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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Celtic JINOP (Jurnal Inovasi Pembelajaran) KEMBARA Journal on English as a Foreign Language (JEFL) ELT Echo ELITE Journal: Journal of English Linguistics, Literature, and Education
Teguh Hadi Saputro
Universitas Muhammadiyah Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Integrating Strategy-Based Instructions In 7th-Grade Speaking Classroom At SMP Muhammadiyah 2 Batu Saputro, Teguh Hadi; Adityo, Adityo; Wardhani, Amalia Ayu
JINoP (Jurnal Inovasi Pembelajaran) Vol 3, No 1 (2017): Mei 2017
Publisher : Lecturer at the Faculty of Education, University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i1.3968

Abstract

Second language (L2) pedagogy and second language acquisition (SLA) have acknowledged the significant role of learning strategies. It, then, suggests the significance of learning strategies in second language learning or, even, acquisition, especially helping students be better learners. With regard to this, a community service project is proposed to implement this SBI in SMP Muhammadiyah 2 Malang. The students’ problem in speaking ability seems to derive from lacks of knowledge about oral communication strategies (OCSs). Therefore, the project team plans to implement an SBI which is mostly the combination of OCSs and metacognitive model. The project implementation falls into four meeting with the focus described as follows (1) Introducing OCSs and metacognitive training model, (2) Employing help-seeking strategies and modified interaction strategies through conversation tasks, (3) Employing modified output strategies and  time-gaining strategies through conversation tasks and (4) Employing maintenance strategies and self-solving strategies through conversation tasks. This project is expected to give best practice to the English teachers of partner school as a part of teaching professionalism improvement and development. 
AN INTERPRETIVE STUDY OF THE COMMUNICATION NEEDS OF ENGLISH DEPARTMENT STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MALANG Poedjiastutie, Dwi; Naidi Warnanda, Kharisma; Saputro, Teguh Hadi; Hima, Aninda Nidlomil
JINoP (Jurnal Inovasi Pembelajaran) Vol 3, No 2 (2017): November 2017
Publisher : Lecturer at the Faculty of Education, University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i2.4860

Abstract

At English Department (ED) UMM, students learn communication for General Purposes (GE) and the generality of the communication materials very much depend on the teachers’ decisions. In other words, teachers can decide any topics and materials depending on the communication books they possessed and read. Even so, many of them by the end of their study period are still not able to speak English fluently. This research is to provide information needed for the curriculum development and classroom instruction through Needs Analysis (NA). The research questions for this study cover (1) what communication skills and competence are expected by ED UMM students? To answer the following questions, an interpretive research paradigm will be employed in the proposed research. In an interpretive research paradigm, theories are constructed from the data rather than theories preceding the data. The data in this research is the participants’ goals, reasons, motives, feelings, perspectives, and assumptions and these participant perspectives will be viewed through the lens of their cultural contexts. This approach uses three-stage data collection and analysis, namely: FGD (focus-group interview) with ED students. The findings showed:
The Relevance of Turn-Taking to EFL Teaching and Learning: An Awarness Raising and Practice Model Hadi Saputro, Teguh
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 2, No 1 (2015): June 2015
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1981.665 KB) | DOI: 10.22219/celtic.v2i1.4673

Abstract

The Relevance of Turn-Taking to EFL Teaching and Learning: An Awarness Raising and Practice Model
The Relevance of Turn-Taking to EFL Teaching and Learning: An Awarness Raising and Practice Model Teguh Hadi Saputro
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 2 No. 1 (2015): June 2015
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v2i1.4673

Abstract

The Relevance of Turn-Taking to EFL Teaching and Learning: An Awarness Raising and Practice Model
Integrating Strategy-Based Instructions In 7th-Grade Speaking Classroom At SMP Muhammadiyah 2 Batu Teguh Hadi Saputro; Adityo Adityo; Amalia Ayu Wardhani
JINoP (Jurnal Inovasi Pembelajaran) Vol. 3 No. 1 (2017): Mei 2017
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i1.3968

