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All Journal Langkawi: Journal of The Association for Arabic and English JURNAL EDUCATION AND DEVELOPMENT Journal of English Language Teaching and Linguistics INSANIA : Jurnal Pemikiran Alternatif Kependidikan Tarling : Journal of Language Education

Agus Husein As Sabiq

IAIN Purwokerto

Author-ID : 2592309

Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

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Articles

Mediating Quizzes as Assessment Tool through WhatsApp Auto-response in ELT Online Class Agus Husein As Sabiq; Muhammad Ikhsanul Fahmi
Langkawi: Journal of The Association for Arabic and English Vol 6, No 2 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v6i2.2216

Although extensive studies have been conducted on the use of WhatsApp in language teaching and learning, little empirical research has been conducted to explore the use of WhatsApp modified with artificial intelligence called auto-responder as a media for assessment. To fill this void, this research aims to explore the use of WhatsApp Auto-response developed by the teacher to mediate quizzes as the assessment tool in an online English class. This research was carried out in a Vocational High School in Banyumas Regency, Indonesia, with an English teacher and his 36 students. The researchers used documentation, structured interviews, and open-ended questionnaires to collect the data. The researchers found that modifying WhatsApp with auto-responder made the online assessment more objective, accountable, transparent, easy-to-access, and easy-to-operate for both teacher and students. WhatsApp Auto-response could encourage students’ autonomous learning because they could directly know their scores and the discussion of each question. Thus, students had more interest and motivation to get a higher score. However, unstable internet connection and slow response from the application should be resolved to make it better for learning. The findings imply that supporting teaching with the technological advancements of artificial intelligence in WhatsApp can provide students with realistic self-guided learning. With WhatsApp's popularity as a learning tool nowadays, its features can be embedded with chatbots that can give many advantages as a teacher assistant, especially for facilitating assessments.

An Analysis on Contextual Meaning of Selected Songs in Rex Orange County's Album "Pony" and Its Pedagogical Implication Umi Nur Chotimah; Agus Husein As Sabiq
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i2.560

Even though several previous studies discuss meaning analysis in song lyrics, limited studies also conveyed its pedagogical implication in learning. It is essential since songs and music have been widely used in the educational field, especially teaching and learning. Therefore, this research aimed to find out the type of context in the selected songs of Rex Orange County's album entitled Pony, to analyze the contextual meaning found in the songs, and to describe the pedagogical implication of the songs in English learning. The data in this research were in the form of documents, and they were obtained from Rex Orange County's selected songs in Pony album. In analyzing the data, the researchers used content analysis regarding the contextual meaning of Rex Orange County's song lyrics from the album Pony. The results showed that the Pony album contains many contexts and contextual meanings, and there were 40 contexts and 7 context types and contextual meaning in the selected songs of Pony album. These songs can be used as authentic materials to teach "Meaning Through Music" material using the Contextual Teaching and Learning (CTL) approach and Gap Song Filling strategy for the pedagogical implication.

STRATEGI SCAFFOLDING DALAM PEMBELAJARAN WRITING DAN TANTANGANNYA Widiana .; Agus Husein As Sabiq
Jurnal Education and Development Vol 9 No 1 (2021): Vol.9.No.1.2021
Publisher : Institut Pendidikan Tapanuli Selatan

This study aimed to investigate the scaffolding strategy in teaching writing recount text and describe the teacher’s challenges in implementing scaffolding strategy in teaching writing recount text and her efforts in dealing with the problems that occurred in teaching writing. This qualitative research investigated the English teacher and the students of 10th grade (X-AK 2) of a Vocational High School in Banyumas Regency, Indonesia. This research used triangulation of data to collect the data, namely observation, interviews, and documentation. The researchers used Miles & Huberman’s model to analyze the data collected. The outcomes of this research showed that the teacher used a scaffolding strategy to develop students' critical thinking and high-level thinking skills. The process consisted of four curriculum cycles, such as field development, modeling, joint construction, and independent writing. This research also found that the teacher encountered some challenges, such as various levels of students' academic achievements, the lack of interest among students in engaging classroom activities, students’ lack of vocabulary, and the difficulty of motivating them. However, the teacher tried to respond to the challenges by looking at students' ZPD on previous assessments, making icebreaking, encouraging students' engagement, and facilitating them to use the dictionary effectively.

