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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Teknologi Pendidikan EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching Jurnal Pendidikan Bahasa Jurnal Abadimas Adi Buana JET (Journal of English Teaching) Adi Buana Jurnal Penamas Adi Buana ELLITE: Journal of English Language, Literature, and Teaching Voices of English Language Education Society English Journal Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Journal of English Language Teaching and Literature (JELITA)
Salim Nabhan
Universitas PGRI Adi Buana Surabaya
Arts Humanities Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Exploring Technological Pedagogical and Content Knowledge (TPACK) in English Language Classroom Setting: In-Service English Teachers’ Perspectives Galuh Dara Kirana; Salim Nabhan
ELLITE Vol 6, No 2 (2021): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v6i2.6090

Abstract

Technological Pedagogical and Content Knowledge (TPACK) is one of today’s frameworks that integrates technology in the teaching and learning process. However, little research has been done related to the investigation of in-service teachers’ TPACK, specifically in English language classroom setting. Therefore, this study aims at exploring TPACK in English language classroom from the prespectives of in-service English teachers. Qualitative  case study was involved as the approach of the study. The researchers utilized the triangulation of data sources including interview, observation, and document to get the data from in-service English teachers’ as the respondents of the study. The data acquired were then transcribed verbatim and analyzed using thematic analysis. The current study shows that there are three main themes as findings comprising English teachers’ understanding toward TPACK, the process of acquiring TPACK, and the English teachers’ challenges toward TPACK. The English teachers had a diverse understanding pertaining TPACK, and they owned various strategies in acquiring TPACK. However, the teachers faced challenges in implementing TPACK. This study migh have implications in providing the direction of English teachers’ professional development. 
PENGEMBANGAN MODUL AJAR KURIKULUM MERDEKA MATA PELAJARAN BAHASA INGGRIS SMK KOTA SURABAYA Rahmat Setiawan; Nukmatus Syahria; Ferra Dian Andanty; Salim Nabhan
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol 2, No 2 (2022)
Publisher : Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.gramaswara.2022.002.02.05

Abstract

The following workshop is done with the aim to socialize the ways to develop teaching module for Independent Curriculum especially for English subject, since there are still many English teachers who are confused in arranging the teaching module. The data is taken from questionnaire. The participants in this study is the English eachers from Vocational High School in Surabaya. There are 5 questions in the questionnaire. The results showed that the English teachers from Vocational High School in Surabaya is enthusiastic to join the workshop and to create the teaching module after the workshop finished. Previously, many of them were still confused about preparing learning modules due to various perceptions, after attending the workshop they had the same perceptions in developing teaching module and they were more confident in creating it.
STRATEGI PEMBELAJARAN BAHASA INGGRIS MELALUI COLLABORATIVE WRITING DAN SYNCHRONOUS CORRECTIVE FEEDBACK BAGI GURU SMA/SMK DI SURABAYA Nukmatus Syahria; Irfan Rifai; Ferra Dian Andanty; Salim Nabhan; Siyaswati Siyaswati
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol 1, No 1 (2021)
Publisher : Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.gramaswara.2021.001.01.02

Abstract

Abstract The strategy of collaborative writing as a means of increasing the success of learning English has been widely studied. Most of the research on the two strategies aforementioned emphasized more on the perspective of students and teachers using conventional methods. However, research on how to use collaborative writing strategies and feedback using Google Docs is least investigated. Therefore, this article aims to describe the process of implementing English language learning through collaborative writing training for Senior High School teachers in Surabaya by using Google Docs application. This training was conducted by English Department of the University of Adi Buana Surabaya in collaboration with MGMP (Musyawarah Guru Mata Pelajaran) Bahasa Inggris or English Teacher Working Group as a part of community service. It is held online and was attended by 65 participants for three days. The data were obtained from the survey, language teachers’ reflections, as well as interview and analysed using content analysis. The results of the data analysis show that in addition to increasing teacher knowledge about the two learning strategies – collaborative writing and corrective feedback, the teachers also get hands-on experience applying these learning strategies with the help of technology applications on Google. Moreover, the collaborative writing and corrective feedback learning strategy through Google Docs provides new nuances in learning English and help motivates teachers to write in groups which in turn can increase interest in publication as part of increasing teacher professionalism.Keywords: learning strategy; collaborative writing; synchronous corrective feedback; Google Docs
PENGEMBANGAN KURSUS ONLINE INTERAKTIF DENGAN SISTEM E-LEARNING DAN GAMIFIKASI Dwi Susanto; Aliv Faizal Muhammad; Halimatus Sa'dyah; Salim Nabhan; Irwan Sumarsono
Jurnal Teknologi Pendidikan (JTP) Vol 15, No 2 (2022): Oktober - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v15i2.37497

