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All Journal International Journal of Evaluation and Research in Education (IJERE) Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Parole: Journal of Linguistics and Education ELT Worldwide: Journal of English Language Teaching TEFLIN Journal: A publication on the teaching and learning of English Equilibrium: Jurnal Pendidikan EXPOSURE JOURNAL English Teaching Journal : A Journal of English Literature, Language, and Education EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris English Education Journal JURNAL IQRA´ Tell : Teaching of English Language and Literature Journal Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Script Journal: Journal of Linguistic and English Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Syntax Literate: Jurnal Ilmiah Indonesia Linguistic, English Education and Art (LEEA) Journal Jurnal Ilmiah Telaah Indonesian Journal of English Language Teaching and Applied Linguistics JURNAL EDUCATION AND DEVELOPMENT Voices of English Language Education Society Journal of English Language Teaching and Linguistics ELITE Journal: Journal of English Linguistics, Literature, and Education International Journal for Educational and Vocational Studies Indonesian TESOL Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya JEE (Journal of English Education) Pedagogy : Journal of English Language Teaching Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of English Development Linguistic, English Education and Art (LEEA) Journal Journal of Social Research International Journal of Humanities Education and Social Sciences Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of English Education Program (JEEP) JEELS (Journal of English Education and Linguistics Studies) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Studies in English Language and Education Jurnal Pendidikan Indonesia (Japendi) AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak ADJES (Ahmad Dahlan Journal of English Studies) International Journal of Pedagogical Language, Literature, and Cultural Studies International Journal of Law Analytic Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa Journal on English as a Foreign Language (JEFL) Jurnal Penelitian Humaniora
Ahmad Munir
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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The Ambivalences of English Lessons Existing in Indonesian Primary Schools Yuli Astutik; Ahmad Munir
Indonesian TESOL Journal Vol 4, No 1 (2022): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v4i1.2487

Abstract

This article discusses policies governing the English curriculum in Indonesian primary schools. English, as local content or as an extracurricular subject delegated to each school, creates inequality in primary school education as some primary schools offer English learning and many do not, for various reasons such as a lack of qualified human resources at TEYL, or insufficient facilities. This ambivalence eventually creates problems at the primary education level, including a lack of clarity regarding careers for English teachers in primary schools. This results in a limit on the number of tertiary institutions that provide English-teaching education for EYL, so that primary schools in turn employ classroom teachers who have no credentials to teach English in the classroom. This ambivalence would not have occurred if the government had made a firm decision on the existence of English as a subject in Indonesian primary schools. Therefore, the authors of this article make an argument for the importance of mastering English as an international language (EIL) for young learners in non-English-speaking countries, especially in this era of rapid technological development. This article suggests that the government should immediately establish a clear policy regarding the status of English as a primary school subject, and that the curriculum policy in primary schools should no longer designate English as a local content or extracurricular subject, but rather as a compulsory subject which automatically adjusts learning outcomes based on student demographic characteristics. The implication of this article is that English lessons can be taught to all young learners through an eclectic approach.Keywords: English as an international language; Government policy; Indonesian setting; teaching English to young learners
CHARACTER VALUES IN TEACHING NARRATIVE TEXT AT STATE SENIOR HIGH SCHOOL OF PAMEKASAN Jamaludin Jamaludin; Ahmad Munir
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 1 No. 2 (2014): Vol 1 No 2 Bulan September Tahun 2014
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v1n2.p%p

Abstract

Artikel  ini mencoba  untuk menjawab  pertanyaan  tentang  apa  karakter  nilai-nilai yang  terintegrasi dan bagaimana guru bahasa  Inggris mengintegrasikan nilai-nilai karakter  dalam  proses  belajar mengajar  teks  narasi  di  SMA Negeri  Pamekasan. Penelitian  deskriptif  kualitatif  digunakan  dalam  penelitian  ini.  Teknik pengumpulan  data  yang  digunakan  adalah  wawancara  dan  observasi.  Peserta penelitian  ini  adalah  semua  siswa XI-F SMAN 1 Pamekasan. Temuan penelitian ini, ada enam nilai-nilai karakter yang guru bahasa Inggris terintegrasi melalui dua teks  naratif  berjudul  "Raja Arthur  dan Donkey, Tabel,  dan  Stick"  yaitu menjadi gemar membaca, mandiri,  komunikatif,  ingin  tahu,  pekerja  keras,  dan  disiplin  . Secara umum ada dua langkah yang guru dilaksanakan untuk terintegrasi nilai-nilai karakter.  Yang  pertama  adalah  memilih  nilai-nilai  karakter  tertentu  berdasarkan kata  kerja  yang  digunakan  dalam  indikator  pembelajaran.  Yang  kedua  adalah mengintegrasikan  nilai  karakter  yang  dipilih  dalam  proses  belajar mengajar  teks narasi bahasa Inggris.
Self-efficacy of General English Lecturers after a Home-base Policy Change in an English Department in an Indonesian University Ahmad Munir
Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 2 (2020): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.12 KB) | DOI: 10.24903/sj.v5i2.506

