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The importance of English subjects at the primary level: Stakeholders perceptions Husna, Nida; Rachmayani, Anni; Maulidya, Reza Anis; Fahriany, Fahriany
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.v12i1.36642

This study investigates how stakeholders perceived the inclusion of English subjects as part of local content in primary schools. A qualitative method employing a descriptive approach was used to conduct the research. Data were collected through interviews and questionnaires. Participants involved in this study included primary school teachers, a vice principal for curriculum affairs, English teachers, and primary school students. The research focused on three primary schoolslocated in Depok, Bogor, and Sukabumito explore stakeholders perspectives. The results reveal a positive consensus among stakeholders regarding the significance of English education in primary schools for enhancing students foundational vocabulary. Nevertheless, stakeholders expressed concerns about the designation of English as a local content subject in these schools. The study highlights the vital roles each stakeholder plays in improving the quality of English teaching and students language skills. Despite challenges in teaching and learning English, educators and students have implemented strategies for improvement, including participation in teacher associations, engaging in English tutoring, watching English media, and listening to English songs. Based on these findings, the study emphasizes the urgency of integrating English subjects into the school curriculum to support students skills. This study, which focuses on private primary schools, calls for future investigations into the implementation of English subjects in public primary schools.

Empowering character building-based education: Discourse analysis on official English textbook Husna, Nida; Lestari, Tahnia
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.10354

AbstractPancasila is the ideology of the nation and becomes the foundation of Indonesian characters. However, based on the reality, there were many Indonesian’s characters that are far below expectation of the standard in Butir-butir Pancasila (Items of Pancasila), as a further explanation of the values in Pancasila. Therefore, it is needed to introduce of Pancasila and its 45 items in our formal education system. Textbook still become the primary media formal education schools. By assessing several books which were published by distinguished publishers and used in schools, it was found that they included only a very few of those items. This study was held to know if character points of Pancasila which Indonesian learners need to know have been included in the textbooks titled When English Rings the Bell: Buku Siswa and When English Rings the Bell: Buku Guru which were officially published by the Educational and Cultural Ministry of Indonesia and used the primary textbook in models schools as the implementation of Kurikulum 2013. The findings showed that as the official textbook has adequate number of Pancasila items in it. However, the teachers’ role was still the most important factor to make those items were known and can be applied.AbstrakPancasila adalah ideologi bangsa dan menjadi fondasi karakter Indonesia. Namun, berdasarkan kenyataan, ada banyak karakter Indonesia yang jauh di bawah ekspektasi standar dalam Item Pancasila, sebagai penjelasan lebih lanjut tentang nilai-nilai dalam Pancasila. Oleh karena itu, perlu untuk memperkenalkan Pancasila dan 45 poinnya dalam sistem pendidikan formal kita. Buku teks masih menjadi media pendidikan formal sekolah dasar. Dengan menilai beberapa buku yang diterbitkan oleh penerbit terkemuka dan digunakan di sekolah-sekolah, ditemukan bahwa mereka hanya memasukkan sedikit dari barang-barang itu. Penelitian ini diadakan untuk mengetahui apakah poin-poin karakter Pancasila yang perlu diketahui oleh pelajar Indonesia telah dimasukkan dalam buku teks berjudul When English Rings the Bell: Books Student and When English Rings the Bell: Books's Teacher yang secara resmi diterbitkan oleh the Educational and Kementerian Kebudayaan Indonesia dan menggunakan buku teks utama di sekolah-sekolah model sebagai implementasi dari Kurikulum 2013. Temuan menunjukkan bahwa sebagai buku teks resmi memiliki jumlah beberapa poin Pancasila yang memadai di dalamnya. Namun, peran guru masih merupakan faktor terpenting untuk membuat item-item itu diketahui dan dapat diterapkan. How to Cite : Husna, N., Kamar, T. L.. (2019). Empowering Character Building-Based Education: an Evaluation on Official English Textbook. TARBIYA: Journal of Education in Muslim Society, 6(1), 58-68. doi:10.15408/tjems.v6i1.10354.

Exploring the Complexities of Teacher Talk in English Language Learning: A Discourse Analysis Amanah, Ainun; Hidayat, Didin Nuruddin; Husna, Nida; Hartono, Rodi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6099

This study explores the complexities of teacher talk in English language learning through a discourse analysis of classroom interactions in a non-formal educational setting. The school provides a learning environment that caters to diverse groups of students, with a focus on developing their English communication skills. Three English teachers participated in the study. Classroom interactions were recorded and analyzed over two weeks using discourse analysis. Findings reveal that classroom interaction is shaped significantly by how teachers use language to facilitate learning. Teachers often face challenges in consistently using English, stemming from their limited proficiency and concerns about students' ability to comprehend. The study identifies key patterns of teacher talk, including questioning, giving instructions, lecturing, and using expressions to support student engagement and comprehension. These patterns are shown to impact student understanding and participation, particularly in contexts where English is not the primary language. Through discourse analysis, the study sheds light on how teacher talk functions within instructional conversations and highlights its influence on students' cognitive and communicative development in English language classrooms. Overall, the study shows that the way teachers talk in class affects how students learn and interact, especially in settings where English is not their first language. It also suggests that teacher training should pay more attention to classroom talk and how it can support language development.

