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Teacher Professional Development: The Story of English Teacher's Beliefs and Practices Septhina Shinta Sari; Joko Nurkamto; Dewi Rochsantiningsih
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH
Publisher : Hasanuddin University

Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional development activities and the other revealed the teacher’s exemplary practices. Hence, this research gives the implication for the teachers to always be involved in life-long endeavor to maintain the professionalism.

ELT Graduate Students’ Challenges of Writing for Scholarly Publication: Discursive Perspectives Masyhudi Lathif; Joko Nurkamto; Diah Kristina
ELS Journal on Interdisciplinary Studies in Humanities Vol. 4 No. 1 (2021): MARCH
Publisher : Hasanuddin University

There has been an increasing demand for postgraduate students to publish their scholarly work as one of their graduation requirements. The present study attempted to explore the graduate students’ challenges in writing for scholarly publication seen from the perspectives of discursive challenges. This qualitative research employed case study to disclose the participants’ perceived constraints. The students participated in this study three final-year female students undertaking their master’s degree in English Language Teaching (ELT) in a university in Central Java. Data were garnered from semi-structured interviews. The findings discovered the discursive challenges that the participants faced in writing for scholarly publication including accuracy, genre understanding, interference of L1 to L2 production, and lexical items. It is expected that this study provides new insights for EAP design for higher education context so that the program addresses the needs of the graduate students.

The Pedagogical Potential of Visual Images in Indonesian High School English Language Textbooks: A Micro-Multimodal Analysis Kautsar Rahikummahtum; Joko Nurkamto; Suparno Suparno
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2171

Language textbooks mainly guide language learning and teaching activities. Most of the language textbooks used to comprise a range of visual texts, such as pictures, illustrations, and photos. The study adopts the Visual Grammar Theory by Kress and Leeuwen (2006) to elucidate the pedagogical functions of visual images and explore how such images can be exploited for learning tasks from a micro multimodal perspective. The data consist of 142 visual images in Indonesian senior high school EFL textbook grades ten (X) and eleven (XI). The findings pointed out that the textbook uses visual images' full potential to fulfill pedagogical aims. Many visual images or texts in language textbooks serve information and illustrations rather than as a decorative function. Visual images may assist students to engage effectively in learning tasks by emphasizing the meaning of information presented in images and text. This study suggests that learning activities should consider multimodal texts to contribute significantly. This research aims to enhance knowledge about the pedagogical function of visual images in textbooks and can be a reference for further exploration.

Critical discourse analysis of cultural representations in EFL national commercial textbooks Diah Ayuni Ariawan; Joko Nurkamto; Sumardi Sumardi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.

Students’ FLA and Their Perspectives on Translanguaging Practices in Indonesian EFL Classrooms Mas’ud Madhani Sanjaya; Joko Nurkamto; Sumardi Sumardi
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

In non-English speaking countries, some teachers found it difficult to teach the target language in monolingualism because some of the learners felt anxious about learning English as a foreign language, or called foreign language anxiety (FLA), so teachers implemented translanguaging in their EFL classes. This paper explores students’ perspectives on pedagogical translanguaging and the point of view on whether the use of translanguaging is beneficial in the English foreign language (EFL) classroom and how translanguaging helps EFL learners through their FLA. The participants of this research are four students in a junior private Islamic school in Indonesia. The methodology of this research is qualitative, while the type of research used is a case study and analysis with thematic analysis. The findings of this paper are that students get more benefits when the teacher uses translanguaging in their class because it helps them understand the learning objectives, the teacher's instructions, and gives them the confidence to follow the English language learning without fear of misinterpretation. Translanguaging can manage and negotiate students’ FLA in the EFL classroom.

The Emotional Experience of In-Service English Language Teachers During Pandemic Virtual Classrooms Lusiana Pratiwi; Joko Nurkamto; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3589

The paper reports on an in-depth. A narrative inquiry of the emotional experience of in-service English teachers during virtual pandemic classrooms. The data are derived from the teachers’ semi structured-interviews. The data were analyzed with Andy Hargreaves’s emotional geography framework, which focuses on the physical aspects of schooling. Through five stories that recount their experiences in different physical emotional geography, they understand and misunderstand different aspects of schooling during virtual pandemic classrooms. The stories will raise various physical geography emotions, both positive and negative emotions. They will need them to create strategies to manage their emotions. In conclusion, as teachers, they need to understand each other’s work emotionally.

Teachers’ Multilingualism Belief and Practice in Indonesian EFL Classroom Alam Djati Nugraheni; Joko Nurkamto; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.2908

This narrative case study aimed to explore EFL teachers' beliefs and practices regarding multilingualism in Indonesia. The data for this study was collected through observations and interviews with three EFL teachers in a public junior high school in Indonesia who were chosen, based on purposive sampling, who have experience in EFL teaching and have graduated from the relevant study program. The collected data were analyzed using thematic analysis. This study revealed that teachers' beliefs and practices are in line. They used multilingualism in EFL teaching, namely Indonesian, the local language, and English as the language of instruction. They used those languages to make their students easier to understand. Moreover, multi-language is used because not all students have good English, and it also aims to maintain students' indigenous languages. Generally, this study concluded that EFL teachers' beliefs are a factor that influences their classroom language policy, and teachers' attitudes toward multilingualism have an impact on students' language practices. Hopefully, this research can improve the teacher's understanding and provide a reference for relevant future research. Further research could look at more than three EFL teachers and use the other technique for collecting data and analyzing documents from teachers and students to gain a better understanding.

Indonesian EFL Novice Teachers' Strategies in Conquering Online Learning Challenges Utin Novianti Alawiyah; Joko Nurkamto; Nur Arifah Drajati
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.2384

The researchers purposely conducted this qualitative study to determine the teaching strategies used by Indonesian EFL novice teachers in dealing with the online learning challenges they have adapted to during COVID-19 and how their strategy fulfilled the need for online learning. Using interviews and document analysis, the researchers presented strategies of five novice EFL teachers practised in Indonesia to adjust to the online learning challenges toward their teaching they experienced during the COVID-19 pandemic. The data analysis is done by transcribing, analyzing, coding, describing, and concluding from teachers' guided written reflections and semi-structured interviews. The results were also analyzed under the conceptual model of five types of interactions by Wang et al. The findings revealed that the teachers employed several strategies to minimize technical problems, create efficient learning resources, and adapt to an ERT-based learning environment. Despite these beneficial strategies, they cannot fulfil the successful criteria of online learning. Therefore, there is a need for improvement. This study is limited to a small number of participants, which may need to adequately expose all of the strategies employed by other novice teachers during online classes. Additionally, this study did not further investigate learning achievement, which needs to be investigated for future research.

Critical discourse analysis of cultural representations in EFL national commercial textbooks Diah Ayuni Ariawan; Joko Nurkamto; Sumardi Sumardi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24579

Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.

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