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THE PRE-SERVICE TEACHERS’ REFLECTION IN ENGLISH FOR YOUNG LEARNERS TEACHING PRACTICE Kharisma Naidi Warnanda Sabgini; Khoiriyah Khoiriyah
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.3028

This study aimed to explore the use of self-reflection for the pre-service teachers (PSTs) in an English for Young Learners teaching practicum. Through conducting classroom observation, semi-structured interview, and document analysis, the result of this study revealed that PSTs are able to develop their teaching knowledge and teaching skills in term of classroom management, language pedagogy, and preparation trough having self-reflection. Further, the usage of video recording provides self-critical and continuity for the pre-service teacher. Teaching reflection is projected to improve the teaching practice. Doing reflection in teaching practice is immensely important for professional development as student teachers are prepared to be a professional educator. As a result, the implication of this study will be further discussed.

TEACHERS’ PERCEPTION TO CLIL AND WEB-BASED MATERIAL IMPLEMENTATION IN A PRIMARY SCHOOL Alimin Adi Waloyo; Khoiriyah Khoiriyah; Rafika Rabba Farah
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4347

Primary school teachers have a crucial role to support CLIL and web-oriented media implementation in class. CLIL approach pedagogically offers double advantages; English competence and content development. This pedagogical approach leads to sufficient English input at the early stage of learning which makes primary learners able to shift the paradigm that English is a challenging language to learn. More importantly, primary school learners can take the advantages of the Information and Communication Technology (ICT) part of their daily use for the sake of CLIL, so learning can be fun and enjoyable. Nevertheless, much of the previous research in Indonesian context gives limited attention to how primary school teachers perceived CLIL interwoven into ICT based media.) that situation led into this research. Also, this research is expected to encourage the CLIL application in formal education, particularly in primary levels due to time efficacy and effectiveness. The involved participants were 12 primary school teachers in a primary school in Malang. A 14-item Likert-Scale questionnaire and FGD were applied to collect the data. It was found that the teachers perceive the CLIL and web-based media positively, but they would reconsider to implement it in their class due to English competency reasons and material design issue, facilities, and school support. Therefore, hybrid CLIL implementation and teachers’ collaboration are suggested.

Flipping the classroom to enhance EFL students’ listening skill Khoiriyah Khoiriyah
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2010

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students’ listening skills, especially language testing, was examined. Furthermore, this study also explored the students’ perspective toward their experience in having a flipped classroom. Accordingly, a mixed-method was employed by using pre-test and post-test after treatment, along with the online open-ended questionnaire. This study revealed that the average score of the post-test (M=72.27) was significantly higher than the average score of the pre-test (64.06), indicating flipped instruction enhances the students' listening comprehension skills. Further, most of the students provoked positive feedbacks on their experience of having flipped classroom. This study might contribute as a guideline for EFL teachers to implement flipped instruction to increase the students' listening comprehension.

CALL and SLA Theory: Developing A Framework to Analyze Web-based Materials for Teaching Listening Skills Khoiriyah Khoiriyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 8, No 1 (2020): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v8i1.1296

Listening skills, considered by many to be the most critical language learning skills, have yet to emerge a variety of problems for learners. In order to have an effective listening class, teachers can use one of the many technology-enhanced language learning tools, web-based materials. In this article attempts have been made to make a comprehensive review on the grounded theory of Computer-Assisted Language Learning (CALL) and Second Language Learning (SLA) related to the use of web-based resources in teaching and learning English, especially for listening skills. This article also proposes a framework for conducting CALL evaluation that is worthy for website materials. The result yields a good guideline for teachers to make judgment or decision in choosing the most congruent web-based sources for teaching listening skills. As a result, teachers are able to adapt a proper teaching materials and methodology for listening skills.

Integrating Islamic values in CLIL materials: a syllabus design for Islamic primary school Khoiriyah Khoiriyah; Rafika Rabba Farah; Luciana Anggraeni
Journal of English Language Studies Vol 7, No 1 (2022): Available Online in March 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i1.13297

The new educational policy in Indonesia does not require English as a compulsory subject in primary school. To respond to the current policy, some primary schools, especially Islamic affiliated primary schools still have a commitment to provide English lessons as an extracurricular subject. Since there is no regulation toward the teaching and learning process, implementing Content-Language Integrated Learning (CLIL) approach into teaching materials aims to improve the learning process. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to design the CLIL materials and reached the third stage. The results highlight that after conducting a need analysis, the syllabus and the studentsâ€™ activity book consists of three selected topics that integrate Islamic values into CLIL model. They were Caring for Living Things, My Heroes, and My Dream Job. Those topics were adapted from a thematic book applied in the school partner under the Curriculum 2013. These topics were designed into three main subjects i.e., Science, Islamic Content, and Arts. Furthermore, before each topic, vocabulary-based activities were presented followed by three kinds of activities. Islamic values are integrated into CLIL materials to promote Contextual Teaching and Learning (CTL) also to advocate local wisdom-based curriculum, particularly infusing the Muslim cultures and values. This study concludes that there is a need to integrate Islamic content to English materials in Islamic primary affiliated schools.