Embracing inclusiveness: A discourse analysis of cultural representation in Indonesian EFL textbook Habib, Arvan Permana; Husna, Nida; Hidayat, Didin Nuruddin
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28135

In Indonesia, it is a national priority for students to develop the ability to interact and communicate with people from diverse backgrounds. Consequently, English as Foreign Language (EFL) textbooks play a crucial role in embedding this value. While previous studies have extensively explored multiculturalism in Indonesian EFL textbooks, little attention has been given to textbooks published internationally. This study addresses this gap by examining English in Mind Second Edition, an internationally published EFL textbook used by Indonesian junior high school students learning English. Employing a critical discourse analysis approach, this study investigates the inclusivity values portrayed in the textbook. The analysis reveals that the textbook demonstrates a strong commitment to promoting inclusivity. However, caution is advised when relying solely on this textbook to foster an inclusive educational environment in Indonesia. The use of foreign-published textbooks, while potentially controversial, offers a valuable opportunity to cultivate inclusivity.

FOSTERING CRITICAL THINKING IN ENGLISH LEARNING: AN ANALYSIS OF ENGLISH FOR NUSANTARA TEXTBOOK Nasution, Durratu Fakhria; Hidayat, Didin Nuruddin; Husna, Nida
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics (in Progress)
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2135

This study investigates how the “English for Nusantara” Grade IX textbook shapes students’ critical thinking skills by using a Critical Discourse Analysis (CDA). As part of Indonesia’s goals in education, English for Nusantara published by the Indonesian Ministry of Education, Culture, Research, and Technology aims to integrate local cultural values with English language learning, promoting both linguistic skills and critical thinking skills. The research focused on analyzing the discourse in the textbook, including the languages and activities, to evaluate their potential in shaping students’ critical thinking skills. This study using Ilyas’ frameworks as the main analysis to see the indicators for the critical thinking. The study examined whether the textbook contains languages or activities that promotes the indicators; there are (1) clarification; (2) assumption; (3) reasons and evidence; (4) viewpoints or perspectives; (5) implications, consequences, and alternatives; (6) questions; (7) predictions; (8) agreement and disagreement; (10) summary and conclusion. The results showed that eight out of the ten indicators of critical thinking by Ilyas were applied in this textbook. It is also found that this textbook promotes critical thinking linked with the indicators by Facione, called self-regulation.

Teaching English in Pesantren: The Dynamics of Code-Switching in Multilingual Classrooms Fitriyah, Nailiyatul; Hidayat, Didin Nuruddin; Husna, Nida
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.844

While the role of code-switching in multilingual classrooms has been widely examined in previous studies, particularly in general educational settings, only a limited number of investigations have focused on its application to pesantren settings teaching religious and secular subjects concurrently. This study investigates the use of code-switching in English teaching at a pesantren or Islamic boarding school in East Ciputat. The research found that code-switching is strategically used to explain vocabulary, check understanding, summarize lessons, and provide feedback. It was found that during complex content delivery and reflective activities, code-switching was more frequent, simplifying challenging material. Students generally showed positive reactions, but occasional confusion was observed. The study also found that other teaching styles, such as group discussions and multimedia use, further complemented code-switching. The study suggests that while code-switching enhances comprehension, teachers must strike a balance to avoid over-reliance on the native language, promoting more immersive English language learning. It calls for continued professional development for teachers in multilingual environments to optimize code-switching strategies and support students' language proficiency growth.

Gender Awareness in The Cambridge Global English Coursebook 8 Grades: A Discourse Analysis Anjani, Ayu Fitri; Hidayat, Didin Nuruddin; Husna, Nida; Alek, Alek
English Education: Jurnal Tadris Bahasa Inggris Vol 15 No 1 (2022): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v15i1.11720

Many people are still struggling to cope with gender equality in all aspects of life. There is hope for a balanced role for men and women to participate in any industry. The gender balance today seems to be that both men and women have equal possibilities to present, attend classes, work, and take part in other positive activities. Above and beyond, gender equality can be introduced at a young age by bringing up the roles of men and women in a balanced way of contributing to daily activities, as demonstrated in coursebooks. The excellent coursebook should illustrate the way men and women interact in society based on their roles, position, surroundings, culture, and community structures that are portrayed throughout the form of images and sentence descriptions in a balanced way. However, the current English coursebook with an Indonesian setting has not been able to fulfill gender equality. At this point, the researchers conducted a study to look into various aspects of gender awareness in the Cambridge Global English Coursebook 8 Grades. This study employs qualitative research using content analysis. The data of this study was derived from the content of Cambridge Global English Coursebook 8 Grades, which depicts gender relations. The content was categorized into visibility, jobs, games, household duties, and the data, consisting of pictures and texts from the coursebook. The data of this study was obtained through document analysis. This study showed gender awareness in Cambridge Global English Coursebook 8 Grades. The data were presented as follows: a) There were 113 men and 45 women in the visibility aspects b) There were 17 men and 9 women in the job aspects c) There were 27 men and 10 women in the games or sports aspects d) There were three men and 0 woman in the household duties aspect. Based on the findings, gender stereotypes still exist in the Cambridge Global English Coursebook 8 Grades.

