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All Journal International Journal of Evaluation and Research in Education (IJERE) LET: Linguistics, Literature and English Teaching Journal Britania Journal of English Teaching INSANIA : Jurnal Pemikiran Alternatif Kependidikan IJLHE: International Journal of Language, Humanities, and Education Ta'dib
Muhamad Hasbi
Universitas Islam Negeri Salatiga
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ATTRIBUTES FOR THE FUNDAMENTAL REQUIREMENTS OF A GOOD PRACTICE OF ONLINE COURSE: A REFLECTIVE STUDY ON THE 1ST INDONESIAN MASSIVE OPEN ONLINE COURSE (IMOOC) Hanung Triyoko; Muhamad Hasbi
LET: Linguistics, Literature and English Teaching Journal Vol 8, No 2 (2018)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v8i2.2396

Abstract

Technology advancement has allowed our education to make innovations, and massive open online courses (MOOCs) has become one of the promising programs that facilitate fruitful learning outcomes for many fields of study especially English language learning. This reflective study evaluated the first iteration of Indonesian Massive Open Online Course (IMOOC), in 2017, perceived from both facilitator and participant point of view, taking the IMOOC IAIN Salatiga camp as the sample subject of the study. Our reflections started with vignettes on challenges and opportunities for online learning and some attributes generally referred to as the basic requirements of successful open online course, such as, curiosity and richness in ways of the learning materials, preferences in learning and flexibility for the aspects of learning style and facilitation, and user-friendliness for the aspects of information and communication technology. Finally, our reflections as a facilitator and a participant to the first IMOOC discovered assorted technical and module-related issues faced by facilitator and participants respectively but both assured of opportunities prospective to develop professionalism in English language teaching in the future. In a more serious note, this study has formulated 3 attributes for the basic requirements of successful open online course namely providing multimodal contents in accordance with participant critical thinking level, accommodating different learning styles with stimulating facilitation, and utilizing current and user-friendly digital tools applicable and integrative in Indonesian teaching context.
Needs Analysis-Based Approaches to English Language Teaching for Science Students Muhamad Hasbi
Britania Journal of English Teaching Vol 1, No 1 (2017): June 2017
Publisher : Britania Journal of English Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teaching English to science students can be a lot more challenging compared to teaching it to English students due to the more basic but complex issues such as student motivation and perspective toward English learning which must be dealt with strategic approaches. This reflective study explored the use of needs analysis-based pedagogical approaches to teaching English to students of Science Education Department, IAIN Salatiga in the first semester of the academic year of 2016/2017. (1) Needs analysis form covering student attitude, choice of topic, and choice of types of learning activities, (2) direct classroom observation and (3) student post course evaluation sheet were in use to gather the data which later was analyzed quantitatively. The research found that, in an ESP class, conducting student needs analysis was paramount prior to designing pedagogical activities and had a significant contribution in the lesson plan decision-making with strong efficiency relevance in its learning application as student evaluation concluded with a high rated score. Keywords: English for science, needs analysis, approach
Can Humanizing Classroom Meet EFL Learners’ Needs? Nur Muthmainnah; Muhamad Hasbi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 27 No 1 (2022)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v27i1.6490

Abstract

Humanizing classroom is a learning model which emphasizes the students’ involvement in the classroom and considers the students’ characters, learning style, and background in every phase of teaching-learning activities. This descriptive study investigates the implementation of humanizing classroom practices by high school EFL teachers and looks for the kinds of humanism values being applied as well as their impacts on their pedagogical practices. The subjects of this study were six English teachers at MAN Salatiga. The data is gathered from classroom observation, interviews, and documents. The finding shows that humanizing classroom values is reflected in every aspect and phase of the EFL teaching-learning process, where teachers do not only apply the values during the teaching-learning activities but also in their lesson plan and evaluation. Secondly, positive impacts from the practice exist, proven by the positive feelings shown by the teachers (appreciated) and the students (more confident and comfortable) in their English classes. In addition, when teachers implement the humanizing classroom, students could freely share what they need and feel in the EFL classroom.
Students’ perception on TPACK practices on online language classes in the midst of pandemic Daniel Ginting; Fahmi Fahmi; Yusawinur Barella; Muhamad Hasbi; Kadnawi Kadnawi; Ahmad Ridho Rojabi; Ainu Zumrudiana
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23014