Abstract

Second language (L2) pedagogy and second language acquisition (SLA) have acknowledged the significant role of learning strategies. It, then, suggests the significance of learning strategies in second language learning or, even, acquisition, especially helping students be better learners. With regard to this, a community service project is proposed to implement this SBI in SMP Muhammadiyah 2 Malang. The students’ problem in speaking ability seems to derive from lacks of knowledge about oral communication strategies (OCSs). Therefore, the project team plans to implement an SBI which is mostly the combination of OCSs and metacognitive model. The project implementation falls into four meeting with the focus described as follows (1) Introducing OCSs and metacognitive training model, (2) Employing help-seeking strategies and modified interaction strategies through conversation tasks, (3) Employing modified output strategies and  time-gaining strategies through conversation tasks and (4) Employing maintenance strategies and self-solving strategies through conversation tasks. This project is expected to give best practice to the English teachers of partner school as a part of teaching professionalism improvement and development. 
AN INTERPRETIVE STUDY OF THE COMMUNICATION NEEDS OF ENGLISH DEPARTMENT STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MALANG Dwi Poedjiastutie; Kharisma Naidi Warnanda; Teguh Hadi Saputro; Aninda Nidlomil Hima
JINoP (Jurnal Inovasi Pembelajaran) Vol. 3 No. 2 (2017): November 2017
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i2.4860

Abstract

At English Department (ED) UMM, students learn communication for General Purposes (GE) and the generality of the communication materials very much depend on the teachers’ decisions. In other words, teachers can decide any topics and materials depending on the communication books they possessed and read. Even so, many of them by the end of their study period are still not able to speak English fluently. This research is to provide information needed for the curriculum development and classroom instruction through Needs Analysis (NA). The research questions for this study cover (1) what communication skills and competence are expected by ED UMM students? To answer the following questions, an interpretive research paradigm will be employed in the proposed research. In an interpretive research paradigm, theories are constructed from the data rather than theories preceding the data. The data in this research is the participants’ goals, reasons, motives, feelings, perspectives, and assumptions and these participant perspectives will be viewed through the lens of their cultural contexts. This approach uses three-stage data collection and analysis, namely: FGD (focus-group interview) with ED students. The findings showed:
Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception Aninda Nidhomil Hima; Teguh Hadi Saputro; Rafika Rabba Farah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 1 (2021): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v7i1.15805

Abstract

Task-based language teaching (TBLT) has received significant attention from both researchers and practitioners of second language learning. This approach has been reported to be effective in various contexts. Studies on the teachers’ perception on TBLT have also been conducted. The results inform the perceived benefits and challenges of using TBLT in teaching context. However, very few studies have investigated the teachers’ perception in Indonesian context. To investigate the perception, a qualitative research design was employed. Three female English teachers of a vocational school in Malang, East Java, Indonesia were the participants of the study. Before the study was conducted, these three participants were asked to attend a training or coaching on TBLT. At the end of the training or coaching, they had to design a TBLT lesson plan which later were used in their real teaching to their students. After the whole training or coaching was finished, their perceptions about the perceived benefits and challenges about TBLT were investigated through focus-group-discussion (FGD) and individual interviews. The data were analyzed qualitatively and resulted in findings that fell into two categories, namely benefits and challenges. The benefits were this method (1) was considered to be the ‘right’ approach, (2) actively engaged the learners in their learning, (3) was relevant to the current curriculum, (4) increased the learners’ motivation and (5) provided “scaffolding” method for leaners’ use of the language and accomplish the tasks. Meanwhile, its challenges were (1) its time-consuming preparation, (2) complicated and confusing features of a task, (3) complicated implementation of the scaffolding process, (4) doubts or questions about “get-it-right-at-the-end approach” and (5) irrelevance of this method to the exam preparation.
DEVELOPING SCORING RUBRIC: DO THE STUDENTS NEED IT? Aninda nidhomil Hima; Teguh Hadi Saputro
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (928.548 KB) | DOI: 10.24235/eltecho.v2i2.2170

