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The Struggle with Writing Anxiety: English Language Education Department Students and Thesis Proposal Completion Syahrian Rasid; Hidayah Nor
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.987

A thesis proposal is required of students before they can begin writing a thesis. Research background, theory, and technique are the only three chapters that make up the thesis proposal, as opposed to the thesis's five chapters. However, students can run into issues like anxiety when they are preparing a thesis proposal for several different reasons. Analysis of the anxiety felt by participants in the English Language Education Department is the goal of this study. This study sought to: (1) identify the different kinds of writing anxiety that students experienced when completing draft thesis proposals; (2) characterize the factors that contribute to writing anxiety in students; and (3) to learn about potential fixes that students came up with to finish the thesis proposal draft. Researchers employed the study design known as Narrative Inquiry by using narrative frameworks and interviews to gather data. The method of narrative analysis was applied to the collected data. The findings demonstrated that the participants had two different kinds of anxiety: somatic and cognitive anxiety. They reported experiencing a variety of anxiety-inducing factors, including insufficient writing experience or practice, a lack of subject-matter expertise, pressure to produce flawless work, time constraints, a high volume of assignments, inadequate writing methods, and poor self-confidence. To lessen their worry, the participants also tried a variety of strategies, including planning, unwinding, talking to others, and pausing.

The Role of Flip Charts in Improving English Vocabulary Acquisition Nur Hayati; Hidayah Nor
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1082

Students' motivation and interest in what they are learning can both be increased with the use of educational media. There is a wide range of media kinds that are utilized in the learning process, from basic to advanced. One basic sort of media is flip chart media. This study intends to ascertain how flip chart media is used in English vocabulary instruction and what tutors think about it. The participant in this study was a tutor who worked with Class Group 21 of UPB (Unit Pengembangan Bahasa) at the Islamic State University of Antasari Banjarmasin. In this study, data were gathered through interviews and observation using a descriptive qualitative methodology. According to the research findings, flip chart media can improve students' motivation and comprehension while also aiding in vocabulary learning. The findings indicate numerous crucial processes involved in using flip charts to aid in vocabulary development. The following strategies are used by the tutor: 1) self-preparation; 2) appropriate flip chart placement; 3) seating arrangement of students; 4) material introduction and informational picture and text presentation understandably and straightforwardly; 5) tutor makes sure every student can see the flip chart clearly; and 6) instructs students to form a semicircle or U position. Because of its adaptability and capacity to support more engaging and innovative instruction, the tutor also held a favorable opinion of the usage of this media. This study serves as a valuable resource for further research in the same field and significantly enhances the quality of vocabulary instruction in English.

Insights into Speaking Principles, Activities, and Materials in the English Language Education Department hidayah nor; Muhammad Syahri
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 2 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i2.1077

Mastering speaking skills is crucial in learning a foreign or second language. Speaking is considered the most important element among the four main language skills. However, there are several discrepancies in the application of speaking principles, activities, and materials by educators in the English Education Department at various universities in Indonesia. Therefore, this study aims to identify the principles, activities, and materials lecturers use in teaching speaking courses. The research design employs a narrative inquiry approach. This study was conducted at Antasari State Islamic University Banjarmasin. The researcher conducted an interview with a speaking course lecturer. The interview provided data on applying principles, activities, and materials used in teaching speaking classes. Based on the objectives of this study, the researcher found that the lecturer applied four principles in teaching speaking: providing students with sufficient opportunities to practice fluency and accuracy, giving students chances to speak through group or pair activities while minimizing teacher intervention in the conversation, planning speaking tasks that involve negotiation of meaning, and creating classroom activities that involve instruction and practice in transactional and interpersonal speaking. Additionally, in conducting speaking activities, the lecturer used role play, simulation, and discussion. In the learning process, the lecturer frequently used audio-visual materials and PowerPoint presentations.

Incorporating Religious Moderation Values into Effective English Language Teaching Practices Hidayah Nor; Raida Asfihana; Afifah Linda Sari; Fadia Mahardika
Intensive Journal Vol 7, No 2 (2024): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v7i2.16544

This research introduces a practical and innovative model for integrating religious moderation values into English Language Teaching activities. Recognizing the multicultural and diverse nature of language learners, this model aims to bridge the gap between language instruction and the incorporation of religious perspectives, fostering a more inclusive and culturally sensitive language learning environment. Phenomenological research used by the researchers as a research design. Grounded in the principles of CLT, the proposed model provides a framework for designing activities for teaching English that seamlessly integrate religious values, encouraging learners to engage in meaningful and contextually relevant language use. The findings showed that the English lecturers have already instilled the values of religious moderation using various ways. The model of lesson plans highlights the significance of including essential social themes like radicalism and tolerance into English lessons plans for university students. It is conducted by employing various multimedia resources, collaborative activities, and reflective assignments to foster dynamic and interactive learning environments that not only increase language proficiency but also encourage critical thinking skills and cultural sensitivity.

