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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Indonesian JELT English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal Of English Language and Education TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Wahana Pendidikan Journal of Innovative and Creativity

Yuyus Saputra

Universitas Siliwangi

Author-ID : 2370582

Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document

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Articles

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The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning Saputra, Yuyus; Fatimah, Asri Siti
Indonesian JELT Vol 13, No 1 (2018)
Publisher : Universitas Katolik Indonesia Atma Jaya

This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcherâs reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.

DIGITAL COMIC: AN INNOVATION OF USING TOONDOO AS MEDIA TECHNOLOGY FOR TEACHING ENGLISH SHORT STORY Asri Siti Fatimah; Santiana Santiana; Yuyus Saputra
English Review: Journal of English Education Vol 7 No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.1526

This study investigates the use of ToonDoo as media technology for teaching English short story. ToonDoo as the newest technology for creating comic or picture story is very beneficial helping teacher to creatively provide innovative strategy providing better classroom environment for the English learners, especially for those studying English short story. As the invented prose narrative shorter than a novel dealing with a few characters, short story can give an important content raising cultural awareness, linguistic awareness, motivation, and is claimed to improve all four skills. Therefore, this study aims at knowing how the implementation of ToonDoo in teaching English short story and finding out the benefits of this tool for teaching performance. To gain the data, reflective journal created by a pre-service teacher who becomes the participant of the study and interview were used to reflect the process of creating Toondoo and the process of teaching English short story using this tool. The findings showed that this tool can be used to promote students’ speaking skill. Toondoo is very helpful to facilitate students’ imagination promoting their speaking ability, producing better learning experience, and creating a good classroom atmosphere.

The role of extensive listening in english foreign language (EFL) class Yuyus Saputra; Asri Siti Fatimah
(JELE) Journal Of English Language and Education Vol 4, No 2 (2018)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v4i2.586

Aims of the research are (1) to know how extensive listening applied in EFL classroom, (2) To know the students’ reflection dealing with EL’s role in developing their listening comprehension ability. Method of the research is a reflective learning by investigating students’ reflection in the process of learning in extensive listening and its role for their listening comprehension ability. Data taken from students’ writing journal in ten meetings during teaching and learning practice. Besides, interview was used to confront the diaries and their experiences during learning listening in EFL classroom

THE REFLECTION OF PRONUNCIATION TEACHING MATERIALS: AN OLD PARADIGM IN A NEW ERA Agis Andriani; Fuad Abdullah; Yuyus Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i2.391

Ideally, pronunciation teaching materials should be developed based on the equal proportion of segmental and suprasegmental features and the employment of innovative pronunciation learning task types (e.g. awareness-raising tasks, rhyme and verse, ear training, etc.) (Goodwin, 2013). Unfortunately, such a reasonable breakthrough apparently has not responded by the effective use of pronunciation teaching materials. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at a university in Tasikmalaya, Indonesia. The data were analyzed with Tergujeff’s data-driven classification (2010), namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training. The findings revealed that the existing pronunciation teaching materials only accentuated on fostering the students’ segmental features. Besides, the traditional task types still dominated the tasks in such a module, such as phonetic training, reading aloud, listen and repeat and rules and instructions. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.

The use of Target Language in a Classroom: Focusing on an Indonesian EFL Teacher Desi Septiani; Yuyus Saputra; Fuad Abdullah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2163

The employment of Target Language (hereafter, TL) in English language teaching practices has burgeoned significantly. One of the reasons generating such an issue is the notion of providing students (non-native English students) sufficient exposures of English. Conversely, little is known about how English as the TL is deployed as a medium of instruction and communication among teachers and students, notably in the Indonesian junior high school remains under-researched. Hence, this study aimed at scrutinizing such an investigative issue. The participant was a female English teacher applying English as a medium of communication and instruction in the classroom learning practices. The data were garnered through non-participant observations and analyzed thematically (Braun Clarke, 2006). The findings outlined that utilizing the target language in pre- and post- activities and commanding the student by using the target language become an obvious picture of how the TL is used as a medium of instruction and communication among teachers and students. Pedagogically speaking, encouraging students to communicate in the TL (English) enables them to generate their willingness to communicate in the TL and language awareness of the significance of TL in the classroom learning practices.