Abstract

This study investigated technological pedagogical and content knowledge (TPACK) practices during the current COVID-19 pandemic and examined factors influencing students’ perceptions of effective online learning. This study gathered the primary data from 90 university students from four study programs via the online questionnaire. Using an analysis of variance (ANOVA) statistical tool for data analysis, this study found that students’ perceptions of their teachers’ teaching performance in the fully online programs are not significantly different across four study programs. This finding implies that regardless of their study programs, the students had expected that teachers should pay attention to some vital aspects in online learning: using the same learning management system (LMS) for all study programs, and preparing designing practical online modules, taking care of the organization of teaching inputs that promote students’ critical thinking, delivering various teaching inputs and methods, intensifying teachers’ presence in monitoring students’ learning progress, motivating students to learn, and promoting teacher-student mutual respect through effective communication. This study also revealed that teachers play a pivotal role in achieving effective online learning during the pandemic.
BRINGING POP-CULTURE INTO CLASSROOM: SPEAKING 3’S GOT TALENT ACTIVITY TO ENHANCE SPEAKING SKILL OF UNIVERSITY STUDENTS Muhamad Hasbi
Ta'dib Vol 19, No 2 (2016)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v19i2.462

Abstract

AbstractFollowing the widespread and growing popularity of English communication across the globe, the implementation of and the research on innovation in language teaching is mushrooming, especially in the teaching of English speaking. This study aims at measuring how far pop-culture themed classroom activity named Speaking 3’s Got Talent gives impacts for students speaking skill improvement at IAIN Salatiga, through an observation of a class in the English Department with a number of students of 30 undertaking Speaking 3 course in the odd-semester of the academic year of 2016/2017. Using a quantitative approach, this research utilizes questionnaire and direct observation for collecting data, and makes use of three methods of data analysis namely questionnaire scale-analysis, CEFR (The Common European Framework) speaking grid, and teacher’s made rubric for speaking for assessment which pinpoint three key measured variables namely students’ attitude toward the activity, teacher’s assessment toward students’ performance referring to both CEFR and teacher’s made rubric. This research finds that students had positive (excellent and very good) attitude towards the time, English, avatar, expertise and assessment variables of the activity and viewed that it is effective in downgrading their degree of stage fright; secondly, students obtain excellent and very good assessment in both the CEFR and teacher’s made rubric model. The three methods of measurements implied its affectivity in enhancing university students’ speaking skill and both student and teacher assessment recommend this activity to be applied in English classrooms.Keywords: speaking skill, pop-cultural activity, attitude, stage fright, assessment
Using ELSA Speak Application as A Medium to Improve English Speaking Skills Muhamad Hasbi; Eka Nursaputri
IJLHE: International Journal of Language, Humanities, and Education Vol. 7 No. 1 (2024): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v7i1.1547

Abstract

This study aims to assess how the ELSA Speak app helps improve the English-speaking skills of eighth-grade students at an Indonesian Islamic Junior High School and measure how much their speaking skills improve after using the app. The participants in this research included one English teacher and 15 eighth-grade students. The research was conducted using a Classroom Action Research (CAR) methodology, combining both qualitative and quantitative approaches. Qualitative data were gathered through photographs and observation checklists, while quantitative data were derived by comparing students' pre-test and post-test results. In the first cycle of the study, the average pre-test score was 53.93, which increased to 62.47 in the post-test. In the second cycle, students' performance improved further, with the pre-test score rising to 61.67 and the post-test reaching 74.87. The statistical analysis revealed a significant improvement in students' speaking abilities, as indicated by the t-test results. The t-test value for the second cycle (7.665) was notably higher than that of the first cycle (5.502), demonstrating a significant impact on students' speaking skills. The overall improvement from the first to the second cycle was 46.66%. Based on these findings, the study concludes that the use of the ELSA Speak application has a substantial positive effect on the students’ English-speaking proficiency.
Co-Authors Ainu Zumrudiana Daniel Ginting Eka Nursaputri Fahmi Fahmi Hanung Triyoko Kadnawi Kadnawi Nur Muthmainnah Rojabi, Ahmad Ridho Yusawinur Barella