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All Journal Cakrawala Pendidikan MODELING: Jurnal Program Studi PGMI EDUVELOP (Journal of English Education and Development)
Hasan Zainnuri
Universitas Sebelas Maret
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Exploring pronunciation teaching practice in emergency remote teaching: Lesson from Indonesian high school context Aina Khoirida; Endang Setyaningsih; Hasan Zainnuri
EDUVELOP Vol 5 No 1 (2021): Vol 5 No 1 (2021)Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v5i1.1187

Abstract

Regardless of its importance, pronunciation practice received a small portion in EFL teaching. This issue has attracted researchers to investigate how pronunciation practice is conducted in the EFL setting and what challenges are there. The results of the investigations have provided useful insights into what happens in the EFL classrooms. However, with the global pandemic outbreak that forced massive migration to emergency remote teaching (ERT), it remains unclear how pronunciation practice is carried out. This exploratory study attempts to shed light on the matter. It aims to portray the pronunciation practice during ERT and identify the challenges faced by the teachers. To limit the scope of the study, the researchers focused the investigation only on pronunciation accuracy. Data were collected through document analysis, non-participatory observation, questionnaire, and in-depth interview after gaining consent from two senior high schools English teachers in Indonesia. The collected data were then analyzed using the interactive model of analysis. This study reveals that during ERT, pronunciation practice received a small portion of attention, as earlier studies have found. The average time allocated is 10% of the total duration of learning. Most of the accuracy training was carried out with a similar pattern of activities, i.e., read aloud, listen-and-repeat, and teachers’ corrective feedback as the response of the student's errors. Presented in ERT, pronunciation accuracy training experienced several problems, and the most prominent is related to the internet connection. A poor internet connection can be disastrous for accuracy training as implementing synchronous learning or uploading and downloading audio/video requires a good and strong internet connection. Another problem is the lack of students’ engagement to study due to the difference in sensation and excitement with face-to-face learning. These imply that adequate preparation is needed in applying pronunciation accuracy instruction, apart from the material itself.
Technology-based pragmagogy competency assessment to measure teachers' ability in classroom management Muhammad Rohmadi; Memet Sudaryanto; Harun Joko Prayitno; Hasan Zainnuri
Jurnal Cakrawala Pendidikan Vol 42, No 3 (2023): Cakrawala Pendidikan (October 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i3.52599

Abstract

Teachers' classroom management skills can be seen in their language teaching skills. This study aimed to (1) develop an online assessment model to measure teachers' pragmagogy ability in Indonesia and (2) measure teachers' ability to respond to pragmagogy-related stimuli. This study uses a DD approach to answer the problem formulation determined during model design, development, and evaluation. The sample included 3,150 primary, secondary, and advanced Indonesian teachers. Functionality, reliability, usability, efficiency, maintainability, and portability were validated. This study explained the formulated pragmagogy construction through exploratory factor analysis. Stress testing and installation testing were used to broaden the application's reach. Based on the initial analysis, the online assessment model concludes that the teacher's pragmagogy ability can determine knowledge, skills, and attitudes. Teachers' pragmagogy ability can be determined through pedagogic knowledge as the framework for roles and figures in the form of thinking; reflective and emotional intelligence; ability in instructional communication patterns; and other aspects to realize pragmagogic competence. The use of pragmagogy measurement applications can examine various approaches chosen by teachers to maximize the teaching-learning process in the classroom through interactive, responsive, persuasive, implicative, locution, illocution, perlocution approaches to describe the pragamagogical competencies possessed by teachers in classroom management that is interesting and fun for their students.
Scoping Review: Proses dan Luaran Pembelajaran Eco-Social Pedagogy Moh Salimi; Hasan Zainnuri; Ratna Hidayah; Anesa Surya; Muna Fauziah; Dewi Astuti
MODELING: Jurnal Program Studi PGMI Vol. 12 No. 3 (2025): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v12i3.2938

Abstract

Eco-social pedagogy menjadi gagasan dan jalan untuk mengintegrasikan social pedagogy dan ecopedagogy untuk mengembangkan social skills dan ecoliteracy. Penelitian ini merupakan studi literatur dengan metode scoping review. Scoping review digunakan dalam penelitian ini untuk mengetahui proses dan luaran pembelajaran eco-social pedagogy. Scoping review disusun berdasarkan terdiri atas lima tahap yaitu identifikasi pertanyaan penelitian, identifikasi studi yang relevan, pemilihan studi pemetaan data, menyusun, meringkas, dan melaporkan hasil. Pencarian studi didapatkan dari science direct, sage publication, googlr scholar dengan mengambil 15 artikel yang saling berkaitan satu sama lain. Adapun delapan studi yang digunakan terdiri dari survei, tinjauan pustaka, fenomenologi, studi kasus, evaluative, pendekatan interpretative, mixed method, kuasi eksperimental, dan penelitian lapangan. Studi tersebut berasal dari beberapa negara seperti, Finlandia, China, Spanyol, Skotlandia, Amerika Serikat, Australia, Afrika, Colombia, dan Indonesia. Hasil review ditinjau dari dua hal yaitu nilai-proses atau metode penerapan dan output pembelajaran yang berorientasi eco-social pedagogy Hasil penelitian ini menunjukkan bahwa: (1) pembelajaran eco-social pedagogy didukung penuh dengan variasi pendekatan pembelajaran, diantaranya pemanfaatan alam dan sumber daya lingkungan, pendekatan sistematik dan holistic, pendekatan refleksi dan eksplorasi, serta pembelajaran kolaboratif berbasis riset/proyek dan (2) pembelajaran eco-social pedagogy menghasilkan luaran berupa perubahan minat pembelajaran peserta didik ke arah yang positif. 
Co-Authors Aina Khoirida Anesa Surya Dewi Astuti Endang Setyaningsih Harun Joko Prayitno Memet Sudaryanto Moh Salimi Muhammad Rohmadi Muna Fauziah Ngadiso Ngadiso Nur Arifah Drajati Ratna Hidayah