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All Journal Nadwa : Jurnal Pendidikan Islam English Education Journal LET: Linguistics, Literature and English Teaching Journal Language and Education Journal Teaching English as a Foreign Language Journal Erudita: Journal of English Language Teaching Tapis : Jurnal Penelitian Ilmiah
Dery Tria Agustin
Institut Agama Islam Negeri Syekh Nurjati Cirebon
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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THE USE OF BAHASA INDONESIA (L1) IN THE INTENSIVE ENGLISH (L2) CLASSROOM Tria Agustin, Dery; -, Warsono; Mujiyanto, Januarius
English Education Journal Vol 5 No 1 (2015)
Publisher : English Education Journal

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

Abstract

This study was designed to explore, describe, and explain the use of students’ native language (Bahasa Indonesia) in the intensive English classroomorganized by the Center for Language Development (PBB) of IAIN SyekhNurjati Cirebonas well as the lecturers’ and students’ attitudes towards it. It also sought to establish the role that Bahasa Indonesia actually played in the class. This study employed a mix-methods design.  For confirmations and clarificationsit observed 7 classes, surveyed 7 lecturers and 167 students, and interviewed 5 lecturers.Findings revealed that some amount of Bahasa Indonesia was used by both the lecturers and the students. Use of the mother tongue was mainly influenced by students’ level of English proficiency and the skill of language being taught. Both the lecturers and the studentsfound the L1 useful for teaching and learning culture-related issues and difficult concepts like grammar.  However, they also realized that use of the L1, at a certain extent, could be harmful for learning. It can be concluded that the L1 has the potential to be a tool for supporting teaching and learning and it is a lecturer who determines whether use of the L1 helps or hinders English language learning.
An Introduction to a Vygotskian Tradition: The Potential of Sociocultural Activity Theory for Studies into Cognitive Development in Islamic Education Dery Tria Agustin
Nadwa: Jurnal Pendidikan Islam Vol 15, No 2 (2021)
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2021.15.2.9815

Abstract

This paper presents the potential of sociocultural activity theory as a combined theoretical and analytical framework for cognitive-developmental research in Islamic education. The paper is divided into three main sections. The first section briefly explains Vygotsky’s sociocultural theory, especially the concepts of mediation and the genetic method. The second section accounts for the related activity theory, that is, the second-generation activity theory, including the second-generation activity system model and its notion of contradiction. Drawing on a larger study into teacher cognition, the third section reports how sociocultural activity theory informed the study’s methodology, especially data collection and analysis techniques. Finally, this paper concludes with implications for future Islamic educational researchers seeking to conduct cognitive-developmental studies in their settings.
Students’ perceptions of teachers’ translanguaging practices in Indonesian EFL classrooms Fadila, Deandra Jeihan; Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.916

Abstract

In Indonesia, where more than 700 languages exist, EFL teachers make use of students’ linguistic repertoire (e.g., utilize the Indonesian language [hereafter ‘Indonesian’] which functions as the national and official language) during the English instruction. While previous studies have focused on various aspects of EFL teachers’ cognition, little has been known concerning students’ perceptions of teachers’ utilization of languages other than English during the EFL instruction. Therefore, the present study aims to further understand this issue by investigating students’ perceptions of translanguaging practices performed by their teachers during English lessons at a junior high school in Yogyakarta. A qualitative study with case study design was conducted to address the objectives. Three teachers’ classroom practices were observed and five students were purposively invited for interviews. Results showed that translanguaging practices performed by the teachers functioned as explanatory and rapport-building strategies. While students demonstrated positive attitudes towards such practices and stated that the teachers’ translanguaging practices supported their learning goals and helped to boost their motivation in language learning, they seemed to be concerned that uses of languages other than English during English lessons would not only reduce their exposure to the target language but also decrease their opportunities to improve their English-speaking skills.   
Teaching Grammar: The Intersection of Teacher Stated Beliefs and Classroom Implementation Widagsa, Rudha; Rahmawan, Andi; Tria Agustin, Dery; Andrea, Andrea
LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 2 (2024)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v14i2.13714

