In concluding the research, the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners is highly facilitated through the project-based learning method, making it an effective approach.

THE COLLABORATION OF INTERCULTURAL EDUPRENEURS’ PROJECT-BASED LEARNING OF TEACHING ENGLISH FOR YOUNG LEARNERS IN BENGKULU PROVINCE Parli, Muhammad; Angraini, Ria; Susyla, Dian; Safitri, Washlurachim
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): EXPOSURE
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.16455

This study aimed to describe the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners in Bengkulu province. This descriptive qualitative study used observation, interview, and documentation to collect the primary data. The research samples involved five private English courses for young learners as a collaboration of intercultural edupreneurs’ project-based learning (PjBL) that was created by students of the student exchange (PMM) program and English students of Universitas Muhammadiyah Bengkulu. They were B 3nglish, Artery_ECourse, BVJE_Course, OBFiG’s_E Course, and BC.Equal Courses. The research results revealed that the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners in Bengkulu province was realized in four dimensions: planning and group decision-making; communicating about thinking; contributing resources, ideas, and efforts; and monitoring processes. In concluding the research, the collaboration of intercultural edupreneurs’ project-based learning (PjBL) of English for young learners is highly facilitated through the project-based learning method, making it an effective approach.

Developing syntactic complexity and accuracy in EFL students’ essays through sentence combining Jaya, Sinarman; Susyla, Dian; Melati
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i2.4802

Many EFL students face challenges in developing syntactic complexity and grammatical accuracy in academic writing. Sentence combining, which involves merging simple sentences into more complex ones, has shown promise in enhancing grammatical control and writing fluency. However, research on its effectiveness in EFL contexts, particularly in improving syntactic variety and grammatical accuracy, is still limited. This quasi-experimental study investigated the impact of sentence combining on syntactic variety and grammatical accuracy in academic essays written by undergraduate EFL students. The participants were 40 students from the English Education Study Program at Universitas Muhammadiyah Bengkulu, selected using purposive sampling. Over one semester, the experimental group received sentence combining instruction, while the control group followed conventional writing instruction. Pre- and post-test essays were analyzed using three syntactic measures: Mean Length of T-unit (MLT), Clauses per T-unit (C/T), and Dependent Clauses per Clause (DC/C). The findings revealed statistically significant improvements in all three dimensions of syntactic complexity for the experimental group. These results demonstrate the effectiveness of sentence combining in developing EFL students’ academic writing. It is recommended that writing instructors integrate sentence combining into academic writing curricula to support syntactic development and grammatical precision.

Development of teacher professionalism in inquiry learning through learning community Risnanosanti, Risnanosanti; Susyla, Dian; Suyuthie, Hasmi; Mursalin, M; Naziev, Aslanbek; Koklu, Onder; Salcedo, Audy
Electronic Journal of Education, Social Economics and Technology Vol 4, No 1 (2023)
Publisher : SAINTIS Publishing

Mechanisms for motivating and involving teachers in learning and working together with their colleagues are currently quite scarce. This study aims to explore the conditions that support teacher professional development in inquiry based learning through learning communities and examine how teacher professional development will impact students learning outcomes. The five teachers selected were a group of teachers who were members of the lesson study community at SMP Negeri 11 Bengkulu city and participated in this study. The qualitative results in this study reveal that the interactive domain, in which the teacher’s professional learning community works collaboratively by sharing teaching experiences and developing assessment tools, plays an important role in promoting teacher professional development. These results reinforce the understanding that conditions and important supporting mechanisms that must be possessed by an effective model for teachers professional development can lead to improved students learning outcomes.

Digital Assessment in English Language Teaching (ELT): A Systematic Literature Review Susyla, Dian; Jaya, Sinarman
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i1.4246

The systematic literature review on digital assessment in English Language Teaching (ELT) aimed to synthesize existing knowledge, identify key themes, trends, and gaps in current research, and evaluate the effectiveness of digital assessment tools in enhancing language learning outcomes. The study adopted a systematic literature review method, involving six stages: planning, literature review, inclusion and exclusion criteria, quality assessment, data collection, and data analysis. The review found that digital assessment tools have evolved and offer opportunities for personalized learning through adaptive assessments, but also identified challenges such as technical issues, accessibility, and teacher training. The review recommended strategies for effective integration of digital assessment in ELT and implications for professional development for educators. The strategies for effective integration of digital assessment in English Language Teaching (ELT) include: leveraging online learning and digital storytelling, using automated grading systems, using automated grading systems , incorporating language learning apps and online platforms, addressing technical issues and accessibility, and providing teacher training and digital literacy support. Keywords: Digital Assessment, ELT, Systematic Literature Review

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