Article Per Year (5 Year)
p-Index From 2021 - 2026
3.595
P-Index
This Author published in this journals
All Journal DIKSI Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Jurnal Pendidikan Usia Dini QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama PRASASTI: Journal of Linguistics LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JURNAL EDUCATION AND DEVELOPMENT JETL (Journal Of Education, Teaching and Learning) Journal of English Language Teaching and Linguistics English Language Teaching Educational Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Indonesian Journal of EFL and Linguistics Indonesian Journal of Business Analytics (IJBA) Formosa Journal of Sustainable Research (FJSR) Journal of Educational Sciences The Journal Of English Teaching For Young And Adult Learners International Journal of Contemporary Studies in Education Indonesian Journal of Education and Learning REGISTER JOURNAL LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Basikin Basikin
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 32 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 32 Documents
Search

 1   2   3   4 
Students’ Perspective Towards the Effects of Anxiety in Technology-Based Assessment: A Qualitative Study Putri, Nazmelia Indah; Basikin, Basikin
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2313-2322

Abstract

Test anxiety often appears in EFL students, especially in online assessments. The difficulties and anxiety associated with online testing must be taken into account when examining the impact of anxiety in technology-based assessments on EFL students. The purpose of this study is to explore the effects of anxiety in technology-based assessment on EFL students. This study also explores the students’ perspective on the connection between the uses of technology in assessment and anxiety. The researchers use qualitative research as the method of the research. This research was conducted at one of the universities in Yogyakarta. The interviews were conducted with four students from the second semester in-depth interview. In general, it is found that students tend to view online tests positively, perceiving them as a flexible and practical method of assessment. However, the findings also indicate that online test anxiety has a negative impact on the academic performance of EFL students and contributes to their perception of online assessments. It has been established that students experiencing high levels of anxiety may impair their reasoning and abstract thinking abilities, which can have a significant effect on the students’ academic performance.
Teachers' Beliefs and Practices Regarding the Genre-Based Approach to English Learning in Junior High School Shafira Zulmeida; Basikin
Indonesian Journal of Business Analytics Vol. 5 No. 3 (2025): June 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijba.v5i3.14513

Abstract

This study aims to investigate English teachers' beliefs and practices regarding the Genre-Based Approach in the classroom, as well as the effectiveness of its implementation in improving students' language understanding and skills. A case study was conducted in three junior high schools, including one private school, with data collected through interviews, classroom observations, and teaching module analysis. The results show that most teachers had a limited understanding of GBA, with only one teacher demonstrating deeper knowledge. Teachers' beliefs about GBA were influenced by three factors: the importance of GBA, its impact on students, and the sources of their beliefs. This study highlights the importance of professional development and curriculum support to enhance the implementation of GBA in English language teaching.
ENGLISH TEACHERS' WORK ENGAGEMENT AMONG CRITIQUES OF LOW PROFESSIONAL COMPETENCE IN INDONESIA -, Basikin
Diksi Vol. 16 No. 2: DIKSI JULI 2009
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.814 KB) | DOI: 10.21831/diksi.v16i2.6610

Abstract

Artikel ini ditulis berdasarkan kajian tentang keterlibatan kerja 152 guru BahasaInggris SMP di Yogyakarta. Data dikumpulkan dengan angket model Utrecht WorkEngagement Scale (UWES 9) yang dikembangkan oleh Schaufeli dkk. pada tahun 2002,yang mengukur tiga faktor keterlibatan kerja, yaitu semangat, dedikasi, dan ketertarikan.Hasil penelitian menunjukkan bahwa keterlibatan kerja para guru secara umum tinggi(rerata 5,04 pada skala 7; rerata semangat, dedikasi, dan ketertarikan masing-masing4,99, 5,44, dan 4,71). Reliabilitas data dihitung dengan Cronbach alpha. Koefisien alphasecara keseluruhan adalah 0,91 dan koefisien alpha untuk semangat, dedikasi, danketertarikan adalah 0,76, 0,83, dan 0,79. Temuan penelitian ini menarik dalam konteksprestasi siswa dan perhargaan terhadap profesi guru yang rendah.Kata kunci: keterlibatan kerja guru, kemampuan profesional
AN EXPLORATORY STUDY INTO EFL TEACHERS AND STUDENTS’ PERCEPTIONS ABOUT THE 2013 CURRICULUM IMPLEMENTATION Ratih, Dewi; Basikin, Basikin
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i1.6228

