Article Per Year (5 Year)
p-Index From 2021 - 2026
7.058
P-Index
This Author published in this journals
All Journal Al-Lisan IJEE (Indonesian Journal of English Education) TARBIYA : Journal Education in Muslim Society English Review: Journal of English Education Edukasi: Jurnal Pendidikan dan Pengajaran OKARA: Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal LET: Linguistics, Literature and English Teaching Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Linguistic, English Education and Art (LEEA) Journal EDUVELOP (Journal of English Education and Development) Journal of Applied Studies in Language LEKSIKA Loquen: English Studies Journal Jurnal Basicedu Voices of English Language Education Society EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of English Language Teaching and Linguistics Journal of English Education Faktor Jurnal Ilmiah Kependidikan Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Linguists: Journal of Linguistics and Language Teaching Journal of English Language Teaching Innovations and Materials (Jeltim) Pioneer: Journal of Language and Literature FOSTER: Journal of English Language Teaching JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA JOLLT Journal of Languages and Language Teaching Linguistic, English Education and Art (LEEA) Journal Al-Lisan: Jurnal Bahasa JASL - Journal of Applied Studies in Language Jurnal Basicedu TELL - US JOURNAL
Nida Husna HR
UIN Syarif Hidayatullah Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 57 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 57 Documents
Search

 2   3   4   5   6 
Implementing Kurikulum Merdeka: Teachers’ Strategy in Teaching English in Elementary School Virda Rizki Ananda; Nida Husna; Farida Hamid
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10011

Abstract

This study explores the strategies employed by elementary school English teachers in implementing the Merdeka Curriculum. The research focuses on understanding how teachers adapt their instructional practices, utilize resources, and address challenges in fostering student-centered learning. Data were collected from five teachers in Jakarta using a qualitative descriptive approach, supported by questionnaires. The findings reveal that teachers use diverse teaching resources, active learning methods, and interdisciplinary integration to engage students and improve communication skills. However, challenges such as limited instructional time, inadequate facilities, and uneven training opportunities hinder the full implementation of the curriculum. This study underscores the importance of professional development and resource allocation to enhance curriculum delivery, offering insights into improving English language education at the elementary level.
The Representation of Multicultural Values in Pearson Big English 6 ELT Textbook: A Discourse Analysis Suci Rizki Sigid Harahap; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 8 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v8i1.1731

Abstract

This research aims to examine the visual components of a Pearson primary school English textbook. By applying visual semiotic theory to the visual aspects (Barthes, 1977), this research demonstrates that the EFL textbook has three kinds of multicultural values: respect for other people's traditions, appreciation for women's equal rights, and appreciation for other people's viewpoints. Three photos exemplified respect for other people's traditions, one exemplified gratitude for women's equal rights, and two exemplified appreciation for another person's viewpoint. Additionally, two visual components identified in this research are classified as source culture (SC), four visual elements are classified as universality culture (UC), and there are no visual elements that reflect target culture (TC). The current study discovered that the EFL Pearson textbook for Indonesian primary school continues to have an asymmetric depiction of multicultural values.
Politeness Strategies in Lecturers’ Written Corrective Feedback: A Discourse Analysis in Indonesian EFL Higher Education Asmida Yanti Siregar; Didin Nuruddin Hidayat; Nida Husna
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.334

Abstract

Previous research has explored politeness strategies in contexts such as classroom interactions and online communication; however, further investigation across diverse dimensions of educational discourse is necessary. This study examines the politeness strategies utilized by lecturers when delivering Written Corrective Feedback (WCF) to undergraduate EFL students in Indonesia. This research adopted a descriptive qualitative research design comprising data from twelve files of WCF collected from the Contrastive Error Analysis course at a public university in Indonesia. Discourse-based coding was employed to analyze the data, identifying the four maxims of politeness theory: positive politeness, negative politeness, off-record strategies, and bald-on-record expressions. The findings showed that the lecturer applied all four politeness strategies; furthermore, positive and negative politeness were the most frequently used. Positive politeness was expressed through praise, encouragement, and inclusive language to enhance students' confidence, whereas negative politeness was demonstrated through hedging, indirect suggestions, and question forms that maintained student autonomy. Off-record strategies primarily addressed higher-order issues, including coherence and argumentation, while bald-on-record strategies were limited to surface-level corrections. The findings enhance the understanding of feedback discourse and provide implications for improving feedback practices in EFL contexts, especially within Indonesian higher education.
From Directive to Facilitative: Interactional Strategies Influencing Student Participation in Online ELT Classroom Fella Rosy; Didin Nuruddin Hidayat; Nida Husna; Shirley Baker
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7519

