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All Journal International Journal of Evaluation and Research in Education (IJERE) Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Pedagogical Language, Literature, and Cultural Studies
Him’mawan Adi Nugroho
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFL teachers’ perceptions on professional development for language proficiency maintenance and improvement Him’mawan Adi Nugroho; Utami Widiati; Ani Susanti
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22966

Abstract

This case study investigated the phenomenon of English as a foreign language (EFL) teachers’ perceptions of professional development (PD) related to language proficiency, which has become a critical issue in the field of EFL teaching and has played an important role in facilitating students to learn English well. Interview guides were employed as the main instrument to elicit information about PD activities related to language proficiency maintenance and improvement, comprising closed-ended and open-ended items. The participants of the study were six professional EFL teachers who have had 5 to 30 years of teaching experience, selected from high schools in a capital city in Indonesia. Data were analyzed descriptively to result in frequencies of importance levels and qualitatively to explore patterns of PD activities. The results showed that two factors affecting the participants’ acknowledgement of the importance of language proficiency PD activities: the need to maintain and improve language proficiency and the benefits of proficiency for teaching and learning. It is recommended that Indonesian EFL teachers develop self-awareness of the importance of improving their skills not only pedagogically but also professionally and realize that PD for language proficiency in particular is imperative to help them keep their professionalism high. 
Identifying the Theoretical Review of Narrow Free Voluntary Web-surfing for Reading Comprehension and Reader’s Interest Rose Agustina; Ali Mustofa; Him’mawan Adi Nugroho
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.294

Abstract

The theoretical research aim is to investigate statements written by Stephen Krashen in his book Free Voluntary Reading about the use of Narrow FVS (free voluntary web-surfing) in reading and its potential to foster reading interest, motivation, and understanding of readers. Based on the literature review analysis, several points can be obtained that will make it easier for readers to develop their language skills and make them useful to understand a text. Kindly separate the rationale of narrow FVS, including narrow reading, free voluntary reading, and free voluntary web surfing, all three of which can be concluded to have good potential in making it easier for readers to understand a reading text, get varied input material easily, and be a good solution for growing reading habits. The research can be concluded from several analyses of the three techniques, which have the same characteristics, including extensive reading and pleasure reading, so they can be combined. In addition, reducing reading lexical load and anxiety will positively impact readers' motivation to continue reading in large quantities with more confidence
The Independent Learners’ Effort and Their Oral Communication Achievement During Pandemic Intan Soraya; Ali Mustofa; Him’mawan Adi Nugroho
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.710

Abstract

During the pandemic Covid 19, the situation of teaching and learning English was different from yesterday. with limiting time in the process of study, make the teacher and also the students don’t have much time to communicate directly. They have space for communication. caused the class setting to be online. it makes the students have to be creative in learning. Utilizing the media is needed. Therefore, the students use to be independent in learning The research purpose was to (1) explain the independent learners’ effort to acquire English as Foreign Language and (2) find out independent learners’ oral communication skill achievement from their efforts. This research method is qualitative descriptive. Triangulation is used to make sure the data has been valid. The collecting of data is observation based on the fact that happen before the pandemic and during the pandemic, informant interviews, and document analysis. The technique of validity data used triangulation. The technique of data analysis uses Miles and Huberman’s interactive model. The result of this research shows that independent learners have been creative in the learning process. followed by the score to prove the research has been done in the field of the target.
Dynamic Pedagogy for Critical Thinking: A Narrative Inquiry in Digital EFL Reading Henny Iswati; Ahmad Munir; Him’mawan Adi Nugroho
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.49

Abstract

This study aimed to capture the dynamic pedagogy of two Indonesian EFL lecturers to scaffold students’ critical thinking in digital reading. Driven by Clandinin’s (2000) narrative inquiry model, this study employed semi-structured interviews to investigate the development of teaching practices, student engagement with digital technology, and the promotion of dialogic teaching processes. This study found through thematic analysis that there were three main components of dynamic pedagogy: (a) Temporal scaffolding, namely, developing critical thinking via sequenced tasks designed to increase task difficulty progressively; (b) Mediating spaces, namely, creating critical spaces through digital media, including online platforms such as Google Docs and Padlet; and (c) Relational feedback - developing critical thinking via dialogic interaction to promote metacognitive thinking. Although uneven digital expertise and institutional support were difficult, the participants were flexible and shaped their pedagogy to account for the (critical) literacy demands of the students. This research contributes to the literature on EFL digital pedagogy by highlighting the teacher’s role in facilitating critical thinking as an ongoing, complex, and contextually bound process. There are also pedagogical implications, such as integrating digital skills instruction, providing iterative feedback to students on their digital sources (both online and offline), and offering professional development in digital critical literacy pedagogy.
Co-Authors Ahmad Munir Ali Mustofa Ani Susanti Henny Iswati Intan Soraya Rose Agustina Utami Widiati