Abstract

Abstrak: Sejak wabah pandemi Cover-19, permintaan untuk menyediakan sumber daya pendidikan untuk pembelajaran jarak jauh terus meningkat. Karena keterlibatan belajar dan partisipasi aktif siswa menjadi beberapa aspek mendasar dari proses pembelajaran online mandiri yang efektif, aspek interaktivitas dan motivasi menjadi penting. Gamifikasi disarankan untuk diterapkan dalam pembelajaran online asinkron. Poin, penghargaan, catatan prestasi, dan aspek gamifikasi lainnya telah dilaporkan efektif dalam meningkatkan keterlibatan siswa dalam pembelajaran. Kelas bahasa Inggris akan menjadi contoh konten pembelajaran di sistem E-learning yang didukung gamification ini. Pembelajaran online ini dilengkapi dengan berbagai kuis yaitu pilihan ganda, drag and drop, isian, teka-teki silang, serta kuis dikte berbasis pengenalan suara. Aktivitas siswa dicatat sebagai poin. Hasil implementasi ini menunjukkan bahwa model tersebut dapat diterapkan untuk mata pelajaran lain untuk dikonversi atau disediakan dalam pembelajaran online, khususnya untuk gaya belajar mandiri melalui model e-learning asinkron.Keyword: Pembelajaran Bahasa Inggris, Wordpress, H5P, Gamifikasi, E-Learning Abstract: Since the Cover-19 pandemic outbreak, the demand for providing educational resources to distance learning keeps increasing. As students' learning engagement and active participation become some of fundamental aspects of effective autonomous online learning process, interactivity and motivational aspects become of necessity. Gamification is suggested to be implemented in an asynchronous online course. Points, rewards, and achievement records, and other gamification aspects have been reported effective in increasing students' engagement in the learning. An English course was to be the sample course content made available in an online course in which this gamification-supported E-learning system is implemented. The online course comes with types of quizzes namely multiple choice, drag and drop, fill in the blank, crossword puzzle, as well as speech recognition based dictation quiz. The students' activities are recorded as points awarded to the students' user page. The result of this implementation shows that the model can be implemented for other learning subject to be converted or made available in an online learning course, especially for autonomous learning style through asynchronous e-learning model.Keywords: Teaching English, Wordpress, H5P, Gamification, E-Learning
Digital Immigrant EFL Teachers’ Experiences in the Early Phase of Shifting From Offline to Online Learning: A Case Study Dela Sherly Aprilina; Salim Nabhan
Jurnal Pendidikan Bahasa Vol 11, No 2 (2022): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v11i2.5381

Abstract

The shifting of classroom instruction from face-to-face to online learning is inevitable due to the Pandemic. The condition has forced teachers to adapt to educational technology, especially digital immigrant EFL teachers who are not, in general, familiar with the digital technology. Not much research has been done regarding the experiences of digital immigrant EFL teachers, the challenges of digital immigrant EFL teachers, and how digital immigrant EFL teachers adapt in the early phase of the transition from offline to online learning. Therefore, this study aims to investigate the experiences and adaptation of digital immigrant EFL teachers in the early phase of the transition from offline to online learning. Qualitative research in the form of a case study was used as a research approach. The researchers took the data from interviews, observations, and documents. There were two English teachers as respondents in this study. The data obtained from the interviews were then transcribed verbatim and analyzed using thematic analysis. The current study shows that there are two main themes as findings to be discussed; Digital immigrant EFL teacher experiences at the beginning of offline to online learning, and how Digital immigrant EFL teachers adapt to teaching online. Most Digital Immigrant EFL teachers had different ways of adaptation. However, the difficulties in online teaching were able to be managed since teachers were constantly learning to improve their digital literacy. This study might have implications for the understanding of the practices of digital immigrant EFL teachers in the context of teachers’ professional development
STUDENTS’ PERSPECTIVES OF UTILIZING HELLO ENGLISH APPLICATION FOR ENGLISH VOCABULARY LEARNING: A QUALITATIVE CASE STUDY Bonza Sheilla Luthfia Rahman; Salim Nabhan
ENGLISH Vol 17 No 2 (2023)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v17i2.14689

Abstract

Nowadays the use of technology media is inevitable in EFL classrooms. However, the study pertaining to the use of the Hello application that focuses on learning vocabulary is still relatively limited. Therefore, this study aims to explore students' perspectives on using the Hello English application for English vocabulary learning. This research used a qualitative case study. The data were collected through interviews, observation, and document reviews from the 9th-grade students at a state junior high school in Sidoarjo, East Java, Indonesia. The data were then analyzed using thematic analysis. The result revealed two main themes: the benefits and concerns associated with using the Hello English application for vocabulary learning. The students perceived benefits of the application including improving their understanding, pronunciation, and expansion of English vocabulary, along with enjoyable learning experiences. However, students encountered challenges, such as technical difficulties and struggles with advanced games. In addition, the students overcame these issues with the assistance of others. The study might have implications on the understanding of the enactment in using the technological application for EFL vocabulary learning.
Exploring critical digital literacy in a higher education EFL classroom: Teachers’ views and practices Hapsari Mutya Rini; Salim Nabhan
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.69160