Abstract

Background: Teachers' self-efficacy has a role in the success of the teaching and learning process in the classroom. Yet, the self-efficacy of general English lecturers in the context of higher education has rarely been investigated. Methodology: This article reports a study that describes the self-efficacy of former general English lecturers as an implementation of the general English lecturers' home-based policy in the English Department in a university in Surabaya and explains the reasons why they have such self-efficacy. Eight former general English lecturers who had been assigned as skills and contents lecturers in the English department participated in this study. Data were collected through three questionnaires and focused group discussions. Findings: The results of this study indicated that the participants reported high self-efficacy in engaging with students, managing classes, using instructional strategies, using English, and using pedagogical competence, even though there was different self-efficacy, from low to moderate, for some items in the questionnaires. These lecturers reported that they had high self-efficacy in many items in the questionnaires because of students' English competence, the subject matter factor, students' characteristics, and the working environment in the English department. Conclusion: In conclusion, a change in self-efficacy of the general English lecturers occurred along with the teaching experiences of these lecturers in a new teaching context.
Boosting Students’ Speaking skill using Ted Talks YouTube Videos: Teacher Talk Theory Imroatul Karimah; Slamet Setiawan; Ahmad Munir
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.839

Abstract

Even though the importance of teaching English speaking using TED Talks to improve students’ speaking skill has been acknowledged, however, far too little attention has been paid to investigate students’ perceptions on the use of TED Talks dealing with teacher talk categories such as dealing with feelings, praising and encouraging, making joke, as well as giving direction and lecturing. This study aimed to investigate the concordance of the students’ speech ability development and the students’ interest and motivation towards the use of TED Talks to boost the students’ speaking skill. This present used both quantitative and qualitative design. The samples of the students were 27 students from grade 7E in MTsN Surabaya. For the quantitative data, the data was collected using pre-test and post-test. However, for the qualitative data, the data was gathered using interview protocol. The data was analyzed using descriptive analysis. The findings of this study found that the students improve their English speaking skill especially the pronunciation and the fluency of delivering English speech in front of their friends after the treatment using the TED Talks videos. Regarding the students’ perceptions of the use TED Talks to support teacher talks, most of the students agreed that TED Talks videos can support teacher talks related to the category of dealing with feelings, praising and encouraging, making jokes and giving direction as well as lecturing.
Handy Literacy Practice Using Instagram Among Twelve Graders: Pragmastylistic Viewpoint Indah Miftakhul Jannah; Lies Amin Lestari; Ahmad Munir; Slamet Setyawan
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 2 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i2.31257

Abstract

Abstract. The student’s communication in writing has a different style. It is interesting to be studied since it relate with literacy practice especially in using technology.  Thus, this current study was conducted to explore the figurative language and discourse goals made by students in their Instagram posts. This study also describes the student’s strategy in using figurative language to create an Instagram post as a literacy practice. The study use Qualitative method with documentation and interview as the instruments. Seventy-one student’s Instagram posts were analyzed, and 5 of the students who posted them interviewed. The finding is interesting because only little student who used figurative language and has a clearly discourse goal in their Instagram post. The data shows that only 16,9% of students used figurative language in Instagram posts. Only found 3 figurative languages are used by the student, 7 sentences classified as Metaphor, 3 sentences are Simile and Personification. Metaphor is one of the types of figurative language mostly found in the Instagram post. The result also shows that there are 5 discourse goals found in this study, they are being humorous, protecting the self, comparing similarities, showing positive emotion, and guiding another action. Comparing similarities is the majority of discourse goals of students in their Instagram posts. Although student has limited writing style in using figurative language for creating an Instagram post, the student can create an appropriate picture and caption to share the idea to communicate using Instagram.Keywords: Figurative Language, Discourse Goal, Literacy Practice
Struktur dan Aspek Kebahasaan Teks Deskripsi sebagai Bahan Ajar Kontekstual Mata Pelajaran Bahasa Indonesia Jenjang SMP/MTs Suhartono Suhartono; Haris Supratno; Setya Yuwana; Udjang Pairin; Ahmad Munir
PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT UNIVERSITAS NAHDLATUL ULAMA SURABAYA Vol. 1 No. 1 (2022): Prosiding Seminar Nasional Pengabdian Kepada Masyarakat : Perguruan Tinggi Meng
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.794 KB) | DOI: 10.33086/snpm.v1i1.891

