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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 IQRA´ 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
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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EFL Students’ Perception on the Use of “Rhetorical Précis” as a Summarizing Template Wahyun Bardianing Panggalih; Bambang Yudi Cahyono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i1.610

Abstract

For university students, a skill in writing a good summary of articles, books and other sources is very important. Rhetorical Précis, a summarizing template that consists of four dense and direct sentences, can be used to compose a precise summary. This research aims at exploring EFL students’ perceptions of the use of Rhetorical Précis. Using a survey study, a five-degree questionnaire was spread out to 47 students who had attended the Critical Reading course at a reputable university in Surabaya, Indonesia. The data from the questionnaire were analyzed quantitatively. In addition, a semi-structured interview was held with four of the students. The interview was recorded and transcribed to meet the need of this study. The findings of this study showed that most of the students had positive perceptions of each element of Rhetorical Précis. In short, the students perceived that the Rhetorical Précis summarizing template could be used  by the students to make a summary of the original texts precisely and accurately.
The Analysis of the Culture-Related Contents in an Indonesian English Textbook Ulya Safira Riadini; Bambang Yudi Cahyono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.711

Abstract

This research analyzed the presentation of culture-related contents of the tenth-grade senior high school English textbook. The textbook was published by the Ministry of Education and Culture of Republic Indonesia. The written texts that contain cultural information were identified by employing content analysis based on Cortazzi & Jin (1999) three sources of cultural information, and coded under the eight categories by Byram (1993). Cortazzi & Jin (1999) categorization is used to portray the presentation of culture-related contents in the English textbook. The written texts were classified into those sources, and Byram (1993) checklist was used in the procedure of the content analysis mentioned earlier. The scope of the cultural content and how it meets the needs of cultural teaching in English language teaching are revealed in this checklist. The findings showed that the EFL textbook not only reflects the target cultures, but also source cultures and international cultures. The materials present source cultures as the most frequently depicted cultures and the international cultures are the least frequently depicted cultures. In conclusion, the materials related to culture in this English textbook are well represented to be integrated into the English language teaching and learning process.
EFL University Students' Reading Strategy Use across Personality Types in Understanding English Online Texts Merliyani Putri Anggraini; Bambang Yudi Cahyono; Mirjam Anugerahwati; Francisca Maria Ivone
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading strategies are the crucial factors in determining the success of reading comprehension, moreover in an online environment. However, previous research moderating participants' personalities in determining the reading strategy use is still inconclusive. This study aimed to explore the reading strategies used by EFL university students across personality types in understanding English online texts, and to examine the relationship between personality types and reading strategies. A quantitative study was administered to answer the research questions using a survey of online reading strategies (SORS). The research participants included 248 second-year university students in one of the universities in Indonesia. They were asked to attend the personality test to know whether they were extroverts or introverts. The findings revealed that extroverted students tended to use socio-affective strategies. Meanwhile, introverted students preferred to use global strategies. Interestingly, both types of students were noticed to employ support reading strategies occasionally. The significant but weak relationship between personality types and strategy use was merely found in global and socio-affective strategies. The results suggest that teachers in online reading classes should train their students to use various reading strategies so that the students with extroverted or introverted personalities can maximize their online reading comprehension
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

Abstract

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 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i2.1341

Abstract

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. 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i2.877

Abstract

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.
Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic Azza Nabila; Bambang Yudi Cahyono; Niamika El Khoiri
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.308 KB) | DOI: 10.30762/jeels.v8i2.3567

Abstract

This research is aimed at investigating the level of demotivation and the demotivating factors experienced by Indonesian EFL learners during home online English learning as response to social distancing order amid the COVID-19 pandemic. This research employed quantitative and qualitative data. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.
Integrating Electronic Portfolio Assessment into Teaching Materials: An Exploratory Study on Speaking Course Syllabus Development Moh. Taufik; Nur Mukminatien; Suharyadi Suharyadi; Sari Karmina; Bambang Yudi Cahyono; Tengku Intan Suzila bt Tengku Sharif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 8: AGUSTUS 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i8.15539

Abstract

Abstract: The ICT advancement provokes the possibility of developing speaking skill through portfolio assessment which was commonly attributable mostly to writing skill. Hence, an exploratory study adopting ADDIE model was conducted to develop an electronic portfolio assessment integrated into teaching materials. A triangulated technique of data collection: questionnaire respondents, interviews and data from evaluation sheets was gathered. Statistical descriptive analysis, discourse and content analysis were conducted and positive possibilities were found to ffacilitate the development of speaking skills through electronic portfolio assessment.
Indonesian EFL Students’ Motivation in Online English Learning in the Emergency Remote Teaching Context Miftahul Janah; Bambang Yudi Cahyono
International Journal of Language Education Vol. 6, No. 3, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i3.22883

Abstract

Due to the massive spread of the coronavirus disease (COVID-19) in Indonesia, teachers are demanded to make immediate plans for online teaching. Online teaching aimed to maintain the teaching quality as well as to get the students to feel more motivated in learning. Of the various studies on motivation and its role in students’ English learning, research that specifically focused on how students promote motivation to learn English remotely is still limited. This study, therefore, investigated the students’ motivation in online English learning and found out factors that affect their motivation. To get the data, an online survey questionnaire was created and distributed by using Google Forms. The results show that students have a medium level of positive motivation in online English learning. Some factors that strongly affect the level of motivation includes learning attitudes (having a strong desire to learn English), self-confidence (the capability to join the online English learning well) and influence of other people (family members and lecturers).
The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.54 KB) | DOI: 10.24815/siele.v8i2.19202

Abstract

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials. 
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