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How Do In –Service English Teachers Enact Classroom Management Strategies in EFL Context? Kardi Nurhadi; Devi Nur Afrilia
English Didactic Vol 1, No 2 (2020)
Publisher : La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (879.527 KB)

Despite myriad of studies explore how the teachers enacting classroom management, there is a scant from the literature on investigating how the EFL teachers experiences while they were engaging classroom management. To fill this gap, this study report the teachers lived experiences in classroom management situated in EFL classroom. Grounded in qualitative approach narrative inquiry design, this research provided critical incidents or moments engaging in classroom management. Three English teachers participate voluntarily in this study. Data were derived from semi structure interview to capture the teachers lived experiences enacting classroom management. Drawing on the thematic analysis, three emergent findings are reported here. First, the participants showed that the importance of classroom management strategies in EFL context, and they told about the main goals of classroom management strategies Second, the conditions. It means there are some difficulties in the classroom management but the most of difficulties in manage the classroom are vocabularies, environment, and overactive students. The researchers asked the teachers' feelings when they are teaching in the classroom Third, strategies, the researcher found there are some strategies to manage the classroom such as organizing the physical design of the classroom, establishing rules and routines, developing caring relationships, implementing engaging and effective instruction, and addressing discipline issue.

EXAMINING THE EFFECTIVENESS OF CLUSTERING TECHNIQUE IN TEACHING WRITING RECOUNT TEXT Natalia Anggrarini; Intan Ali Indah; Kardi Nurhadi
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v7i1.2295

Writing is the skill of conveying ideas in written form that can be understood, and the meaning of writing can be conveyed. However, writing is also difficult to master and learn at all levels, as it requires a lot of thought to generate ideas and produce words and sentences. Therefore, researchers use this clustering technique as a learning method before writing activities to design ideas that support the writing of their texts. The main objective of this study was to determine the effectiveness of the clustering technique in teaching writing recount text. The researcher used quantitative research and pre-experimental research as the research design. This research was conducted in class X-1 MIPA at SMAN 2 Indramayu. For the data collection, the researcher used cluster sampling. From the results, it was found that the results of the students' pre-test scores obtained a total score of 2050, and the students' post-test scores obtained a total score of 2750 with a gain score of 700. This means that there is an increase in the quality of students. . The results of the statistical hypothesis showed a value of up to 834 and a critical value of 1.69. Compared with the to and tcritic calculations, it shows that the value of to > tc or 8.34 > 1.69, then rejects H0. So, because H0 is rejected, the clustering technique is effective to achieve the target of increasing the effectiveness of learning to write recount text. This research implies that teaching writing must use certain techniques/methods/strategies and pay attention to the aspects of the criteria used so that students can develop ideas and produce better writings. The researchers suggest the teachers to use various creative techniques/methods/strategies that can help the students get new ideas in learning to write English, especially in recount text.

EXAMINING THE EFFECTIVENESS OF CLUSTERING TECHNIQUE IN TEACHING WRITING RECOUNT TEXT Natalia Anggrarini; Intan Ali Indah; Kardi Nurhadi
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v7i1.2295

Writing is the skill of conveying ideas in written form that can be understood, and the meaning of writing can be conveyed. However, writing is also difficult to master and learn at all levels, as it requires a lot of thought to generate ideas and produce words and sentences. Therefore, researchers use this clustering technique as a learning method before writing activities to design ideas that support the writing of their texts. The main objective of this study was to determine the effectiveness of the clustering technique in teaching writing recount text. The researcher used quantitative research and pre-experimental research as the research design. This research was conducted in class X-1 MIPA at SMAN 2 Indramayu. For the data collection, the researcher used cluster sampling. From the results, it was found that the results of the students' pre-test scores obtained a total score of 2050, and the students' post-test scores obtained a total score of 2750 with a gain score of 700. This means that there is an increase in the quality of students. . The results of the statistical hypothesis showed a value of up to 834 and a critical value of 1.69. Compared with the to and tcritic calculations, it shows that the value of to > tc or 8.34 > 1.69, then rejects H0. So, because H0 is rejected, the clustering technique is effective to achieve the target of increasing the effectiveness of learning to write recount text. This research implies that teaching writing must use certain techniques/methods/strategies and pay attention to the aspects of the criteria used so that students can develop ideas and produce better writings. The researchers suggest the teachers to use various creative techniques/methods/strategies that can help the students get new ideas in learning to write English, especially in recount text.