VISUAL MEDIA UTILIZATION IN MASTERING ENGLISH VOCABULARY OF HEARING-IMPAIRED STUDENTS Agus Husein As Sabiq; Maulani Anjani Sukirno
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 25 No 2 (2020)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Hearing-impaired students are visual learners. Thatâ€™s why the visual media selection will be the most appropriate media assistance for teachers, especially in teaching vocabulary. This research aimed to investigate the use of visual media and teacher challenges in developing English vocabulary for hearing-impaired students. This research used a qualitative descriptive approach. The participants of the research were an English teacher and eight hearing-impaired students in the 8th grade of SMPLB N Banjarnegara. The data were obtained through observation, interviews, and studentsâ€™ self-reports. The researchers found that the teacher used limited visual media at around the combination of a whiteboard, images, picture dictionary, and realia. The teacher used a whiteboard to write and draw the material. Images and picture dictionary were used to give an overview and insight to the students and sign language was used as language instruction in the teaching process. Less practice pronouncing the words and misunderstanding on reading the lips movements became the challenges for the teacher. Furthermore, the teacher has less technical skills to utilize technological-based media in delivering the materials.

PROPHETIC LEARNING IN ELT AGUS HUSEIN AS SABIQ
Tarling : Journal of Language Education Vol 1 No 2 (2018): Juni 2018
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Affective teaching is substantive in the process of learning. It aims at developing excellent moral output. For Muslims, the Prophet Muhammad becomes the trendsetter in all aspects of their life. By examining some hadiths, the Prophet Muhammad did not only provide a form of that was only cognitive or afective, but in several conditions the prophet also gave an example of how to learn and teach. Therefore prophetic learning is necessarily integrated into all instructional contents so students can fully develop their attitude accordingly. English is a necessary subject, but on the other hand, it also teaches the idea of secularity which exist in English culture. Integrating prophetic learning in English language teaching can be done through: (1) teacher as a model; (2) stimulus response/questioning; (3) story telling; (4) analogy/logical order; (5) direct practice; (6) applied materials; (7) giving advice; (8) closing statement.

HOTS-Based Analysis on English Reading Comprehension Formative Assessment Agus Husein As Sabiq; Aulia Putri Ardiana
Tarling : Journal of Language Education Vol 4 No 1 (2020): Desember 2020
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

The Ministry of Education and Culture has directed the assessment model at Higher-order Thinking Skills (HOTS), but in reality, students are less trained in solving the model of this assessment. This cause the learning outcomes of students tend to be less by the teachers. Therefore, the assessments made by teachers should be on the basis of HOTS. This study aimed to find out the assessment level of reading comprehension formative assessment administered by the English teachers in reference to HOTS. This research is classified as quantitative descriptive research involving two English teachers in SMA 2 Brebes. The items of formative assessment are analyzed using the cognitive level of the revised Bloom. As a result, the researchers find that the questions categorized as HOTS level obtain 18 out of 91 questions or (19.78%). Meanwhile, 73 out of 91 questions or (80.22%) are categorized as LOTS level. It can be implied that HOTS based questions are not at the dominant level. However, the test meets the requirements of the minimum standard by the Ministry of Education and Culture in the National Exam (UN) that is between 15%-20%. But, it is still a little bit less to the position of PISA questions which requires 20%.

Co-Authors Aulia Putri Ardiana Maulani Anjani Sukirno Muhammad Ikhsanul Fahmi Umi Nur Chotimah Widiana .

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