Speech Acts in Text Dialogues: An Analysis of English Textbook Merdeka Belajar for Junior High School Fitriani, Fitriani; Hidayat, Didin Nuruddin; Husna, Nida; Alek, Alek
English Education: Jurnal Tadris Bahasa Inggris Vol 16 No 1 (2023): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v16i1.15473

This study aims to investigate the types of speech acts and their functions contained in the dialogues of the English textbook titled "English in Mind Second Edition Students' Book Starter Grade VII," which was composed based on the implementation of Kurikulum Merdeka Belajar. The study employed a descriptive qualitative research approach, utilizing text dialogues from the English textbook as the primary data source. The speech acts in the dialogues were analyzed based on Searle's (1976) speech act framework. The results indicate a total of 161 speech acts (utterances) across all dialogues in the textbook. The distribution of speech acts is as follows: assertive accounted for 29.2% (47 instances), directive accounted for 24.8% (40 instances), commissive accounted for 9.9% (16 instances), expressive accounted for 35.4% (57 instances), and declaration accounted for 0.6% (1 instance). While the textbook demonstrates good representation of speech acts within Searle's framework, it should be noted that certain functions of speech act types, specifically commissive and declarative speech acts, were not consistently present in all dialogues. Based on these findings, this study suggests that textbook designers and material developers strive to authentically incorporate various functions of speech act types, ensuring authentic interactions and natural language usage. By doing so, they can enhance EFL learners' performances and interactions using speech acts. Please note that this revised version is based on the feedback and suggestions provided earlier. It aims to address the structural and grammatical aspects and provide a clearer representation of the information presented in the abstract

FOSTERING CRITICAL THINKING IN ENGLISH LEARNING: AN ANALYSIS OF ENGLISH FOR NUSANTARA TEXTBOOK Nasution, Durratu Fakhria; Hidayat, Didin Nuruddin; Husna, Nida
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2135

This study investigates how the “English for Nusantara” Grade IX textbook shapes students’ critical thinking skills by using a Critical Discourse Analysis (CDA). As part of Indonesia’s goals in education, English for Nusantara published by the Indonesian Ministry of Education, Culture, Research, and Technology aims to integrate local cultural values with English language learning, promoting both linguistic skills and critical thinking skills. The research focused on analyzing the discourse in the textbook, including the languages and activities, to evaluate their potential in shaping students’ critical thinking skills. This study using Ilyas’ frameworks as the main analysis to see the indicators for the critical thinking. The study examined whether the textbook contains languages or activities that promotes the indicators; there are (1) clarification; (2) assumption; (3) reasons and evidence; (4) viewpoints or perspectives; (5) implications, consequences, and alternatives; (6) questions; (7) predictions; (8) agreement and disagreement; (10) summary and conclusion. The results showed that eight out of the ten indicators of critical thinking by Ilyas were applied in this textbook. It is also found that this textbook promotes critical thinking linked with the indicators by Facione, called self-regulation.

CONTEXT CLUES AND READING COMPREHENSION IN THE IBDP ENGLISH ACQUISITION EXAMINATION: ANALYZING TEXT DESIGN AND DISTRIBUTION Ariyanti, Ariyanti; Hidayat, Didin Nuruddin; Husna, Nida
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i1.6804

While previous studies have extensively examined the effectiveness of using context clues in reading comprehension through experimental designs, limited attention has been given to the use of context clues in the reading section as an element of the examination, particularly in the context of the International Baccalaureate Diploma Programme (IBDP) English Acquisition Examination in 2023. This research examines the critical role of context clues in enhancing reading comprehension, specifically within the reading section of the English Acquisition component of the International Baccalaureate Diploma Programme (IBDP). Through a detailed analysis of context clues across three provided texts, the findings reveal a significant disparity in their distribution. The first text employs a wide range of context clues, such as definitions, punctuation, restatements, antonyms, cause and effect relationships, hints from surrounding sentences, and word formation. In contrast, the second and third texts depend on a narrower selection of context clues, which could hinder readers' capacity to understand intricate passages and fully appreciate subtle meanings. The research suggests that future studies should explore how different distributions of context clues impact specific learner outcomes and comprehension strategies, ultimately contributing to best practices in text design for educational assessments.

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