Abstract

Since the beginning, the 2013 EFL curriculum has become a center for research in the field of language learning. This can be seen from pro and cons that surround during the implementation. At certain level, the 2013 EFL curriculum has reported facing various issues. These issues, especially, related to the use of predetermined syllabus and textbooks as the main models of learning, reduction in teaching hours, teaching approach, and the authentic assessment. Reflecting from these issues, this study tries to map the implementation of the curriculum in the classroom by appointing to Snyder et al. (1992) approach models. It is conducted by noticing Fullan’s (2007) curriculum implementation factors. The study employs a sequential exploratory method involving twenty-one EFL teachers from five different senior high schools and two hundred-thirteen students. The study reveals that there are two models of approach that are most often applied by EFL teachers. These are mutual-adaptive and fidelity approach model. Eventually, the factors that emerge need to be taken into consideration by policy makers as evaluation material for further language curriculum development. 
“AM I READY TO TEACH?”: EFL PRE-SERVICE TEACHERS’ MENTAL READINESS TO TEACH AND IMPLICATION FOR TEACHER EDUCATION Anandari, Christina Lhaksmita; Suryaman, Maman; Basikin, Basikin
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12090

Abstract

Third-year pre-service teachers in the English language education department in Indonesia may feel uncertain about their mental readiness to become English teachers. Although they have a high-intermediate level of English proficiency, they often fear facing the challenges of managing the class and showcasing mental readiness to become teachers. Therefore, this study explores the third-year Indonesian EFL pre-service teachers’ mental readiness to become teachers, and the need to emphasize mental readiness and grit to successful teaching practice. Twenty-three EFL pre-service teachers enrolled a microteaching course, as one of the teaching practice components in the English language education curriculum, participated in this study. They were asked to write structured reflections on their mental readiness, and their reflections were thoroughly examined using a narrative analysis. The results showed that the pre-service teachers expressed concern about their ability to manage the class and their students, which reflects their mental unreadiness to be the person in charge in the classroom. Moreover, the pre-service teachers highlighted the need to be more mentally aware of their attitude and grit in shaping their mental readiness to teach. This study contributes to a larger context-specific understanding of the roles of the English teacher education programs at the university level in assisting pre-service English teachers to achieve mental readiness and grit that can help them address the challenges.
ENHANCING STUDENTS’ SPEAKING PERFORMANCE THROUGH A DAY IN MY LIFE CONTENT’ ON Huka, Britshy Rosanadya; Basikin, Basikin; Ximenes, Adalciza Agusta; Manafe, Thedy Hardi; Relmasira, Mega Victoria; Kawai, Santi; Kesaulija, Anggelvania Liany
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.41237

Abstract

This study investigates the effectiveness of using "A Day in My Life" content on TikTok to improve the speaking performance of eleventh-grade tourism department students at SMK Bahari Ambon. Despite the growing popularity of ICT tools in education, many students still struggle with speaking skills, particularly in contexts that require confidence and fluency. This research aimed to determine how TikTok, as an innovative educational tool, could impact students' speaking abilities. The study involved 27 students and was conducted over three cycles, utilising a mixed-method approach that included project presentations as tour guides, video projects at tourist attractions in Ambon, observation checklists, interviews, and scripts of tourist attractions. The findings revealed a significant improvement in students' speaking skills, with average scores increasing from 48 in the first cycle to 71.5 in the second cycle and reaching 97.7 in the third cycle. Descriptive data showed that using TikTok enhanced students' confidence, reduced their fear of making mistakes, and encouraged continuous practice. Both quantitative and qualitative results highlighted the importance of consistent speaking practice, appropriate media use, and engaging classroom activities in improving speaking performance. The study concludes with implications for educators and suggests that integrating "A Day in My Life" content on TikTok is an effective strategy for enhancing students' speaking performance in the tourism department.
The Contribution of Inservice Teacher Education Program (PPG) on Teachers' Professionalism Basikin, Basikin
English Language Teaching Educational Journal Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i2.10076

Abstract

Teacher professional development (TPD) programs have been considered an inportant aspect in teacher development and quality improvement. They are believed to be able to improve teachers’ knowledge and skills which in turn improve students’ learning and improvement. This study examined the contribution of a TPD program for English teachers, PPG in Indonesia on the teacher professionalism, particularly their beliefs about good English teaching, knowledge and skills in English teaching, and practices in the classrom teaching. Data were collected through a close-ended survey, observation, and reflectice interviews with online-inservice PPG techear alumni. Findings suggested that although teacher participants reported that PPG contributed to changes in their beliefs about better English teaching and knowledge and skills in teaching English, such chnages were not reflected in their teaching practices. Such findings implied an improvement of the PPG program structure to include support provided toi teachers when they implement the knowledge and skills in the classrooms.
International Posture and Intercultural Awareness: A Survey Study of Indonesian L2 Learners of English Subekti, Adaninggar Septi; Andriyanti, Erna; Basikin, Basikin
Register Journal Vol. 17 No. 1 (2024): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v17i1.49-72