Exploring undergraduate students’ difficulties in EFL academic writing Atikah Wati; Kardi Nurhadi; Ahmad Lukmanul Hakim
Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 1 (2024): June 2024
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v10i1.5686

This study aims to explore undergraduate students’ difficulties and how they cope with difficulties in EFL academic writing. Despite much research revealing the difficulties of undergraduate students in academic writing, relatively few studies implied academic writing difficulties in the higher education context. To fill this gap, this present study focused on exploring EFL students’ difficulties and how they cope with the difficulties in terms of lexical difficulties, grammar and punctuation, avoiding plagiarism, and text structure. This study used a qualitative approach with a phenomenological case study design. Three undergraduate students were recruited as participants for this study. The data were collected through interview sessions employing open-ended questions adopting a three series of interviews by Seidman (2013) consisting of thirteen questions. The result showed similarities and differences in difficulties and the ways to cope with it. The result of this research is expected to support the lecturer to consider the students’ difficulties and their ways to cope with the difficulties where it can be applied in academic writing subject. Moreover, the difficulty in academic writing is important for students to examine the effective ways to cope with difficulties to become better academic writers. Keywords: Undergraduate students; Academic writing; Academic writing difficulties

Investigating Pre-Service Teachers’ Emotions Attributions in Teaching Practicum: Lessons Learned from Indonesian Teacher Education Nur Waqiah, Siti; Nurhadi, Kardi; Yulianawati, Ida
International Journal of Language Teaching and Education Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i1.34704

Driven by Mendez-Lopez (2020) on the emotion factors which impact to pre-service teachers enacting the teaching practicum, this research report how pre-service teachers’ expressed their emotions attributions in teaching practice. Grounded in narrative inquiry, this research provides investigation on pre-service teachers’ emotions attributions in teaching practice while they were doing the teaching and learning activity with students in the classroom. Three female pre-service teachers from an Indonesian teacher education are recruited in this research voluntarily. The data were collected through semi-structured interview. The data was analyzed by using qualitative content analysis (Patton, 2002). The findings indicated that pre-service teachers need to do positive emotions attributions toward students’ behavior. And, it allows pre-service teachers to manage their emotions during English Teaching practice wisely. Then, pre-service teachers can realize about the importance of improving their teaching skills professionally through teaching practice. Thus, pre-service teachers also can add the belief about how to carry out successful teaching and learning activities during English teaching practice as the lesson for them in the future. This study implied that pre-service teachers must be able to attribute their emotions in teaching wisely to increase students' motivation to learn English situated in Indonesian teacher education.

PERCEPTIONS OF COOPERATING TEACHERS ON PRE-SERVICE TEACHERS’ MENTORING IN TEACHING PRACTICUM: EMPIRICAL EVIDENCE FROM INITIAL TEACHER EDUCATION Nurhadi, Kardi; Aryani , Siska
EDUCATIONE Volume 2, Issue 2, July 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v2i2.18

Although research on cooperating teachers mentoring pre-service teachers provides important findings in teacher education, there are few studies exploring cooperating teachers' perceptions of mentoring pre-service teachers in Indonesian teacher education. Grounded in narrative inquiry design, this research reports on cooperating teachers' perceptions of mentoring their pre-service teachers during teaching practicum. Two cooperating teachers voluntarily agreed to participate in this study. Data were derived from semi-structured interviews focusing on exploring critical incidents while they were mentoring pre-service teachers. The data were analysed qualitatively using thematic analysis. Findings revealed that pre-service teachers faced difficulties in using English to teach students. However, they benefited from applying strategies and media in their teaching. In terms of mentoring aspects, pre-service teachers were often unprepared with lesson plans, although their communication during teaching practicum was good. To better understand teaching material, pre-service teachers need to enhance their abilities. In addition, pre-service teachers have a limitation in reviewing material and assigning homework, and they struggled to manage class time effectively, leaving insufficient time to review material. This study implied that identifying the challenges faced by pre-service teachers during teaching practicum, as perceived by cooperating teachers, can inform the design of mentoring programs.