Abstract

This study investigates the effects of various teaching strategies on student engagement in an English Language Teaching (ELT) classroom at the university level. Data from a 90-minute online postgraduate course on second language acquisition were gathered using qualitative discourse analysis, through recorded classroom interaction conducted via Zoom. For identifying collaborative, directive, probing, scaffolding, and facilitative interactional strategies, this study used qualitative discourse analysis of a 90-minute online postgraduate class on second language acquisition. Five illustrative examples of interaction were chosen from an online class conducted on Zoom, and discourse analysis was carried out using these examples to identify teacher discourse strategies and their impact on student participation. Autonomy and multidirectional communication were further encouraged via collaborative interactions. Conversely, directive methods resulted in fewer replies and lower levels of participation. Discourse evidence indicates that collaborative and facilitative techniques fostered more extended learner responses and sustained engagement, whereas directive moves discouraged engagement. this study makes a contribution with empirical findings from an EFL context in an Indonesian university setting in providing evidence that student-centered and interactionally responsive approaches to teaching, in particular when using facilitative questioning, scaffolding, probing, and collaborative discourse, have a major positive impact on online English class participation and meaning-making, in contrast to directive teaching approaches which have a constraining effect on online interaction.
Gendered Performances in Social Media Promotions for English Learning Virda Rizki Ananda; Didin Nuruddin Hidayat; Nida Husna
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7529

Abstract

This study explores how gender is represented in English language education promotions on social media, focusing on Instagram content by @kampunginggrislc, a well-known English course provider in Pare, Indonesia. Using a qualitative approach and Critical Discourse Analysis (CDA) based on Fairclough’s model and Judith Butler’s theory of gender performativity, this research investigates six selected video posts. The findings show that male and female figures are portrayed differently in both verbal and visual elements. Male speakers are often positioned as authoritative and logical, while female speakers are associated with emotional, polite, and aesthetic values. These gendered performances reflect broader cultural expectations in Indonesian society. The study concludes that English language promotional content on social media not only serves educational purposes but also functions as a space where gender ideologies are reproduced and normalized. The research calls for greater awareness in creating inclusive educational media that supports gender equality.
Formal Education in Indonesia and Egypt: Comparison of Challenges in Teaching English on Secondary Level Dewi Nurpitriyani; Ibrahim El Sayed Abdel Moneim Attia Salama; Ratu Erlinda Kurniatillah; Nida Husna; Itje Chodijah; Didin Nuruddin Hidayat
Tell : Teaching of English Language and Literature Journal Vol 10 No 1 (2022): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i1.9408

Abstract

This research aims to compare the challenges in teaching English between Indonesia and Egypt. This study is restricted to the secondary level for formal education in both countries. The study is also investigated the teacher’s problems for formal education in Indonesia and Egypt and what are the challenges that the English teachers may face while teaching in both countries. The research used the comparative method of studying to evaluate and compare the challenges and causes for common problems in formal education in teaching English in both countries. Data were collected in two different ways; the questionnaire and interview. There were 30 English teachers as respondents in this research who teach in several cities in Indonesia and Egypt. The result of the study revealed that several similar challenges found in English teaching both in Indonesia and Egypt, such as students‘ lack participations, numbers of students in a classroom, teachers‘ competency in the curriculum implementation, and teachers‘ management skill. This study uncovered ways to overcome these challenges such as joining seminars to enlighten teachers‘ competences, dividing students into smaller groups, asking them one by one to share their thought, applying the classroom in the beginning of the class, and giving remedials to the ones who need extra attention.
IMPLEMENTING MERDEKA CURRICULUM :THE MEDIA USE BY THE ENGLISH TEACHERS ULFA RAYHANI NST; Nida Husna; Farida Hamid
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10234