Abstract

Kegiatan pengabdian kepada masyarakat (PkM) bertema “Pelatihan Pengembangan Bahan Ajar Kontekstual Mata Pelajaran Bahasa Indonesia SMP/MTs di Kabupaten Nganjuk” dilatarbelakangi fakta bahwa selama ini teks pembelajaran yang diajarkan pada mata pelajaran bahasa Indonesia jenjang SMP/MTs di Nganjuk tidak kontekstual. Pada saat mengajarkan teks deskripsi, misalnya, gurumenggunakan teks yang ada di dalam buku siswa, yaitu teks tentang Pantai Senggigi dan Pantai Parangtritis. Sejalan dengan fakta bahwa orang-orang yang pada akhirnya berdomisili di luar kabupaten asalnya tidak lebih dari 10%, fenomena bahan ajar yang tidak kontekstual menyebabkan siswa tidak mengenal dengan baik potensi daerahnya sehingga menemukan banyak kendala ketika akan meningkatkan kesejahteraan dan membangun daerah. Karena itu, kontekstualisasi bahan ajar dipandang penting. Sejalan dengan hal tersebut pada makalah ini dipaparkan teks deskripsi sebagai bahan ajar kontekstual yang dikaji dari segi struktur dan aspek kebahasaan. Data berupa teks deskripsi dikumpulkan dari sebelas guru yang dilatih untuk mengembangkan bahan ajar kontekstual pada 2 sampai dengan 11 Oktober 2021 melalui teknik penugasan individual. Data dianalisis dengan teknik deskriptif-eksplanatif. Hasil analisis data menunjukkan bahwa teks deskripsi yang digunakan sebagai bahan ajar kontekstual berstruktur lengkap, yaitu terdiri atas bagian identifikasi, deskripsi bagian, dan penutup dengan deskripsi bagian sebagai unsur dominan. Sebagian teks deskripsi yang tidak lengkap digunakan sebagai bahan bandingan dan sarana identifikasi bagian yang dihilangkan. Dalam hal aspek kebahasaan digunakan unsur linguistis berupa penjelasan terperinci, kata-kata beremosi kuat, dan bahasa penggambaran persuasif. Teks kontekstual dengan struktur dan aspek kebahasaan tersebut sejalan dengan tuntutan standar isi pada Kurikulum 2013 yang diberlakukan saat ini.
Integrating Distance Education into Mobile Devices Using Adobe Connect Pro Dian Luthfiyati; Oikurema Purwati; Widyastuti Widyastuti; Ahmad Munir
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2246

Abstract

This article aims to promote Adobe Connect Pro on online learning as a discussion platform in an online class. Digitalization in higher education using digital learning platforms such as adobe connect pro is currently broadly used as educational media. In the research context, Adobe Connect Pro is utilized as a discussion platform in the online class. Digital learning Platform enables providers to deliver academic programs via digital learning platforms, facilitating communication and enabling knowledge preservation, selection, and distribution. Using a qualitative study, this article investigates how Adobe Connect Pro allows teacher trainers to collaborate by offering a forum for real-time reflection and debate on student-teacher video performance, which is a natural extension of a forum. The result of the observation shows that Adobe Acrobat Connect Pro’s online discussion forum promotes students’ learning interests and accommodates a variety of learners, including those with special needs who may find it challenging to be physically present in the traditional classroom all of the time or to keep up with the other students. It promotes inclusive learning by allowing anyone to learn at their own pace and schedule and freely participate in platform discussions. In conclusion, discussion forums using Adobe Acrobat Connect Pro have immense potential to push students to learn.
Students’ enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class Ariyanti Ariyanti; Slamet Setiawan; Ahmad Munir
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28215

Abstract

The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.
Augmentative and Alternative Communication (AAC) for Autism Spectrum Disorders (ASD) Children's Language and Communication Luh Diah Surya Adnyani; Ahmad Munir
PAROLE: Journal of Linguistics and Education Vol 12, No 2 (2022): Volume 12 Number 2 October 2022
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v12i2.198-205

Abstract

Augmentative and Alternative Communication (AAC) is an expressive and receptive method of communication that helps in developing language and communication skills for people with speech and/or language impairment.   Autism spectrum disorders (ASD) children who lack communication can improve functional communication by personalizing AAC intervention. This paper is based on literature to promote AAC interventions to enhance English language acquisition in autism spectrum disorder (ASD) children. This paper also explores how multimodal and naturalistic AAC benefit ASD children's communicative and language skills. Recommended herewith is to personalize AAC intervention based on children's mental and physical condition and their needs, skills, and social environment's priority.
Constructing a New Blended Learning Technique: Using English Discovery as Learning Management System for Test Format Familiarity Agil Abdur Rohim; Oikurema Purwati; Syafiul Anam; Ahmad Munir
ELITE JOURNAL Vol 5 No 2 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

