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All Journal Jurnal Penelitian Humaniora Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat AL ISHLAH Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Lectura : Jurnal Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC TLEMC (Teaching and Learning English in Multicultural Contexts) JURNAL TAHURI JALL (Journal of Applied Linguistics and Literacy) Getsempena English Education Journal Studies in English Language and Education PRIMACY Journal of English Education and Literacy

Arini Nurul Hidayati

Pendidikan Bahasa Inggris, Universitas Siliwangi

Author-ID : 2462781

Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 24 Documents Claim Missing Document

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Articles

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Attitudes towards Thai English: Indonesian Pre-service Teachers Lenses During Teaching Practicum in Thailand Firda Fauziyah; Arini Nurul Hidayati; Fuad Abdullah
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Over the last few decades, World Englishes have shifted the paradigm of how both native and non-native speakers view English as a lingua franca. This paradigmatic shift has attracted scholars to conduct a plethora of investigations on the roles of English as an international language. However, scrutinizing the pre-service teachers’ attitudes towards Thai English amid their teaching practicum in Thailand remains under-explored, notably viewed from Indonesian perspectives. This study investigated Indonesian pre-service teachers’ attitudes towards Thai English within their teaching practicum in Thailand to fill this gap. Four Indonesian pre-service teachers performing teaching practicum at diverse Thai schools were recruited as the participants. The data were garnered through semi-structured interviews and analyzed with qualitative data analysis framework. The findings revealed that Thai English was less intelligible. Besides, they contended that Thai English enables them to experience emotional shifts. Eventually, Thai English has adapted from the English and Thai language. With these in mind, understanding and employing Thai English practically offers the Indonesian pre-service teachers another variety of English to communicate in the classroom.

Leveraging Skype-based Webinars as an English Language Learning Platform Arini Nurul Hidayati; Tenia Ramalia; Fuad Abdullah
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

This present study reports 30 students' first learning experiences when using Skype in an English Language Teaching (ELT) webinar series. Since numbers of ELT webinars have been flourishing throughout the corona pandemic situation in 2020, the utilization of diverse online platforms to facilitate the events has also been growing. Skype, an online application released in 2003, was not widely used by the participants in this study as their synchronous virtual English Language Learning (ELL) platform. As a result, many of them were not familiar with this application. Underpinning Gibbs' reflective framework, this qualitative scrutiny documented the encountered shortcomings and advantages written in the participants' journal. This study's findings revealed that the Skype-based webinar provides opportunities to stimulate the students' learning motivation, broadens their insights, and offers enjoyable learning circumstances. Despite the opportunities, there were also some drawbacks concerning the lack of intelligibility which generates learning anxiety and technical issues concerning signal stability.

A Narrative Inquiry of an Indonesian Prospective Teacher’s Teaching Experiences: Probing Language Teaching Awareness Zehan Agustia Ainussamsi; Arini Nurul Hidayati; Dede Pertamana; Fuad Abdullah
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This narrative inquiry aims at exploring the development of language teaching awareness experienced by a prospective teacher during teaching practicum. In this respect, the study provided insight for student-teachers to have a better understanding of their language teaching practice under certain kinds of circumstances. The participant of this study was a student-teacher majoring in English Education Department at Siliwangi University, Indonesia. She had already conducted a teaching practice in one junior high school in Tasikmalaya, West Java, within 2 months of teaching. The collected data from personal diaries written during the period of teaching, semi-structured interviews, and open-ended questionnaires were being processed qualitatively. The findings reported four primary themes emerging throughout the scrutiny of the development in language teaching awareness, namely (1) the dynamic feeling towards the language teaching practice, (2) the adaptability towards the language teaching activities in certain kinds of circumstance, (3) the ability to adjust with diverse teaching circumstances, (4) realization of the pedagogical implication of teaching beliefs and practices. Briefly stated, language teaching awareness explored through self-awareness can promote self-reflection, self-regulation, and self-evaluation.

EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ FOREIGN LANGUAGE CLASSROOM ANXIETY Lukman Abdul Jabar; Arini Nurul Hidayati; Yusup Supriyono
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.900

Students’ foreign language classroom anxiety (FLCA), in the last four decades, has been discussed by many researchers regarding to its impact toward students’ learning and achievement. Since “anxiety prevents some people from performing successfully in foreign language learning” (Horwitz et al. (1986 p.125), it is necessary to explore in order to gain success. This present research implements survey study which was conducted among 194 junior high school students in order to find the levels of FLCA, and interview was given to 11 students who are classified as students with High Level of Anxiety in order to explore the factors contributing students’ FLCA. Findings show that there are 63 (32%) students classified in Low Level of Anxiety, 120 (62%) Moderate Level of Anxiety and 11 (6%) High Level of Anxiety, and there are two major factors contributing FLCA which relate to cognitive anxiety and psychological anxiety.

Falling into Culturist Trap: Practice of Othering in An Indonesian English Language Classroom Arini Nurul Hidayati
Jurnal Penelitian Humaniora Vol 19, No 1: Februari 2018
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v19i1.5331

This paper illustrates my own teaching experience perceiving Kartini, my ‘Central Java’ student, who has different background of culture in the class. How I noticed her is part of impact on how my English teachers used to notice me. This is due to a belief that the capability of teachers to ‘overlook the significance of their past experience’ is one of the elements in shaping their present and future attitude in teaching and learning (Jalongo and Isenberg, 1995). Therefore, a narrative analysis which investigates nonnarative data through narration (Bamberg, 2012; Benson, 2014) is presented to illustrate the concept of the major hindrance in communication in the way of overgeneralizing, stereotyping, and reducing the students with something different or less than they are under the four constituents; stereotype, prejudice, culturalism, and essentialism (Holliday, 2010). The data inform that I once viewed my student in terms of difference from myself. Thus, I was misled by my own preconceptions and have fallen into the trap of Othering.

The Teacherâ€™s Emotional Management in Indonesian EFL Context Sonia Rahmawati; Fuad Abdullah; Asri Siti Fatimah; Arini Nurul Hidayati; Yuyus Saputra
Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i2.10823

English in-service teachers tend to encounter various challenges such as resources of teaching-learning (For example, book, additional support materials), learners' discipline, classroom management. Hence, English in-service teachers are required to have the ability in managing their emotions. However, inadequate attention has been devoted to describing teachers' emotional management during teaching in the classroom. To fill this void, this study aimed at describing how the teacher manages her emotions during English language teaching in the classroom. One teacher of Vocational High school in Tasikmalaya participated as a research participant. The finding indicated that (1) Performing Entertaining activities as a strategy of mitigating saturated teaching routine, (2) Self-relaxing and avoiding harsh words during anger, (3) Strategies to reduce the annoyance. The fact is that the teacher has her way of managing their emotion during teaching in the classroom to continue to do her job professionally.

Deciphering Tour Guidesâ€™ English Communicative Competence: Some Evidence from Indonesia Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Soni Tantan Tandiana
Journal of English Language Studies Vol 7, No 1 (2022): Available Online in March 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i1.14241

Possessing a well-established English communicative competence (hereafter, ECC) is highly demanding since it can contribute to the production of fluent, accurate, and intelligible communication. Unfortunately, insufficient attention has been addressed to delve into Pangandaran tour guides' English communicative competence. This study aims to delineate the ECC of Pangandaran tour guides in Pangandaran, Indonesia. The data were collected through a focus group discussion consisting of six participants from miscellaneous institutions and were analyzed through Thematic Analysis (Braun and Clarke, 2006). The findings demonstrated that Pangandaran tour guides' ECC were outlined in five descriptions, namely (1) committing recursive grammatical errors while speaking in English, (2) designating insufficient spoken English vocabulary, (3) possessing vast and in-depth prior knowledge about Pangandaran, (4) diagnosing problems and proposing their various solutions and (5) showcasing visionary thoughts towards tourism destination development. Given these facts, ECC enables the tour guides to create sustainable job and business opportunities for themselves, the local people, and the government.Keywords: Communicative competence; English; Indonesian tourism; Pangandaran tour guides

