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

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Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration Dewi Rosmala; Arini Nurul Hidayati; Fuad Abdullah
J-SHMIC : Journal of English for Academic Vol. 8 No. 1 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(1).6305

Abstract

Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences.
Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions Ahmad Syamsul Ma'arif; Fuad Abdullah; Asri Siti Fatimah; Arini Nurul Hidayati
J-SHMIC : Journal of English for Academic Vol. 8 No. 1 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(1).6327

Abstract

Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, and mitigating perceptual mismatches among teachers and students. Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.
‘Another Place, Another Feeling’: Narrating the Emotional Geography of an Indonesian English Teacher Rizky Apriliyanti; Arini Nurul Hidayati; Yusup Supriyono; Fuad Abdullah
J-SHMIC : Journal of English for Academic Vol. 8 No. 2 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(2).7535

Abstract

Commencing his teaching career as a university students’ English teacher in a religious surrounding, Harry, with his free-will and open-minded personality, has experienced a turbulent feeling. He was sometimes confused to situate himself in certain situations which turned him out to be a little bit more clunky. Within the framework of Hargreaver’s (2001) emotional geography, this present study explores the life of Harry amidst his two years teaching experience at one university in Tasikmalaya, West Java, Indonesia. This scrutiny was geared by employing in-depth interviews. Utilizing narrative inquiry as the research methodology, the researchers share the stories of Harry when updating into a novel teaching and cultural circumstance and delving into his emotional ups and downs. The findings of this study revealed five major issues, namely (1) Harry needs to be more careful when engaging with the students (2) teaching is the work of the soul, no matter what (3) exhaustion is very human, (4) experienced-based teaching practice, and (5) having supportive colleagues truly help.
Students’ Learning Engagement in an Online Academic Listening and Speaking Class: Insights from a State University in Indonesia Vindi Novita; Fuad Abdullah; Dewi Rosmala; Dea Silvani; Arini Nurul Hidayati
J-SHMIC : Journal of English for Academic Vol. 9 No. 1 (2022): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2022.vol9(1).8536

Abstract

The sudden shift of learning from traditional to online learning is worth noting once again. Students' learning engagement has always been a complicated thing to research but is worth mentioning and important for the educational department, especially in EFL countries. Students' learning engagement in online learning itself is an indicator in which students have in learning to achieve their goals. Empirically, there have been various studies of learning English listening and speaking and/or student engagement, however inadequate investigative attempts have concentrated on student engagement in academic listening and speaking skills, notably in the Indonesian higher education context and also in online learning. For this reason, the current study strives to delineate how students engage in the online learning of the Academic Listening and Speaking course. Besides, it also focuses on the factors affecting students' engagement in such an online course. With using thematic analysis, this qualitative study concluded that the students do engage in this online course as (1) cognitively engaged by understanding teaching materials and activities in the online ALS course, (2) emotionally engaged by enjoying classroom learning activities, and (3) behaviourally engaged by participating in a discussion, developing problem-solving skills, and applying online learning norms in the classroom. In addition, there are factors affecting students' engagement, including (1) social engagement of student and teacher rapport, (2) collaborative engagement of peer support, and (3) learning passions for Academic Listening and Speaking course.
Managing English Young Learners’ Classroom Activities through Gestures: A Multimodal Perspective Widia Yunita; Fuad Abdullah; Meli Mellan; Arini Nurul Hidayati; Havid Ardi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 6, No 4 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i4.2007

Abstract

Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily.
International Short Course in Pictures: Utilizing Photovoice to Promote an Indonesian Student's Intercultural Awareness Arini Nurul Hidayati; Widia Yunita; Fuad Abdullah
Lectura : Jurnal Pendidikan Vol. 13 No. 1 (2022): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v13i1.9287

Abstract

Capturing moments through photos has now become a common phenomenon in various circles, including academics. It aims to perpetuate every historical value in the life of an individual. In this article, the authors attempt to explore how an Indonesian student experienced her inaugural intercultural journey during a two-month short course program in Ireland, a pathway program to prepare prospective Ph.D students with academic and social skills, through photographs that she took amid the program. This perspective of intercultural travel is embedded in the personal and cultural identities of the participant. This article uses photovoice analysis to exemplify how the participant negotiated her natural identities, institutions, discourses, and affinities during intercultural interaction. The data used in this study are photographs taken by the participant and her voices on those photos guided by the SHOWeD model. The authors employed Pierce’s semiotic approach to scrutinize the symbols, icons, and indexes contained in the Photovoice. The results of the analysis indicate that the participant experienced a plethora of moments that aroused her intercultural awareness, starting from managing the initial self-conflicts, adjusting in the fast-paced academic culture by interacting with cultural actors, and responding positively to all stimuli that came during intercultural interactions. Needless to say, challenges are also present as self-development reinforcement. However, this constraint was considered as a self-defense mechanism and an attempt to respect the self, not as a failure of intercultural interaction. In conclusion, the student is currently no longer a cultural observer and imitator, but rather a cultural actor.
STUDENT’S IDENTITIES IN SCHOOL LITERACY MOVEMENT: TOWARD A DISCURSIVE PERSPECTIVE FOR LITERACY EDUCATION IN INDONESIA Deris Nurjamiliatul Afifah; Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5620