Abstract

AbstrakKurikulum sangat penting dalam lembaga pendidikan karena kurikulum merupakan "jantung" pendidikan. Oleh karena itu, media dalam pengajaran merupakan salah satu hal yang dapat menunjang keberhasilan proses belajar mengajar. Artikel ini bertujuan untuk mengetahui media apa saja yang digunakan guru dalam mengimplementasikan Kurikulum Merdeka dan menjelaskan bagaimana Kurikulum Merdeka diimplementasikan dalam Pembelajaran Bahasa Inggris. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode penelitian Analisis Tematik. Partisipan dalam penelitian ini adalah 10 guru Bahasa Inggris SMP di berbagai sekolah. Instrumen penelitian menggunakan kuesioner dan wawancara dari rekaman audio untuk menjawab beberapa pertanyaan dalam kuesioner. Hasil penelitian menunjukkan bahwa media yang digunakan guru Bahasa Inggris selama implementasi Kurikulum Merdeka adalah: Buku Teks, Video Edukasi, Aplikasi Pembelajaran (misalnya, Kahoot, Quizlet), Media Sosial (misalnya, WhatsApp, Facebook), Media Audio (Rekaman audio, podcast, dan lagu). Partisipan juga mengungkapkan beberapa media yang tidak disebutkan dalam kuesioner, seperti PowerPoint, blog untuk tugas kreatif, dan peta konsep. Terdapat dua prinsip dalam mengintegrasikan Kurikulum Merdeka ke dalam kegiatan pembelajaran Bahasa Inggris: Pertama, pembelajaran berbasis proyek dan kedua, pembelajaran berdiferensiasi. Kesimpulannya, penggunaan media dalam pembelajaran Bahasa Inggris menjadi lebih aktif dan efektif. Kata Kunci: Media, Implementasi, Kurikulum Merdeka Abstract The curriculum is very important in educational institutions because the curriculum is the "heart" of education. Therefore, Media in teaching is one thing that can support the success of the teaching and learning process. This article aims to find out the media are used by teachers in implementing the Merdeka Curriculum and explain how the Merdeka Curriculum is Implemented in English Language Learning. This study uses a descriptive qualitative approach with the Thematic Analysis research method. Participants in this study were 10 junior high school English teachers in various schools. The research instrument used questionnaires and interviews from audio recordings to answer several questions in the questionnaire. The results of the study show that the media used by English teachers during the implementation of the Merdeka Curriculum are: Textbooks, Educational Videos, Learning Applications (eg, Kahoot, Quizlet), Social Media (eg, WhatsApp, Facebook), Audio Media (Audio recordings, podcasts, and songs). Participants also revealed some media that were not mentioned in the questionnaire, such as powerpoint, blogs for creative tasks, concept maps. There are two principles of Integrating the Merdeka Curriculum into English Teaching Activities: The first is Project-based learning and the second is Differentiated instruction. In conclusion the use of media in teaching English becomes more active and effective. Keywords: Media, Implementation, Merdeka Crurriculum
Co-Authors Abdul Halim Afifah Linda Sari Afifah Nur Amalia Ahmad Jainul Qurota A'yun Akmalludin Purwo Widodo Alek, A Andi Miftahul Maulidil Mursyid Anita Anita Asmida Yanti Siregar Ayu Fitri Anjani Davi Sulthon Al-Baihaqi Dewi Nurpitriyani Dian Rinawati Didin Nuruddin Hidayat Didin Nuruddin Hidayat Didin Nuruddin Hidayat Didin Nuruddin Hidayat Dinnisa Haura Zhafira Hidayat Dinnisa Haura Zhafira Hidayat Dwi Jayanti Evy Yulianti Fadillah Amri Firdaus Fadli Robby Al-Farisi Fahriany, Fahriany Fajarotul Hidayah Farida Hamid Farkhan, Muhammad Fella Rosy Fitriah Fitriah Fitriani Fitriani Genta Genta Genta Genta Hanifah Hifni Hariyanti Lestari Hasnan Yasin Herdiana Herdiana Hesty Widiastuty Hidayat, Didin Nuruddin Ibrahim El Sayed Abdel Moneim Attia Salama Ibrahim Salama Ika Anggraeni Imam Khasbani Indah Nuraeni Itje Chodijah Jayanti, Dwi Khairunnisa Fitri Lulu Farhan M.A. Silmi Mahrudin Mahlil Mahlil Maulana Rizki Maulana Rizki Hamidi Meli Aulia Utami Minkhatun Nakhriyah Moch. Imam Machfudi Muhamad Abdul Fatah Silmi Mahrudin Muhammad Sabaniyah Nur Aisyah Karim Nurmilah Fitria Atasyah Nurwahidah Nurwahidah Paidi Qurrotu Aini Ratu Erlinda Kurniatillah Ratu Erlinda Kurniatillah Reza Anis Maulidya Rifdatul Habibah Riri Rachmah Riani Rohmatul Jannah Septia Tri Gunawan Shirley Baker Shirley Baker Siti Zulfa Suci Rizki Sigid Harahap Sufyan, Agus Syifa Dwi Mutiah Tahnia Lestari Tungky Ariwibowo ULFA RAYHANI NST Virda Rizki Ananda Vivi Safitri Waliyadin, Waliyadin Winda Wasalwa Batubara Wiwi Rhamadina Yanti Herlanti Yatni Fatwa Mulyati Yatni Fatwa Mulyati Zakila Mardatila Ersyad Zwyna Rafika