The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning Yuyus Saputra; Asri Siti Fatimah
Indonesian JELT Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018
Publisher : Universitas Katolik Indonesia Atma Jaya

This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.

INTEGRATING SMARTPHONES IN ENGLISH CLASS AT ELEMENTARY SCHOOL LEVEL: A STUDY ON INDONESIAN ELEMENTARY SCHOOL TEACHER’S PERCEPTION Resti Purnamasari; Metty Agustine Primary; Yuyus Saputra; Rahmat Rahmat
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 11, No 2 (2022)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Due to the COVID-19 outbreak, it requires that the learning process, including teaching English at the elementary school level, is carried out with an online learning system. Implementing an online learning system is closely related to the use of technology. Smartphone is one of the technology tools that are widely used in facilitating the online learning process. Hence, the study in this article was to see the perception of an elementary school teacher in integrating smartphones during the English teaching process. Based on the research, the researchers used a case study as a research design, semi-structured interviews, and online observations in collecting the data. Then, the data were analyzed by using thematic analysis, which was also elaborated with the TPACK framework from the theory of Mishra and Koehler in 2006. The study reveals two responses related to the teacher’s perception of using smartphones, namely negative and positive responses. In the negative response, three perceptions generated were (1) ineffective delivery of subject materials, (2) the issue in managing students, and (3) internet access problems. In addition, the positive responses include (1) smartphones as an adequate teaching medium, (2) an affordable platform for smartphones to teach, and (3) YouTube channels as a fun way to learn for young learners. In conclusion, using smartphones in teaching English to students at the elementary school level certainly raised the negative and positive reactions from the teacher during the teaching process. Thus, teaching English to young learners required the teacher’s role to teach technological, pedagogical, and content knowledge adequately.

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices Fuad Abdullah; Soni Tantan Tandiana; Yuyus Saputra
Vision: Journal for Language and Foreign Language Learning Vol 9, No 2 (2020)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i25406

Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.

The Teacherâ€™s Emotional Management in Indonesian EFL Context Sonia Rahmawati; Fuad Abdullah; Asri Siti Fatimah; Arini Nurul Hidayati; Yuyus Saputra
Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i2.10823

English in-service teachers tend to encounter various challenges such as resources of teaching-learning (For example, book, additional support materials), learners' discipline, classroom management. Hence, English in-service teachers are required to have the ability in managing their emotions. However, inadequate attention has been devoted to describing teachers' emotional management during teaching in the classroom. To fill this void, this study aimed at describing how the teacher manages her emotions during English language teaching in the classroom. One teacher of Vocational High school in Tasikmalaya participated as a research participant. The finding indicated that (1) Performing Entertaining activities as a strategy of mitigating saturated teaching routine, (2) Self-relaxing and avoiding harsh words during anger, (3) Strategies to reduce the annoyance. The fact is that the teacher has her way of managing their emotion during teaching in the classroom to continue to do her job professionally.

Investigating Students’ Silence during Synchronous Virtual Classroom: A Case Study Dela Rahmawati; Yuyus Saputra; Fera Sulastri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.5212

This current study explores the silent behavior of students within a synchronous virtual classroom. It focuses on investigating the factors affecting students’ silence in the synchronous virtual classroom from the students’ perception. This study used a descriptive case study as the research design. This study used semi-structured interviews as the data collection. A semi-structured interview was asked to five silent students in the synchronous virtual classroom. Then, the data were analyzed using thematic analysis (Braun and Clarke, 2006). The findings indicate various causes of students’ silence in the synchronous virtual classrooms: lack of confidence, describing comprehension by silence, lack of knowledge, lack of English proficiency, being a good listener and showing respect, lack of preparation for learning, unsuitable teaching style, and technical issues. Keywords: students’ silence, synchronous virtual classroom, case study

Co-Authors Agis Andriani Arifin, Nur Rizqi Arini Nurul Hidayati Aryani, Wiwik Dyah Dela Rahmawati Desi Septiani Fatimah, Asri Siti Fera Sulastri Fuad Abdullah Fuad Abdullah Lia Yulisma, Lia Metty Agustine Primary Nandang Koswara Nita Sari Narulita Dewi Rahmat Rahmat Resti Purnamasari Riska Azizah Hendriani Santiana Santiana Soni Tantan Tandiana Sonia Rahmawati Ulfah Nur Afifah Yusup Supriyono Yusup Supriyono

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