Abstract

This study intended to investigate International Posture and Intercultural Awareness of Indonesian L2 learners of English who studied at English Language departments. It also sought to investigate the extent to which learners' International Posture influenced their Intercultural Awareness. It was conducted to fill the gap in the literature on the scarcity of studies on International Posture and Intercultural Awareness in Indonesia despite the likelihood of communication prospects in English with international people. To this end, it involved 73 participants studying in English Language Education departments at two universities in Java, Indonesia, in a survey. Through descriptive statistics on SPSS, the study found a quite high level of Intergroup Approach-Avoidance Tendencies (IAAT), the first dimension of International Posture. It also found a moderate-high level of Interest in International Vocation and Activities (IIVA), the second dimension of International Posture. Furthermore, the participants’ awareness of their own cultures and those of others was generally high though some of the participants' awareness of specific aspects of other cultures was reported to be low. Using multiple regression, the study found that generally, the participants’ International Posture significantly influenced their Intercultural Awareness, accounting for 22.3% of the total variance in Intercultural Awareness. However, from the beta coefficient analysis, it was found that only the participants’ IAAT significantly influenced their Intercultural Awareness in a positive direction. Their IIVA did not significantly influence it. The findings highlighted the need to nurture second/foreign language (L2) learners’ International Posture and conduct further investigation on the possible impacts of learners’ International Posture on learners’ ICC in general.
Intercultural Awareness Levels of Indonesian Pre-service Teachers in International Teaching Practicum Nurhastuti, Devi; Basikin, Basikin
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 14 No. 2 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i2.3436

Abstract

Culture shocks, miscommunications, and even conflict will occur due to a lack of intercultural communication skills. Effective communication with native speakers requires language abilities, cultural awareness, and familiarity with local customs. Several studies on intercultural relationships have been documented. However, there is still limited research on the levels that affect intercultural awareness. This study aims to examine the intercultural awareness of pre-service teachers. This study aims to investigate the levels that affect intercultural awareness among aspiring pre-service teachers participating in an international teaching practicum (ITP). The design used a qualitative multiple-case study. Interviews with eight aspiring English pre-service teachers from Indonesia were conducted to collect data. The results show that the majority of participants agreed that during an international teaching practicum program, they gained the ability to compare and mediate cultural differences and similarities. Indonesian pre-service teachers being investigated had good intercultural awareness. The findings suggest important practical implications for providing students with sufficient references to assist pre-service teachers in enhancing and developing their intercultural teaching abilities.
Exploring Undergraduate Students’ Perceptions Toward Extensive Reading Course Basri; Basikin
Formosa Journal of Sustainable Research Vol. 3 No. 8 (2024): August 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i8.10957

Abstract

The importance of extensive reading is undeniable. Through implementing extensive reading, students can obtain many benefits toward their English proficiency. Although much research has been conducted towards implementing ER, few study underlying the students’ perceptions as the subject of ER implementation. Thus, this research aims at exploring the students’ perceptions towards their ER course. Further, this research also aims at exploring the students’ outcomes gained from the ER course. This study used qualitative descriptive design, the participants in this study are undergraduate students who have experience on extensive reading course at private university in Makassar. The sampling technique used in this study was purposive sampling involving 7 participants. In-depth interview data collection technique was used in this study and the results obtained were analyzed using thematic analysis. The results show that the extensive reading course improved the students' reading fluency, reading comprehension, vocabulary acquisition, writing ability, and reading motivation, among other five areas. The way ER principles are applied throughout the training has an impact on those benefits. Easy reading materials, a variety of available materials, authority in material selection, frequent reading, speed reading, silent reading, meaningful reading, enjoyable reading, teacher direction, and the teacher as a role model are the concepts that are put into practice
Co-Authors -, Retma Sari Abd. Syakur Adaninggar Septi Subekti Ajeng Anggraeni Anandari, Christina Lhaksmita Bambang Sugeng Basri Chandra Fauzi Dewi Ratih, Dewi Erna Andriyanti Fitri Hidayati Huka, Britshy Rosanadya Islamiaty, Dian Kawai, Santi Kesaulija, Anggelvania Liany Kita Ngatu, Simon Petrus Maman Suryaman Manafe, Thedy Hardi Maulana, Danang Esha Nana Apriliana Nisa, Liana Buruuja Nurhastuti, Devi Nury Supriyanti Oktari, Eskananti Intan Pertiwi, Isnaini Roro Putri, Nazmelia Indah Relmasira, Mega Victoria Retma Sari Rochma, Anis Firdatul Sabrina, Rizqi Samsul Maarif Shafira Zulmeida Sri Istiqomah Surya Sagiro Batubara Sutrisna Wibawa Suwarsih Madya Syafiqurrakhman, M Amien Umar, Nasir Vineki Riyadini, Maria Widyastuti Purbani Ximenes, Adalciza Agusta Yuliyanto Sabat, Yuliyanto Zulkifli, Riffat Haqhani