Abstract

The School Literacy Movement (hereafter, SLM) has become a predominant investigative issue recently. This program supports students (e.g. secondary school students) to cultivate their literacies and enables them to invigorate their reading habits. However, empirical attempts accentuating types of the student’s identities represented in the School Literacy Movement remains under-explored. Thus, this study aimed at filling the void. The data were collected from a student’s reflective journals outlining her experiences amid participating in SLM. Technically, the data were analyzed discursively through Socio-Semantic Inventory Analysis (van Leuween, 1996). The findings designated that types of the student’s identities represented in School Literacy Movement encompass an observing student, an idealistic student, a self-restraint student, an active reader, a melancholic student, and a technology-oriented student. Pedagogically, this study suggests that SLM should not only be viewed as an auxiliary program fostering students’ literacies but also a bridge connecting students to possess learning awareness and autonomy in English language learning.   
Designing and Developing Video as an Instructional Media in English Language Teaching Setting Shalawati Shalawati; Missi Tri Astuti; Arini Nurul Hidayati; Sitti Hadijah
Lectura : Jurnal Pendidikan Vol. 13 No. 2 (2022): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v13i2.10185

Abstract

Using video in educational context has been established by many scholars as an effective instructional media to support the teaching and learning process. There have been numerous videos are available on social media platforms that can facilitate both teachers and students to easily access the videos as learning resources. However, the teachers are challenged to be able to provide their own learning resources, such as videos which are aimed to deliver the lessons in more contextual and authentic senses. In this regards, this study is aimed to encapsulate the design and development process of creating a video as an instructional media in English language teaching context. ADDIE (Analysis, Designing, Developing, Implementing, and Evaluating) framework was employed in the process of designing and developing the video. Documentation, observation, and testing were administered as data collection techniques to support the design and development of the video. Furthermore, this paper depicts the researchers’ experiences on the design and development of a video lesson as well as the survey findings. Implications of the findings for instructional design and recommendation for future research are also discussed.
ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL LEARNERS: IN SEARCH OF CAUSES AND SOLUTIONS Arini Nurul Hidayati; Fuad Abdullah; Agis Andriani; Dewi Rosmala; Novi Nurvianti
Getsempena English Education Journal Vol. 9 No. 1 (2022)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v9i1.1746

Abstract

In the last few decades, foreign language speaking anxiety (hereafter, FLSA) has been a debatable investigative issue among linguists and TESOL practitioners. One of the most salient factors is it generates an incapacitating impact for speakers to communicate orally in English as a foreign language. However, delving learning activities as a cause of FLSA and its solutions, notably in Indonesian secondary school level remains scarce. To fill the void, this study scrutinized the specific learning activities causing learners’ FLSA in the classroom and the solutions to resolve them. Three junior high school learners were recruited as the participants. The data were collected through semi-structured interviews and analyzed thematically (Braun & Clarke, 2006). On the one hand, the findings outlined that the students suffered from FLSA when they engaged in questions and answer session of the classroom English language learning activities and speaking performance activities. On the other hand, the solutions of such FLSA encompassed focusing on the learning process and ignoring the disruptive behaviour of their classmates. Pedagogically, creating a less anxious atmosphere of learning English speaking practices enables students to successfully acquire English language skills (e.g., speaking) and adapt to appropriate social and academic milieu.
Menulis sebagai Refleksi Pengembangan Diri dan Profesionalisme Guru Agis Andriani; Arini Nurul Hidayati; Fuad Abdullah; Dewi Rosmala; Yusup Supriyono
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 13, No 4 (2022): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v13i4.11961

Abstract

Pengembangan diri dan profesional dianggap vital di kalangan guru untuk mendukung peran mereka sebagai agen perubahan dalam lingkungan pendidikan. Namun, sedikit perhatian ditujukan pada masalah bagaimana guru membangun, memperkuat dan memelihara pengembangan diri dan profesional mereka, terutama di tingkat sekolah menengah di Indonesia. Oleh karena itu, program ini bertujuan untuk memfasilitasi guru dalam membangun, mengembangkan dan merefleksikan pengembangan diri dan profesional mereka melalui menulis. Program ini dilaksanakan di SMP dan SMA Terpadu Darulmutaalimin di Kota Tasikmalaya, Jawa Barat, Indonesia. Peserta program ini adalah 27 guru dari sekolah tersebut. Program ini dilaksanakan dalam sembilan pertemuan setiap minggunya dengan tema utama 'menulis sebagai cerminan pengembangan pribadi dan profesional guru'. Program ini mengadopsi Participatory Action Research (PAR) untuk membantu guru mengembangkan pengembangan diri dan profesional mereka melalui kegiatan menulis (Kemmis, et. al. 2014). Kegiatan program ini meliputi empat tahapan besar, yaitu perencanaan, pelaksanaan, observasi dan refleksi. Hasil pelatihan ini menunjukkan bahwa guru mampu mendorong pengembangan diri dan profesional mereka melalui menulis cerita. Selain itu, mereka menganggap bahwa menulis merupakan strategi yang efektif untuk merefleksikan pengalaman dan persepsi mereka. Juga, menulis membantu mereka mengomunikasikan apa yang tidak terucapkan. Selanjutnya, menulis memotivasi mereka untuk lebih produktif dalam kehidupan pribadi, akademik dan profesional mereka. Berdasarkan fakta ini, memberdayakan guru untuk memiliki pengetahuan dan praktik yang memadai dalam menulis cerita memungkinkan mereka untuk melakukan pengembangan diri dan profesional secara berkelanjutan, memperkuat kegiatan refleksi secara personal dan menjadi pendidik yang produktif.
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