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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Sekolah Dasar Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Indonesian JELT Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JURNAL IQRAÂ´ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Dinamika Ilmu IJoLE: International Journal of Language Education LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Lectura : Jurnal Pendidikan Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) English Language Teaching Educational Journal PANYONARA: Journal of English Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) J-REaLL Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Edutechnium Journal of Educational Technology Language Circle : Journal of Language and Literature

Bambang Yudi Cahyono

Universitas Negeri Malang

Author-ID : 240520

Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Articles

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A BOOK REVIEW ARTICLE: LOOKING INTO ENGLISH LANGUAGE TEACHING IN EAST ASIA THROUGH TWIN VOLUMES Bambang Yudi Cahyono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 4, No 2: December 2004
Publisher : Soegijapranata Catholic University

LANGUAGE POLICIES and LANGUAGE EDUCATION The Impact in East Asian Countries in the Next Decade. (2nd eeL). Edited by Ho Wah Kam and Ruth Y. L. Wong Language Singapore: Eastern Universities Press. 2004, xiv + 384 pp. ISBN: 9812103376

Effect of Project-Based Learning through blogging on EFL students’ writing ability Ikrima Halimatus Sa'diyah; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 9, No 2 (2019): Issued in September 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study scrutinized how Project-Based Learning (PjBL) through blogging affects the writing ability of EFL students across self-efficacy levels. A quasi-experimental design was applied and it was conducted in nine sessions. It involved forty-one students of the English Department of a state university in East Java, Indonesia who attended the argumentative writing class. PjBL through blogging was conducted on the experimental group, while the conventional method was conducted on the control group. The data were collected from writing tests and self-efficacy questionnaires. Independent sample t-test was used in analyzing the students’ scores. The finding disclosed that the students utilizing PjBL through blogging got better scores in writing than the ones using the conventional method. It was also revealed that students having high self-efficacy and those having low self-efficacy taught using PjBL through blogging had no significant difference in writing ability.

Faculty members’ strategies to foster students’ learning engagement in writing class Nurmalinda Maharani Farizka; Bambang Yudi Cahyono
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.v11i1.2478

Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.

Effect of story maps on EFL students’ achievement in writing narrative texts Fardhila Sheli Rahmawati; Bambang Yudi Cahyono; Mirjam Anugerahwati
Journal on English as a Foreign Language Vol 8, No 2 (2018): Issued in September 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students’ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.

Collaborative writing and process writing approach: The effect and students perception Winarti; Bambang Yudi Cahyono
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.773

Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability. HIGHLIGHTS 1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving thewriting skill.

EFL students’ perception on the use of Grammarly and teacher feedback Mohammad Amiqul Fahmi; Bambang Yudi Cahyono
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.849

Many studies on the Automated writing evaluation (AWE) Program predominantly focused on the outcomes of the students writing and the comparison between AWE programs. However, studies investigating the students' perception on combining an AWE program and teacher feedback are still insufficient. This study examined the students' perception on the use of Grammarly and teacher feedback on their writing. It also sought to know whether the students' English proficiency level influences their perception. The participants included 26 undergraduate students of the Faculty of Law who were taking an English for Specific Purpose (ESP) Writing course when the data were collected. The data were the students' responses to the questionnaire and their TOEFL scores. The result of the analysis showed that the students perceived the use of Grammarly and teacher feedback positively. Furthermore, the students' perception on the use of Grammarly and teacher feedback was not influenced by their English proficiency level. Students of high and low English proficiency levels gave positive responses to the use of Grammarly and teacher feedback. HIGHLIGHTS: Combining two kinds of feedback (AWE program and the teacher) providers will produce the feedback that is truly helpful for both the teacher and the students. The role of teacher feedback cannot be neglected as it can complement the demerits of the AWE program. English teachers should consider the appropriate approach when using Grammarly for students with certain English proficiency level because students from different English proficiency levels need a different approach.

Indonesian EFL students’ reading motivation and writing achievement across gender Ajeng Inayatul Ilahiyah; Diah Maya Andina; Punggulina Andawaty Tiven; Bambang Yudi Cahyono
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.

The Perspective of Indonesian Teachers on the Google Classroom Usage in Blended Teaching Fatimatus Suhroh; Bambang Yudi Cahyono
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 10: OKTOBER 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i10.14139

Abstract: Google Classroom is a kind of platform that teachers and students have come to know about. One of the learning processes achieved with google classroom is to blend the style of learning. Blended teaching is one of the teaching processes which is done not only inside the class (offline) but also outside the class (online). The study aims to impose the perspective of Indonesian teachers on the usage of Google Classroom. The study is performed through a qualitative research design. The sample of the study, which uses a survey method through a google form, consisting of forty teachers throughout Indonesia who have administered Google Classroom in their classroom for at least one semester. The data acquired has been put through a comprehensive analysis by categorizing and highlighting the data. The findings showed that almost all the teachers used blended teaching and it had three of the most beneficial usage which is accessibility, as a means of communication and data analysis. The significant challenges on the usage of Google Classroom were in the internet connection and online submitted assignments. They assumed that the overall highlights on Google Classroom usage can be effective and improved for future features.Abstrak: Google Classroom adalah sebuah platform yang banyak diketahui oleh para guru dan siswa. Salah satu proses pembelajaran yang dicapai dengan google classroom adalah untuk memadukan gaya belajar. Pembelajaran campuran (blended learning) adalah salah satu proses pengajaran yang dilakukan tidak hanya di dalam kelas (offline) tetapi juga di luar kelas (online). Penelitian ini bertujuan untuk mengetahui perspektif guru Indonesia tentang penggunaan Google Classroom. Penelitian dilakukan melalui desain penelitian kualitatif. Sampel penelitian, yang menggunakan metode survei menggunakan google form, terdiri dari empat puluh guru di seluruh Indonesia yang telah menerapkan Google Classroom di kelas mereka selama setidaknya satu semester. Data yang diperoleh telah dimasukkan melalui analisis yang komprehensif dengan mengategorikan dan menganalisis pokok data. Temuan menunjukkan bahwa hampir semua guru menggunakan pengajaran campuran dan memiliki tiga penggunaan yang paling bermanfaat yaitu aksesibilitas, sebagai sarana komunikasi dan analisis data. Tantangan yang signifikan dalam penggunaan Google Classroom adalah dalam koneksi internet dan penugasan yang dikirimkan secara online. Mereka berasumsi bahwa sorotan keseluruhan pada penggunaan Google Classroom dapat efektif dan ditingkatkan untuk fitur di masa depan.