Mobile-assisted English language learning for young learners during COVID-19 distance learning: Teachers’ experiences and voices Misdi; Anisa Andiani Ramadina; Nor Syamimi Iliani Che Hassan; Kardi Nurhadi
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.168-185

Despite a number of previous studies investigating online learning during the COVID-19 outbreak, more needs to be reported about TEYL teachers’ insightful experiences in photovoice. To fill this gap, the current phenomenological case study aimed at exploring TEYL teachers’ experiences in enacting MALL during the distance learning period amidst the COVID-19 pandemic using photovoice. Two teachers were recruited as the study participants. The data were garnered from the participants’ photovoice collections depicting critical incidents and interviews. The results showed that MALL was perceived as a powerful instructional method in distance English learning amidst the COVID-19 pandemic. The teachers reported that they encountered several obstacles caused by unstable internet networks, difficulty in direct supervision of young learners, and the requirement of extra effort to prepare interesting teaching materials. On a positive note, MALL has benefited the teachers by enriching their experiences using various mobile applications for their English language instructions. The enactment of MALL has also foregrounded parents’ important roles in monitoring their children’s use of mobile devices. Drawing from the findings, this research implies that photovoice can be used to explore teachers' and students’ life experiences with distance learning in Indonesian teacher education.

Using photovoice to explore the stress of pre-service teachers in online learning Nurhadi, Kardi; Humairoh, Mega Fariziah Nur; Novianti, Hartia; Khansa, Maharani; Widiati, Utami
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.35129

The technique of photovoice can be defined as a process whereby people can identify, represent, and enhance their social rules and social practices using photographs accompanied by verbal commentary. The current study uses photovoice to identify and analyze the academic stress experienced by pre-service teachers in an academic reading classroom. This phenomenological case study aims to unravel the stress experienced by undergraduate students while they were engaged in mandatory online learning under pandemic conditions through the use of photovoice. Out of thirty-one students who participated in an online academic reading course, two female students were selected to discuss the photographs they had chosen, reflecting on their lived experiences of mandatory online learning at a private university in West Java, Indonesia. The collection of all the participants data took place from March to June 2020. The data were derived from their photovoice records supplemented by focus group discussion and a follow-up semi-structured interview. The visual illustrations and verbal commentary they produced constitute evidence of pre-service teachers academic stress and provide insights into this phenomenon. The two participants revealed that the possible reasons for academic stress stemmed from the task burden, lack of connection, feelings of loneliness, and exhaustion related to online learning. These results suggest that teacher education programs need to minimize the burden of tasks, give students opportunities to speak about their experiences with online learning and design interactive materials for online learning.

Gender stereotypes in visual and verbal texts from government-distributed EFL textbook: Critical discourse analysis Herdiawan, Rama Dwika; Fakhruddin, Afief; Nurhidayat, Eka; Nurhadi, Kardi
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9357

Research on gender stereotypes in educational materials has been documented. However, research exploring gender stereotype constructions within visual and verbal materials of English as a foreign language (EFL) textbooks remains limited. This study investigates gender stereotype constructions within visual and verbal materials of the Indonesian government-distributed EFL textbook to shape learners' perceptions of gender roles. This study employed critical discourse analysis (CDA) to explore how textbooks construct stereotypical roles through visual depictions, dialogue patterns (verbal), and linguistic characteristics as data sources and verbal ones. The visual and verbal texts were documented in dialogues and analyzed considering theories of gender stereotypes using CDA. The results reveal that males are assigned lucrative and out-of-the-home jobs, like farmers (Beni's father) and teachers (Dayu's dad). In contrast, women are tied to household responsibilities, such as Lisa's mom being a housewife, which confirms the notion that women play a primary role in providing care. This study highlights the significance of employing gender-sensitive teaching strategies to enable EFL students to critically analyze stereotypes and form more expansive understandings of gender roles.

Perceptions of Cooperating Teachers on Pre-Service Teachers’ Mentoring in Teaching Practicum: Empirical Evidence From Initial Teacher Education Nurhadi, Kardi; Aryani, Siska
International Journal of Language Teaching and Education Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i1.11722

Although research on cooperating teachers mentoring pre-service teachers provide important findings in teacher education, a few of studies on exploring cooperating teacherâ€™s perception on pre-service teachers mentoring situated in Indonesian teacher education. Grounded in narrative inquiry design, this research report how cooperating teachers perception on mentoring their pre service teachers in teaching practicum. Two cooperating teachers agree to participate in this study voluntarily. Data were derived from semi structured interview which focus on exploring the critical incidents while they were mentoring pre service teachers. The data were qualitatively using thematic analysis by Braun & Clarke (2006). Findings revealed that pre-service teachersâ€™ difficulties in using English to teach the students, pre-service teacher were given beneficial in teaching by applying strategies and media. While, for mentoring aspects, pre-service teachers were lack of prepared of lesson plan and the pre-service teachers communication during teaching practicum were good. In understanding teaching material, pre-service teachers need to engage their ability. The pre-service teachers were still weak in reviewing the material and giving assignment. They cannot manage the class and time well so there is not enough time to review the material.

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