Abstract

This study investigates the intersection between teachers’ stated beliefs regarding grammar instruction and their actual classroom practices, focusing on two experienced English teachers in Yogyakarta, Indonesia. While prior research underscores the influential role of teachers' beliefs in shaping instructional approaches, discrepancies between these beliefs and classroom implementation are frequently observed. This qualitative case study involved two English teachers from a junior high school in Yogyakarta who have completed their undergraduate degrees in English education and have over ten years of teaching experience. Data were collected through semi-structured interviews, classroom observations, and document analysis to explore how teachers' beliefs about teaching grammar align or diverge from their practices. The findings reveal inconsistencies, demonstrating that while both teachers express a preference for implicit, communicative approaches, practical challenges such as large class sizes, curriculum demands, and varied student proficiency often necessitate the use of explicit instruction methods. These results support existing literature that highlights contextual factors as mediators between beliefs and practices. The study emphasizes the need for reflective practices and tailored professional development programs that help teachers align their instructional strategies with their beliefs. This alignment can enhance instructional effectiveness and foster a more cohesive learning environment. Future research should further investigate how professional development and reflective practices can support teachers in bridging the gap between their beliefs and classroom methodologies.
STUDENTS’ PERCEPTION AND ANXIETY IN ONLINE LEARNING TOWARD TECHNOLOGY ADAPTATION Hamdani, Haris; Tria Agustin, Dery; Alkhowarizmi, Annas; Soleh, Rahmat
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.921

Abstract

This study investigated students’ perceptions and anxiety concerning online learning and technology adaptation among 20 fourth-semester accounting students at Universitas Bhayangkara Jakarta Raya. Using a descriptive qualitative method, data were collected through questionnaires and interviews and analyzed with Likert scales and transcription analysis. The findings revealed that many students experienced concerns and anxiety during online learning. They needed more motivation for sessions conducted via Google Meet and Google Classroom, though the materials provided were often communicative. While students found it relatively easy to access supplementary materials, they perceived online learning as disorganized and struggled with flexibility in communication with lecturers due to their anxiety. Technical challenges, such as internet connectivity issues and limited data quotas, frequently distracted students and reduced their focus. These disruptions disrupted their perception of online learning, resulting in a lack of engagement and learning fatigue. Despite these challenges, students adopted technology and realized the importance of technology in their education. However, most participants felt offline learning was still more effective and engaging. Additionally, technical tasks must be considered more closely, and online education methods should be optimized more effectively to increase students’ interest and decrease stress levels. Despite its challenges, students showed a willingness to embrace technology for learning. These findings suggest that it is critical to find new ways of making online learning spaces less organized, meaningfully engaging, and more facilitative of the personal adjustments and coping needed by learners.
Exploring English language teachers’ use of translanguaging in Indonesian secondary school English classrooms: reasons and purposes Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby; Hamdani, Haris; Sagita, Yusti; Aini, Yasmin Qurrota; Hasanah, Nikmah Tul
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10425

Abstract

Despite a growing body of research on translanguaging internationally, more studies are needed to examine secondary school teachers’ reasons and purposes of translanguaging during English lessons, especially in Outer Circle countries such as Chile, Germany, China, Vietnam, and Indonesia. This paper aims to contribute to this emerging area of interest by investigating junior secondary school teachers’ reasons for and purposes of utilizing students’ linguistic repertoires during English language instruction in the Indonesian ELT context. Data were primarily collected through interviews with three teachers working at two schools in the Special Region of Yogyakarta, Indonesia. The findings reveal several reasons for translanguaging, including limited exposure to English outside the classroom, lack of foundational English knowledge, restricted vocabulary, and diverse student learning needs and proficiency levels. Teachers reported using languages other than English to build rapport, foster a relaxed classroom atmosphere, reinforce or clarify instructions, facilitate comprehension, check understanding, and manage instructional time efficiently. These findings suggest that translanguaging can be an effective pedagogical strategy in English language classrooms, particularly in contexts with limited English exposure. The study points out the importance of incorporating translanguaging approaches into teacher education programs and recommends further research into its long-term effects on student learning outcomes.
Enhancing Students’ Narrative Writing Skills through Folktale Films Agustin, Dery Tria; Yana, Pramugara Robby
Tapis: Jurnal Penelitian Ilmiah Vol 8 No 1 (2024): Tapis : Jurnal Penelitian Ilmiah
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat of Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tapis.v8i1.8751

Abstract

This research aimed to improve the writing skills of ninth-grade students at a junior high school in Yogyakarta, Indonesia. The study used a Classroom Action Research (CAR) design, incorporating folktale films as a learning tool. Twenty-eight students (Class A) participated, with collaboration from an English teacher. Data were collected through observations, interviews, and tests, employing a triangulation method. The research consisted of two cycles, following the action research phases: plan, action, observation, and reflection. Results showed a significant enhancement in students' writing skills with the use of folktale films. These films increased confidence and participation in English writing, leading to effective narrative text creation. The students actively engaged in lessons, positively impacting their overall writing abilities, as observed and reflected in improved test scores. The paper concludes with practical implications based on the study's findings.
Co-Authors Aini, Yasmin Qurrota Andrea, Andrea Fadila, Deandra Jeihan Hamdani, Haris Hasanah, Nikmah Tul Januarius Mujiyanto, Januarius Nurwijayanti Pramugara Robby Yana, Pramugara Robby rahmat Soleh, rahmat Rahmawan, Andi Rudha Widagsa Sagita, Yusti Warsono -, Warsono