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

Abstract

ABSTRACTBlended learning offers numerous benefits to language learning and teaching. The benefits attract higher education institutions to implement the blended learning for advancing students’ learning outcome. The need to boost students’ learning outcome occurs simultaneously with the demand for higher education institutions to measure students’ English proficiency. Consequently, certain English proficiency test is required for students’ admission and students’ graduation. Thus, this paper aimed to offer new blended learning technique to boost students’ learning outcome and simultaneously to prepare students taking certain English proficiency tests. English Discoveries (ED) from Edusoft, as a tertiary from Educational Testing Service (ETS) was selected as learning management system (LMS) due to its vast topics and language skills coverage. Comprehensive materials and diverse practices from ED were used to be the resources for test formats familiarity. This study has shown that ED materials and practices were similar with TOEIC Listening and Reading sections and TOEFL ITP Listening, Structure and Written Expression, and Reading section. By learning in blended environment with ED, students were predicted to be more familiar with TOEIC and TOEFL ITP test formats. Being familiarized with the test formats should increase the possibility for students to have higher English proficiency score. Keywords: blended learning; test format familiarity
Co-Authors Achmad Akbar Setiawan Afendi Afendi Agil Abdur Rohim Agrikaltarini, Niken Dwiretno Galuh Agus Wilson Ahmad Syafi’i Ainy Mauliddiyah Alfan Hariri, Alfan Alfiyah Rusdiyana Ali Mustofa Ali Mustofa Almas Rizkika Nabila Alyas Ali Chaichi Ana Christanti Anam, Syafiul Anggi Ratri Anggoro Kasih Anton Setiawan Anton Setiawan Ariyanti Ariyanti Bakiyatus Solihah Denanda Pratiwi Putry Dian Luthfiyati, Dian Diyan Anita Puspitasari Elok Putri Nimasari Ericha Putri Marchanda Ermawati Zulikhatin Nuroh Euis Fauziah Ramadhani Faiqoh Tsuroya Fajar Kresno Alwiyono Fera Anita Yuana Firda Maghfiroh Fitriyatus Sa'adah Fitriyatus Sa'adah Frederick Lukas Tahapary Haris Supratno Henny Iswati Henny Uswatun Hasanah Himma Jihadiah Arrosyidah Him’mawan Adi Nugroho Imroatul Karimah Intan Nuvitasari Intan Rachmatillah Intan Rachmatillah Jamaludin . Jamaludin Jamaludin Karima Fajarwati Kurniawati, Farida Nova Lasmi Febrianingrum Lathifah Nur Karimah LIES AMIN LESTARI Luh Diah Surya Adnyani Mauliddiyah, Ainy Miftakhul Jannah Mohammad Fatoni Mohammad Yasid Muhaimin Abdullah Muhammad Taufiqurrohman Anfas Naila Muroda Nanang Tri Cahyono Nazelya Puspita Kencana Ni'fatul Fauziyah Niken Dwiretno Galuh Agrikaltarini Nova AlfiLaili Rahmah Novia Rina Saidah Novita Mutiah Yudha Nur Alfin Karimah Nur Siwi Suci Anggraini Nurul Ulfa Nistiti Nurul Uswatun Hasanah Oikurema Purwati Oikurema Purwati Oikurema Purwati Oikurema Purwati OIKUREMA PURWATI Pratiwi Retnaningdiyah Pratiwi Retnaningdyah Pratiwi Retnaningdyah Pratiwi Retnaningdyah Putry, Denanda Pratiwi Putry, Denanda Pratiwi Rachmatillah, Intan Rimba Ayu Sekar Arum Rina Indrianty Ridwan Rohmatul Fitriyah Dewi Saffa Aulia Lestari Saira Bashir Setya Yuwana Siska Hidayatin Nikmah SLAMET SETIAWAN Slamet Setyawan Sri Agustina Suhaimah Bulqiyah Suharsono Suharsono Suhartono Suhartono Suhartono Suhartono Suhartono Suhartono Suhartono Sunnatul Mufarrohah Susanto Susanto Susanto Susanto Susanto Susanto Susanto Susanto Susanto Syafi'ul Anam Syafi'ul Anam Syafi'ul Anam Syafi'ul Anam Syafiul Anam Syafiul Anam Syafiul Anam Syafi’ul Anam Syafi’ul Anam Syafi’ul Anam Tengsoe Tjahjono Tiya Anisyah Firdaus Udjang Pairin VERINA WIDYA PUTRI, NANIN Vidya Mandarani Violla Eka Fernanda Wanda Hijriani Herwanto Widyastuti Yatun Yatun Yohana Kurnia Devy Yudith Septrianto Yuli Astutik yulis setyowati Yuslimu Ilmi Zahid Hussain Zelvia Dina Octavianti