THE USE OF DIALOGUE JOURNALS ACTIVITY IN ESSAY WRITING COURSE (STUDENTSâ€™ ACHIEVEMENT) Hidayah Nor
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 | DOI: 10.24235/eltecho.v2i2.2179

This research is aimed to describe the use of dialogue journals technique in improving studentsâ€™ writing skill especially studentsâ€™ achievement in short essay writing course. The researcher used descriptive qualitative research for conducting the research. The subjects of this research were the fifth semester students of English Education Department academic year 2016-2017 and there were two classes which involving 65 students. The instruments that were used to get the data are the writing test in form of essay. It is considered valid based on the view of test content and the representation of the materials tested since the test uses content validity.Â Then, all the data were analyzed descriptive qualitatively and concluded inductively.Â The result of this researchÂ was to provide English lecturers with interesting and effective teaching strategies in enhancing the studentsâ€™ active participation in teaching and learning process and improving studentsâ€™ writingÂ ability.Â The studentsÂ were expected to useÂ dialogue journals activityÂ to improve their ability inÂ writing. This research also gave additional value to the effort of increasing the quality of teaching English particularlyÂ teaching writingÂ in Indonesia.

The New Facilitatorsâ€™ Strategies in Managing Online Discussion of the Second IMOOC hidayah nor
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 1 (2019): June 2019
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i1.4425

The second Indonesian Massive Open Online Course are the collaboration between Regional English Language Office (RELO) and the Embassy of United States of America in Jakarta introducing the use of technology for autonomous learning as the new insight for the participants that focuses on recruiting pre-service English teachers, English Teachers (Elementary school, junior high school, or senior high school teachers), English lecturers in the university around Indonesia. The purpose of this research was to describe qualitatively the second MOOC new facilitatorsâ€™ strategies in managing online discussion and whether they were affected by their own facilitatorsâ€™ strategies when they joined as the participants of the first Indonesian MOOC. There were eight new facilitators who came from different regions in Indonesia such as Rembang, Salatiga, Surabaya, Solo, Semarang, Malang, and Banjarmasin. The data were collected through a Questionnaire. The results of this research shown that there are various strategies that have been applied by the new facilitators including design questions that particularly get on-topic discussion carefully, help online learners in providing a guideline for the preparation on-topic responses, present rules for those who choose off-topic comments explicitly, state the expectation for online discussions participants to stay on a topic, set alternative locations for off-topic discussions, screen all postings and put off-topic posts to alternative locations with an explanation to participants, incorporate a reminder that responses stay on a topic with all posted questions, reword the original question when responses are going in the wrong direction, provide discussion summary regularly, give warning privately and corrective suggestions to learners who submit off-topic comments, give a reward for those who keep on a topic, and offer a grade for those who keep on a topic. This is really helped the second Indonesian MOOC participants to make the discussions contains more cognitive presences and they can accomplish the course and gain a new knowledge from this online course.Â Keywords: IMOOC, Facilitatorsâ€™ strategies, Indonesian Massive Open Online Course, Online discussion

Reinterpreting Indonesian Folklore in EFL Education: Symbolic Meaning, Local Wisdom and Generation Z Perspectives Andi Irlina; Hidayah Nor; Thaibatun Nisa
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 11 No. 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2601

This qualitative study explores how Indonesian local folklore can function as a literary and pedagogical resource in English as a Foreign Language (EFL) education by examining symbolic meanings, educational values, and generational reinterpretation. Focusing on the legends of Princess Mayangsari from the Banjar community and Princess Tadampalik from the Bugis tradition, the study integrates Symbolic Interactionism and Value Theory (Western and Islamic) to analyze how moral, cultural, and spiritual values are constructed and transformed. Data were collected through content analysis and in-depth interviews with 20 Generation Z participants, and analyzed using thematic coding. The findings reveal that traditional symbols such as the sacred sword, mirror, white buffalo, and heirloom kris are reinterpreted by Generation Z within contemporary frameworks of rationality, gender equality, ethical leadership, and digital creativity. Rather than perceiving folklore as sacred and static, participants engage with these narratives as reflective texts that support identity formation and moral reasoning. From an EFL perspective, the study demonstrates that local folklore provides authentic narrative materials that enhance narrative literacy, cultural awareness, and character education. The integration of symbolic analysis and digital storytelling further highlights the potential of folklore-based pedagogy to support critical reading, interpretation, and intercultural competence in language learning contexts.

Reinterpreting Indonesian Folklore in EFL Education: Symbolic Meaning, Local Wisdom and Generation Z Perspectives Andi Irlina; Hidayah Nor; Thaibatun Nisa
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 11 No. 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2601

This qualitative study explores how Indonesian local folklore can function as a literary and pedagogical resource in English as a Foreign Language (EFL) education by examining symbolic meanings, educational values, and generational reinterpretation. Focusing on the legends of Princess Mayangsari from the Banjar community and Princess Tadampalik from the Bugis tradition, the study integrates Symbolic Interactionism and Value Theory (Western and Islamic) to analyze how moral, cultural, and spiritual values are constructed and transformed. Data were collected through content analysis and in-depth interviews with 20 Generation Z participants, and analyzed using thematic coding. The findings reveal that traditional symbols such as the sacred sword, mirror, white buffalo, and heirloom kris are reinterpreted by Generation Z within contemporary frameworks of rationality, gender equality, ethical leadership, and digital creativity. Rather than perceiving folklore as sacred and static, participants engage with these narratives as reflective texts that support identity formation and moral reasoning. From an EFL perspective, the study demonstrates that local folklore provides authentic narrative materials that enhance narrative literacy, cultural awareness, and character education. The integration of symbolic analysis and digital storytelling further highlights the potential of folklore-based pedagogy to support critical reading, interpretation, and intercultural competence in language learning contexts.

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