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All Journal Suar Betang Polingua : Scientific journal of Linguistics, Literature and Language Education Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching International Journal of Research on English Teaching and Applied Linguistics
Jumatul Hidayah
Institut Agama Islam Negeri Curup
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Fulfilling The Needs of Diverse Students: Teaching Strategies for EFL Inclusive Classrooms Jumatul Hidayah; Ruly Morganna
SUAR BETANG Vol 14, No 2 (2019): Desember 2019
Publisher : Balai Bahasa Kalimantan Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/surbet.v14i2.135

Abstract

This study aimed at investigating teaching strategies and their implementation in EFL inclusive classrooms at one of the junior high schools in Curup-Bengkulu, Indonesia. To garner credible data as desirable, an instrumental case study was conducted by engaging two EFL teachers selected purposively at that school. Interview and observation were deployed as the techniques of collecting data. This study revealed that the teachers applied four teaching strategies ranging from active learning, peer-tutoring, cooperative learning, to direct instruction. Despite many more inclusive teaching strategies which were left aside, the limited extent of inclusion-related pedagogical knowledge and experiences, inadequate reflective teaching, and limited facilities and infrastructure promoting inclusive education, the EFL teachers had been able to implement the aforesaid strategies properly. They had demonstrated that they were sufficiently skillful at the detailed procedures of the implementation of the four strategies in the EFL inclusive classrooms. Further studies are expected to address the application of more instructional strategies for inclusive classrooms such as those suggested by Lawrence-Brown (2004). Revealing both qualitative and experimental data associated with those instructional strategies will be very contributive and meaningful.AbstrakPenelitian ini bertujuan untuk menginvestigasi strategi pengajaran serta penerapannya dalam pembelajaran bahasa Inggris di kelas inklusif di salah satu SMP di Curup, Provinsi Bengkulu, Indonesia. Demi mendapatkan data yang kredibel, studi kasus instrumental dilakukan dengan melibatkan dua orang guru bahasa Inggris yang mengajar di sekolah tersebut. Wawancara dan observasi digunakan sebagai teknik pengumpulan data. Penelitian ini mengungkap bahwa guru tersebut menerapkan empat jenis strategi pengajaran, yaitu active learning, peer-tutoring, cooperative learning, dan direct instruction. Meskipun masih banyak lagi strategi pengajaran yang belum diterapkan, terbatasnya pengetahuan dan pengalaman paedagogik terkait pendidikan inklusif, belum dilakukannya pengajaran reflektif, serta fasilitas dan insfrastrukur pendukung pendidikan inklusif yang terbatas, dua orang guru bahasa Inggris tersebut sudah mampu menerapkan keempat strategi pengajaran tadi dengan baik. Mereka sudah menunjukkan bahwa mereka cukup andal dalam menjalankan prosedur secara detail ketika menerapkan keempat jenis strategi pengajaran tersebut dalam kelas inklusif. Penelitian selanjutnya diharapkan untuk berorientasi pada penerapan berbagai strategi pengajaran inklusif lainnya sebagaimana yang disarankan oleh Lawrence-Brown (2004). Mengungkap data kualitatif serta data eksperimen terkait berbagai strategi pengajaran tersebut akan sangat kontributif dan bermanfaat.
Empowering ICT Potentials in English Language Teaching Dinda Mei Ayu Utami; Prihantoro Prihantoro; Eka Apriani; Jumatul Hidayah; Ciptro Handrianto
Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education Vol 10, No 2 (2021)
Publisher : Politeknik Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30630/polingua.v10i2.180

Abstract

In the field of English teaching and learning, the Covid-19 outbreak brings a challenge to English lecturers in order to be able to maintain the continuity of English teaching and learning online by using ICT tools effectively. Thus, this study sought to investigate the uses of ICT tools and the barriers related to the uses of ICT tools in teaching English. Drawing upon a qualitative method, 12 English lecturers at IAIN Curup were purposively selected to be the subjects of this study. Interviews and open-ended questionnaire were deployed to garner the data from the subjects, and the data were triangulated and analyzed using an interactive model of analysis. The findings revealed that the English lecturers used various ICT tools in different ways and purposes. However, some barriers led them to some difficulties of using ICT tools. The barriers were such as: not all ICT media that had been prepared either by the institution or personally could be applied properly; difficulty in playing the roles of lecturers, as were usually done without the highly technical ICT media; the difference in expectations between lecturers and students related to the ICT media used; difficulty in building an interactive atmosphere when using ICT media; and difficulty in providing effective learning responses when using ICT media.
The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension Adjie Putra Pangestu; Jumatul Hidayah; Eka Apriani
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 1 (2021): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.4305