THEMES AND MORAL VALUES OF STORIES FROM THE SUB-CONTINENT PUBLISHED IN YOUTUBE Bambang Yudi Cahyono
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 7, No 1 (2013)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v7i1.109

YouTube, a popular video site in the Internet, publishes children stories which can be used for the teaching of English. Many children stories published in YouTube are based on famous fairy tales like “Goldilock and the Tree Bears,” “The Three Little Pigs,” and “The Frog Prince.” Many other children stories, especially those from the Sub-continent, are based on the less famous tales. Examples of these stories include “The Four Friends,” “The Wise Son,” and “Whispering Palms.” Although these children stories are not well-known, with their clear English pronunciation and English subtitles they offer useful resources for the teaching of English. This paper presents the results of content analysis of a sample of 10 children stories from the latter category, that is children stories from the Sub-continent. The analysis was focussed on the themes and moral values. The results of analysis show that the children stories contain everyday life and animal life themes which are close to children life. The children stories also contain moral values which promote the importance of friendship, respect to other people, and love of natural environment. With examples of themes and moral values as such, the children stories from the Sub-continent are relevant with the mission in the development of character. Thus, when used in the English classroom, the video-based children stories from the Subcontinuent published in YouTube not only provide useful materials for the teaching of English, but they also contribute to the development of students’ good character.

THE ROLE OF TEACHERS IN DETERMINING SUCCESS OF ENGLISH LANGUAGE TEACHING IN INDONESIA Bambang Yudi Cahyono
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.597 KB)

Success in language teaching is affected by a number of factors, namely the method and material, teacher, instruction, sociocultural environment, and learner factors (Stern, 1983: 40). Among these factors, teacher is considered as the most important one as what the teacher does determines the degree of success contributed by other factors. This paper highlights the important role of teacher in determining the success of English language teaching (ELT). More specifically, it will discuss the role of the teacher in (1) optimizing input for the students, (2) solving instructional problems, and (3) searching ways for professional development. In this paper, some ways are discussed for these three endeavors. In order to optimize input for the students, English teachers are suggested to use classroom language as a means to manage instruction and to use English language for genuine communication and interaction. In order to solve instructional problems in English classroom, English teachers are suggested to carry out action research focusing on the problems that students have in understanding learning materials or in improving their English acquisition. In order to develop professionally, English teachers are suggested to take options for their professional development. The implementation of any or all of these three endeavors by secondary school English teachers will contribute to the success of ELT in Indonesia. Thus, it is expected that the important role of teacher as highlighted in this paper will suggest a direction to where reformulation of ELT in Indonesia should go.

Co-Authors Achmad Effendi Kadarisman Ajeng Inayatul Ilahiyah Andina, Diah Maya Ani Susanti Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Arinas Sabila Asy’ari, Nafiatun Ainia Atik Umamah Atika Kumala Dewi, Atika Kumala Aulia Apriana Azza Nabila Azza Nabila Bagio Tjahjadi Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina Effendi, Muhammad Idris Ekaning Dewanti Laksmi El Khoiri, Niamika Elva Yohana Endah Yulia Rahayu Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri Hilda Cahyani I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Johannes Ananto Prayogo Jonathans, Peggy Magdalena Kasihani K.E. Suyanto Khoiriyah Khoiriyah Komm Pechinthorn Landry Dwiyoga Daniswara Livianni Lambe Lulu Laela Amalia M. Hilmy Hidayatullah Made Frida Yulia Mafulah, Siti Merliyani Putri Anggraini Metaria Metaria Miftahul Janah Mirjam Anugerahwati Moh. Taufik Mohammad Amiqul Fahmi Mubarok, Ahsin Fahmi Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Ninuk Indrayani Nunung Suryati Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurjanah, Lailatul Nurmalinda Maharani Farizka Oki Dwi Ramadian Punggulina Andawaty Tiven Radina Anggun Nurisma Rahmawati, Fardhila Sheli Ramadian, Oki Dwi Ramli, Astri Mardilla Ratih Novita Sari, Ratih Novita Roghibatul Luthfiyyah Rohi Qimmahtum Rohmana, Wahyu Indah Mala Rowiyah, Siti Rusdiana Junaid S. V. Sailaja Saida Ulfa Santi Erliana, Santi Sari Karmina Satriani, Satriani Shirly Rizki Kusumaningrum Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Sri Rachmajanti Suharyadi Suhono Syamdianita Syamdianita, Syamdianita Syarif, Tengku Intan Suzila Tengku Tengku Intan Suzila Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Titik Lina Widyaningsih Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utari Praba Astuti Utari Praba Astuti Wahyun Bardianing Panggalih Winarti Wulandari, Nur Setyo Yazid Basthomi Yofita Christy Isgiarno Yohana, Elva Yuli Ani Setyo Dewi Zakila Mardatila Ersyad Zhenita Deliany

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