The use of Google Jamboard for synchronous collaborative reading strategies: The students’ acceptance Khoiriyah Khoiriyah; Nurjalia Kairoty; Almathea Virdhausya Aljasysyarin
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5010

This study employed a mixed-method approach through administrating the Technology Acceptance Model (TAM) questionnaire and conducting in-depth interviews. TAM was used in this study to gain insight into the students' reactions to the technology used for online language learning, especially the acceptance of using Google Jamboard integrated with video conferencing for synchronous collaborative reading comprehension activities. Sixty-three undergraduate students were selected purposefully from the English Language Education Department who enrolled in Literal Reading course in a full-online learning instruction. From the findings, with the regard to the students' acceptance, they confirmed a positive attitude toward using this application, despite the fact that some of them thought it was a new application. As a result, perceived usefulness and the perceived ease of use were rated as moderately high. Many students agreed that the online platform used was immensely useful and simple to use. Meanwhile, some of them experienced technical issues when using this platform, impeding their learning process. Additionally, some pedagogical suggestions also further explored.

DEVELOPING ESP MATERIALS FOR TOURISM INDUSTRY IN MALANG Masyhud Masyhud; Khoiriyah Khoiriyah
PROJECT (Professional Journal of English Education) Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, MAY 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i3.p446-456

This article explores the need for English as a mean of communication for the tourism industry in Malang. Since the need for English speaking skills is immensely demanded, this community service program was proposed to provide a ready-use module to facilitate the locals practising their English speaking skills. Hence, this study reported on-going project designing English for Specific Purposes (ESP) materials for the tourism industry in Malang. It is implemented in three stages: planning stage, implementation stage and evaluation. Specifically, the target learners are Karang Taruna members who are working in tourism near Kelurahan Jodipan. Since there are many thematic villages there, the learning content is designed contextually with the local wisdom and local culture. Hence, it is projected to help the locals provide better services for their visitors, especially foreign visitors.

Flipping the classroom to enhance EFL students’ listening skill Khoiriyah Khoiriyah
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2010

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students’ listening skills, especially language testing, was examined. Furthermore, this study also explored the students’ perspective toward their experience in having a flipped classroom. Accordingly, a mixed-method was employed by using pre-test and post-test after treatment, along with the online open-ended questionnaire. This study revealed that the average score of the post-test (M=72.27) was significantly higher than the average score of the pre-test (64.06), indicating flipped instruction enhances the students' listening comprehension skills. Further, most of the students provoked positive feedbacks on their experience of having flipped classroom. This study might contribute as a guideline for EFL teachers to implement flipped instruction to increase the students' listening comprehension.

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students Khoiriyah Khoiriyah; Soeparto Soeparto
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 2 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i2.35941

Abstract. This research aims to analyze the students’ language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students’ suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student’ response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers’ scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.Keywords: Language Learning Strategies; Online CLIL classroom; Students’ voices

EFL Learners’ Attitude towards Teacher’s and Peers’ Written Corrective Feedback Hartono Hartono; Jarum Jarum; Khoiriyah Khoiriyah
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6085

This research was aimed at revealing EFL learners’ attitude toward their teacher’s and peers’ written corrective feedback (WCF) on their composition in the context of teaching and learning English as a foreign language (EFL). Fifty-nine students were involved in this research. The questionnaire on a three-point Likert scale – showing options of agree, neutral, and disagree – was used to collect the research data. Further, the result of data analysis showed that: (1) the learners generally showed positive attitude toward both the teacher’s and peers’ WCF; (2) they felt challenged and encouraged when their teacher or their peers always corrected the errors they had made in their composition; (3) they indicated more positive attitude toward direct than toward indirect WCF; (4) they expected their most frequent errors in their composition to be corrected; (5) they preferred their global errors to be corrected than their local errors.; and (6) they preferred their errors to be corrected by their teacher than by their peer. Based on the findings, it can then be concluded that WCF is generally needed by EFL learners when learning to write composition. It needs to be provided with such considerations as what types of correction techniques are used (direct and/or indirect), which errors are prioritized to correct (the most frequent); and who should correct the errors (teachers are preferred against peers).

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