Abstract

Abstract: For many reasons, the use of scoring rubrics has acquired more attention. However, the number of studies investigating the perception and the writing performance as well as the relationship between those two variables in the use of rubric is limited. Therefore, by involving 27 students in Writing -class of an English Language Education Department at a particular university in Indonesia, the present study aimed to explore the students’ perceptions through surveys and their writing performance in the three different situations in which they had no scoring rubric, generate their own scoring rubric and had teacher-made scoring rubric prior to the writing tasks. Also, the study was intended to explore how the students perceived the three situations related to their writing performance. After analyzing the data, it was found that the most helpful situation for the students was the second situation. It also helped the students to achieve the higher score compared to the other two situations. However, there was a contradictory finding in which the students’ perception and their performance were negatively correlated. Keywords: developing scoring rubrics, writing performance, students’       perception
THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING (TBLT) AND ENGLISH FOR SPECIFIC PURPOSES (ESP) CONTEXT IN SMK MUHAMMADIYAH 1 MALANG Hima Aninda Nidhommil; Teguh Hadi Saputro
ELITE JOURNAL Vol 1 No 2 (2019): English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.788 KB)

Abstract

The Internal Community Service Program (PPMI) managed by the University of Muhammadiyah Malang was designed and developed to help the partner school, SMK Muhammadiyah 1 Malang to overcome the problems faced by the school. The results of the pre-observation or situation analysis have shown that the school faces a major problem from the aspect of teaching performance of English teachers. To overcome this problem, the project team proposed best practices in teaching English using the Task-Based Language Teaching (TBLT) approach as an innovative teaching approach in the context of English for Specific Purposes (ESP). Furthermore, the results of the preliminary study were used as a reference for the preparation of four learning meetings in each class. In this program, the teachers are shown how to 1. Prepare for teaching and learning process, starting from designing lesson plans including the ESP materials, media and evaluation instruments, 2. Implement the teaching and learning process by using TBLT, 3. Evaluating students. It is hoped that with the methods proposed in this program, the English teachers from the partner school can improve their teaching skills which then have a positive effect on improving the quality of the school in creating a more effective learning environment for students.
Exploring the perception of English lecturers about incidental vocabulary learning and involvement load hypothesis in their classrooms Saputro, Teguh Hadi; Hima, Aninda Nidhommil; Prastiyowati, Santi
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8020

Abstract

Despite extensive research on vocabulary acquisition, limited attention has been given to how these theories are applied in English as a foreign language (EFL) teaching practices, particularly in Indonesia. This qualitative case study addresses this gap by exploring English lecturers' perceptions and use of incidental vocabulary learning (IVL) and the involvement load hypothesis (ILH) in their classrooms. Data were collected through interviews and classroom observations with five English lecturers from universities in Malang, Indonesia, and analyzed using thematic analysis to identify key patterns and themes. The findings revealed that all participants recognized the importance of vocabulary in language learning and preferred implicit learning methods, such as exposure to authentic language in literature and films. However, the integration of theoretical concepts like vocabulary size and frequency into teaching practices was limited due to constraints such as time and lack of dedicated vocabulary instruction. Moreover, participants were unfamiliar with the ILH, though some of its elements were present in their teaching. The study suggests that better dissemination of research and professional development is essential to bridge the gap between theory and practice, ultimately improving vocabulary instruction in EFL contexts.
Co-Authors Adityo Adityo Adityo Adityo, Adityo Amalia Ayu Wardhani Aninda Nidhomil Hima Aninda Nidhommil Hima Aninda Nidlomil Hima Dwi Poedjiastutie Dwi Poedjiastutie, Dwi Hima, Aninda Nidhommil Hima, Aninda Nidlomil Ibnu Choirin Tafsirudin Kharisma Naidi Warnanda S Rafika Rabba Farah Santi Prastiyowati Tafsirudin, Ibnu Choirin Wardhani, Amalia Ayu