PROMOTING CULTURAL AWARENESS THROUGH INTERCULTURAL LISTENING ACTIVITIES Arini Nurul Hidayati; Santiana Santiana
JURNAL TAHURI Vol 17 No 2 (2020): Jurnal Tahuri
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol17issue2page53-62

As diversity is one of heated issues emerging in English teaching learning circumstance in Indonesia, teachers have to initiate strategies to restrain the probability of fragment among the students which can furthermost impact on their ability to communicate among cultures. Intercultural listening activities conducted at a university in West Java has evidently proven its contribution in consolidating the studentsâ€™ cultural awareness. Through reflective journals and focused-group interviews, it is found that the students are able to discover, understand, and compare their own culture and others, realize the similarities and differences, and respect the existing gaps in between. Thus, they are presumed to be more ready to take part in the intercultural communication

NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS Arini Nurul Hidayati; Bilal Mohnawawi; Rizal Ramdhani
Getsempena English Education Journal Vol. 6 No. 1 (2019)
Publisher : English Education Department

This paper explores the use of students’ narration of their personal and social identity to build their sensitivity towards the language form, use, and context in pedagogical arena. It shows how the students construct their multiple identities when they revealed a simple part of their own life history trajectories in one particular time and how these identities are transformed or conserved as they enter a new discourse community. A narrative analysis is employed to document the students’ identification and negotiation of meaning as a social process in identity formation. The stories reveal three emerging themes showing students’ raising critical language awareness; a strong ethnical identity of Silvani, a Sundanese-Javanese child growing as Betawinese living in Sundanese environment, realising Sonny’s use of code-mixing in many inappropriate contexts, and considering self-belief in Barley’s classroom interaction.

Foreign Language Listening Anxiety in an Academic Listening Class Arini Nurul Hidayati; Nita Sari Narulita Dewi; Enjang Nurhaedin; Dewi Rosmala
J-SHMIC : Journal of English for Academic Vol. 7 No. 2 (2020): J-SHMIC : Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2020.vol7(2).5241

In the process of teaching listening, anxiety is believed as a negative factor contributing to the students’ poor listening comprehension and quite possibly the affective factor that the most persistently hinders the learning process. Thus, investigating its existence and delving its factors become salient in order to help the students overcome their listening learning barriers. This present study attempts to depict the condition of the students’ listening anxiety in an Academic Listening (AL) class in an Indonesian tertiary context. 20-items of Foreign Language Listening Anxiety’s (hereafter, FLLA) questionnaire were administered to 97 students taking that course. Having finished analyzing the levels of students’ listening anxiety, in-depth interviews were conducted to four students who were considered having high listening anxiety to disclose the underlying factors. The research result revealed three pivotal issues; a) 54.6% of the students had a relatively high level of listening anxiety, 18.5% had moderate listening anxiety, and 26.8% had a low level of listening anxiety; b), 75% of the chosen measured items showed an extreme level of the students’ listening anxiety, and c) the major factor contributing the listening anxiety was inadequate listening proficiency involving the inability to deal with the rapid speech rate and range of lexical choices.

Co-Authors Agis Andriani Agis Andriani Ahmad Syamsul Ma'arif Bilal Mohnawawi Dea Silvani Dede Pertamana Deris Nurjamiliatul Afifah Dewi Rosmala Dewi Rosmala Dewi Rosmala Enjang Nurhaedin Fatimah, Asri Siti Firda Fauziyah Fuad Abdullah Fuad Abdullah Fuad Abdullah Fuad Abdullah Havid Ardi Irma Febrianti Lukman Abdul Jabar Meli Mellan Missi Tri Astuti Nina Lisnawati Nita Sari Narulita Dewi Novi Nurvianti Rizal Ramdhani Rizky Apriliyanti Ruslan Ruslan Santiana Santiana Shalawati Shalawati Sitti Hadijah Soni T. Tandiana Soni Tantan Tandiana Sonia Rahmawati Sri Mulyani Tenia Ramalia Vindi Novita Widia Yunita, Widia Yusup Supriyono Yusup Supriyono Yuyus Saputra Zehan Agustia Ainussamsi

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