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THE ROLE OF FIRST LANGUAGE IN EFL CLASSROOM Faishal Zakaria
Jurnal Ilmiah Didaktika Vol 13, No 2 (2013): Jurnal Ilmiah DIDAKTIKA Februari 2013
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v13i2.484

This paper gives an overview of some of basic arguments of the use of L1 in L2 classroom, either against or in favor of it, and will particularly review the use of L1 in classroom of EFL adult learners in Indonesia. Despite to opponent arguments of L1 use, there are a number of proponent arguments from ESL/EFL professionals of its use. They argue that L1 use is beneficial for both teacher and student if it isused appropriately at appropriate times. The use of L1 in classroom is particularly helpful for teacher when helping engender security, conveying meaning of words, checking for comprehension, and or explaining grammatical rules.

EVERYDAY TALK: The Construction of Student Identities Faishal Zakaria
Englisia: Journal of Language, Education, and Humanities Vol 2, No 1 (2014)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v2i1.144

This brief article discusses the notion of Identity Construction through everyday talk among interlocutors. In particular, this article discusses how I construct and co-construct my identities as a graduate student as I communicate with others. The re-search data used in this article was analysed through the framework of expert-novice constitution, co-construction, and legitimate peripheral participation. The data show their relevance to the notions of expert-novice, co-construction, and legitimate peripheral participation where the interlocutors are actively negotiating their identities as they try to claim their right to speak.

NATIONAL LANGUAGE & MINORITY LANGUAGE RIGHTS Faishal Zakaria
Englisia: Journal of Language, Education, and Humanities Vol 4, No 1 (2016)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v4i1.1247

This brief paper highlights the perspectives of those proposing and opposing the idea of Minority Language Right (MLR). Then, the paper relates this discussion to the context of bi/multilingualism in Indonesia by referring to cases of bi/multilingualism in different contexts. In particular, it is also discussed whether MLR is relevant to Indonesian, a national language of Indonesia, seen through historical, political, social, and economic perspectives of bi/multilingualism in Indonesia. In the end, the authorâ€™s stance of MLR is asserted.

It’s adu penalti man!: Understanding the translingual practices of an Indonesian family living in the US Faishal Zakaria
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 2 (2022): December, 2022
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v7i2.8990

This study examines the kinds of translingual negotiation strategies practiced by an Indonesian family living in the US. This study involved a father and son, natives of Indonesia, who had been in the US for many years. The father and son usually mix and mesh English, Indonesian, and Javanese when communicating. Two kinds of data were collected; the daily talks between the father and son were audiotaped, and follow-up interviews with the father and member checking were used to triangulate the data. The data reveals that the father and son indeed practiced Canagajarah’s (2013b) four translingual negotiation strategies: invoicing, recontextualization, interactional, and entextualization. Additionally, the interview reveals some of the father’s goals with his son’s language learning and literacy in their mother tongue. DOI: 10.26905/enjourme.v7i2.8990

Understanding identity construction of an in-service pre-k teacher using discursive psychology Zakaria, Faishal
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.13998

Experts have asserted that teacher identity is an integral part of classroom practices; studying teacher identity construction would allow us to understand the teachers’ learning process and teaching practices. It is then argued that identity is fluid and is never a stand-alone aspect. Further, many studies of the discursive construction of teacher identities have suggested teacher identity construction is highly contextual. However, little research has focused on how pre-K teachers serving low-income students and families construct their professional identities discursively. Grounded within the perspectives of Discursive Psychology, this study is interested in how a US government-sponsored pre-K program teacher discursively constructs her identities. The findings further suggest the fluidity of identity and particularly posit that the teacher has constructed and claimed her collective and co-constructed identities, as well as discursively formed her identities as a person who values social capital, who is practical, who serves the needy students and families, who has power or resources, and who is a lifelong learner. The findings further implicate the need to consider teachers’ identities to understand their learning, growth, and classroom practices.

The impact of synchronous virtual flipped classroom on EFL students speaking skill Muluk, Safrul; Habiburrahim, Habiburrahim; Dahliana, Syarifah; Zakaria, Faishal; Azizah, Azizah; Safrul, Muhammad Safwan
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.34814

Flipped learning within blended learning has attracted interest for its potential benefits. However, implementing a fully blended model with in-person synchronous learning remains challenging. Therefore, this mixed-methods study investigates a modified flipped approach using a virtual synchronous classroom environment, replacing traditional face-to-face interaction with online instruction. Specifically, our study focused on its implementation in the context of a Public Speaking class, aiming to explore students experiences and levels of learning anxiety with the modified flipped instructional method. A number of 43 out of 50 English major students from one of the state Islamic universities in Indonesia, in their fifth semester, completed and submitted the questionnaires. The results of the study indicated that the implementation of a virtual synchronous flipped classroom had a dual effect, positively influencing both the advancement of students speaking abilities and the alleviation of their anxiety in speaking English. The students found the Synchronous Virtual Flipped Classroom (SVFC) engaging and intellectually stimulating, recommending its adoption via platforms like Zoom and WhatsApp. While they recognized the benefits of technology, their views varied contextually, particularly regarding social interaction. Despite the advantages, students expressed dissatisfaction with the lack of social presence and sensory experience compared to traditional classrooms. Technical issues further hampered peer interaction and impacted their learning experience. These findings provide useful information regarding the potential and limitations of virtual synchronous flipped classrooms in enhancing speaking skills and managing anxiety in language learning.

Understanding identity construction of an in-service pre-k teacher using discursive psychology Zakaria, Faishal
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.13998

Experts have asserted that teacher identity is an integral part of classroom practices; studying teacher identity construction would allow us to understand the teachers’ learning process and teaching practices. It is then argued that identity is fluid and is never a stand-alone aspect. Further, many studies of the discursive construction of teacher identities have suggested teacher identity construction is highly contextual. However, little research has focused on how pre-K teachers serving low-income students and families construct their professional identities discursively. Grounded within the perspectives of Discursive Psychology, this study is interested in how a US government-sponsored pre-K program teacher discursively constructs her identities. The findings further suggest the fluidity of identity and particularly posit that the teacher has constructed and claimed her collective and co-constructed identities, as well as discursively formed her identities as a person who values social capital, who is practical, who serves the needy students and families, who has power or resources, and who is a lifelong learner. The findings further implicate the need to consider teachers’ identities to understand their learning, growth, and classroom practices.

A Grounded Theory of Indonesian English Teacher Educators’ Professional and Identity Development in a Blended Professional Development Community Zakaria, Faishal
Jurnal Pedagogy Vol 11 No 2 (2023): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v11i2.8076

This study aims to explore engagement that shows evidence of the professional development of Indonesian English language teacher educators converging in a blended learning community pseudonymously called the PL community. Further, the study seeks to explore how professional identities, which are also part of the professional development of teachers and teacher educators, are negotiated and claimed. The data was collected through (1) participant observation (participation in Facebook discussions), (2) interviews, and (3) documents (e.g., Facebook interactions/dialogs, workshop materials, or published papers). Grounded theory was used to analyze the data and to theorize emerging themes. Here, three layers of coding (open, axial, and selective) were done. Data analysis suggests that, by actively interacting in the PL community, members experience professional development activities, particularly in teaching, research, and publication. How professional identities were negotiated and claimed was also discussed.

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