Abstract

There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results. 
The Portrait of English Teaching Grounded in Interculturality Ramsa Aryadi; Jumatul Hidayah; Sarwo Edy
Journal of English Education and Teaching Vol 4, No 3 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.3.323-347

Abstract

This study aimed to analyze English teaching based on the perspective of intercultural language teaching (ILT). The ILT perspective was referred to Liddicoat and Scarino's (2013) model. Three English teachers from one of the schools in Kepahiang District were engaged as the participants of this study. This study applied a qualitative method. The data were collected using observation. The findings of this study revealed that the teachers had applied three principles of ILT, namely active construction, making connections, and interaction. Active construction was represented by some activities such as word quiz, the use of cultures-embedded materials, group work, pair-work communication, and check and recheck with partners. Making connection principle was portrayed from some activities such as directing questions and cultural comparison. Interaction principle was depicted from some activities such as the use of cultures-embedded texts, group-interaction, pair-wok communication, and check and recheck with partners. It is recommended that further studies be conducted by involving more participants so that richer data with their varieties can be portrayed. 
Factors of Students’ Willingness and Unwillingness to Speak English in the Classroom Kozi Ramli; Jumatul Hidayah; Sarwo Edy; Farida Esmianti
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.95-109

Abstract

One of the goals of EFL education is to enhance students’ willingness to communicate (WTC) and to reduce their unwillingness to communicate (UWTC) so that students can consistently take part in English communication. Accordingly, this study aimed to investigate the factors of English students’ WTC and UWTC in the classroom context. This study applied a descriptive qualitative method by involving eighteen students from English department at State Islamic Institute of Curup as the participants. Of those students, nine of them were those of WTC group, and other nine students were those of UWTC group. They were split in such a way according to their values of speaking subjects and resting upon their lecturer’s consideration. The data were collected from interviews and analyzed using an interactive model. The findings revealed that the factors of students’ WTC covered classroom, teacher’s supports, personality, and self-confidence. Subsequently, the factors of students’ UWTC consisted of linguistic problems such as lack of English vocabularies, poor grammatical competence, and poor English pronunciation. Besides, there were also some non-linguistic factors such as psychological problems, low self-confidence, and anxiety. Further studies are expected to probe into the factors of WTC and UWTC by adopting both realistic and naturalistic worldviews as well as incorporating more multicultural participants to reveal more comprehensive information as desirable.
ENGLISH STUDENTS’ SELF-RESILIENCE AND CHALLENGES IN DISTANCE LEARNING Jumatul Hidayah; Ruly Morganna
International Journal of Research on English Teaching and Applied Linguistics Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (557.376 KB) | DOI: 10.30863/ijretal.v2i2.2454

Abstract

Due to the Covid-19 epidemic, learning has shifted from offline to online, affecting pupils' learning resilience and the complexity of learning obstacles. As a result, the focus of this study is on English students' resilience and the obstacles they experience during distance learning. This study used qualitative methodologies and included 20 English students who were purposefully chosen as participants. They were questioned in accordance with the study's objectives. An interactive model was used to analyse the interview data. The data suggest that in remote learning, students' self-control is lacking. They are under psychological duress. Their physical state was deteriorating, and several of them were experiencing headaches. They are mentally bored and unable to concentrate, and they cannot enjoy learning due to a lack of social interaction. Furthermore, students encounter issues connected to internet signals, budgeting to meet internet demands, and difficulty in locating learning resources during remote learning, all of which are classified as examples of poor technical competence.
Co-Authors Adhelia Pratiwi Adjie Putra Pangestu Ciptro Handrianto Dinda Mei Ayu Utami Eka Apriani Farida Esmianti Kozi Ramli Prihantoro Prihantoro Ramsa Aryadi Ruly Morganna Sarwo Edy