Abstract

Critical digital literacy is increasingly an issue in today’s technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers’ views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students’ critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers’ practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students’ digital materials, the involvement of multimodal text in the learning process, and the students’ identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.
Fostering Multimodal Literacy Using Powtoon Application in Teaching English Reading Nurul Mufida; Salim Nabhan
JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v4i2.344

Abstract

The 21st century is a digital era marked by the use of technology that can ease human activities including education. Hence, with the existence of technology, students do not only read through textbooks but also other modes of meaning-making including audio, visual, and images. Therefore, this multimodal literacy should be integrated into the teaching and learning process. This study is intended to explore 6 students’ perceptions of using the Powtoon app in fostering multimodal literacy for English reading. This study used a qualitative case study. The data were taken from students of SMP PGRI 1 Buduran, Sidoarjo through interview, observation, and document review. The data were then analyzed using thematic analysis. The data revealed that students perceived several benefits in the form of providing students with the incorporation of multimedia elements into reading materials, assisting students to have better materials understanding, engaging and interactive materials for students through multimodality, and facilitating students in evaluating the multimodal texts.
PENYUSUNAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) ABAD 21 UNTUK PARA GURU SMA NEGERI & SMK NEGERI DI SURABAYA Syahria, Nukmatus; Andanty, Ferra Dian; Nabhan, Salim; Setiawan, Rahmat
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2022)
Publisher : Faculty of Cultural Studies, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.gramaswara.2022.002.01.06

Abstract

This technical guidance activity was carried out with the aim of socializing the preparation of the21st century Learning Implementation Plan because there are still many biases faced by teachers,especially EFL teachers, related to changes in systems, learning media, and so on, plus, English isincreasingly crucial, so that the role of the EFL teacher must also be adjusted relevantly to the newculture. The data in this study are the results of a questionnaire and the data source is thequestionnaire. The subjects are the participants of the technical guidance who are also EFLteachers and EFL pre-service teachers. The instruments are 5 questions on Strengthening EducationCharacter, 5 questions on Literacy, and 5 questions on HOTS in the Learning Implementation Plan.From the results of the activity, it can be concluded that EFL teachers and EFL pre-service teachersare still not encouraged to strengthen education character but they have realized the importance ofliteracy development and implementation of HOTS in the 21st century Learning ImplementationPlan which is very relevant to technological and digital civilization.
Understanding Teaching Method Used in EFL Classroom: Students' and Teachers' Perspective Rifai, Irfan; Nabhan, Salim
JET ADI BUANA Vol 2 No 2 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.349 KB) | DOI: 10.36456/jet.v2.n2.2017.1057

Abstract

This study is focused on getting an understanding of the students and teachers perceptions of teaching methods use in EFL classroom. More importantly, this research is aimed at bringing to light how students and teachers in the higher education English language classroom help provide new meanings of how different methods are used in the classrooms. To make sense of their perceptions of teaching methods, we focus on four individual narrative interviews, classroom observations and two focus group discussions. The data findings show that a particular teaching method, such as students' presentation, based on the students' view, is due to that lecturers are not quite confident to speak in front of the classroom. The students assert that the lecturers seem are not quite well prepared to teach, so that the students are asked to make presentation in front of the classroom. This, based on the students’ view is about spending much time for the students to speak rather than their lecturers’ do. In addition, the data findings illustrate that the traditional methods used in the classroom such as classroom presentation and group discussion are needed to be modified by considering the employment of technology to mediate the acquisition of 21st century skills. In addition, the findings suggest that the lecturers' experience during their careers and study deeply influence the way they conduct teaching methods in the classroom. Moreover, the data findings indicate that identity and the self- image are prevalent in shaping the teaching methods the lecturers are used in the classroom. This study indicates that students and lecturers have different view point with regards to the teaching methods use in the higher education language classroom. It is suggested, therefore, that the use of teaching methods in the classroom should ideally involve the students' view point to generate more effective and future goals oriented.
Co-Authors Bonza Sheilla Luthfia Rahman Dela Sherly Aprilina Dwi Susanto Ferra Dian Andanty Galuh Dara Kirana Halimatus Sa'dyah Halimatus Sa'diyah Hapsari Mutya Rini Intan Ayu Puspita Sari Irfan Rifai Irfan Rifai Irfan Rifai M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Maja, Inke Choirun Nisa’ Il Muhammad, Aliv Faizal Nurul Mufida Puspita Sari, Intan Ayu Rahman , Bonza Sheilla Luthfia Rahmat Setiawan RAHMAT SETIAWAN Siyaswati Siyaswati Sumarsono, Irwan Syahria, Nukmatus