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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris TARBIYA : Journal Education in Muslim Society Englisia Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Basicedu JET (Journal of English Teaching) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Ilmiah Bina Bahasa Elsya : Journal of English Language Studies Getsempena English Education Journal Journal of English Education and Linguistics Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of English Teaching JASL - Journal of Applied Studies in Language Academic Journal Perspective : Education, Language, and Literature Jurnal Basicedu Tamaddun Leksema: Jurnal Bahasa dan Sastra Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Jurnal bahasa, sastra, seni, dan pengajarannya
Nida Husna
Syarif Hidayatullah State Islamic University of Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Correlation between Science Process Skills and Student-Tool Interactions in Surgical Practice and Microscope Observations Al-Farisi, Fadli Robby; Herlanti, Yanti; Husna, Nida; Hidayat, Dinnisa Haura Zhafira
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Correlation between Science Process Skills and Students’ Interaction With Practicum Tools in Surgical Practice and Microscope Observations. Objective: This study aimed to determine whether there was a significant correlation between Science Process Skills (SPS) and Student Interaction with Practicum Tools (SIPT) when the students were conducting Surgical Practice and Microscope Observations in their practicum session.  Methods: The design used for this study was descriptive correlational study with 11th grade high school students with a total of 58 students as the samples. Findings: The data were collected by using test and questionnaire as the instruments then were tested and analyzed using Spearman correlation test and Z test where the results were 0.16 (Spearman) and 1.21 (Z Test), which meant that there was no significant correlation between SPS and SIPT. Conclusion: As the conclusion, between SIPT and SPS, even though there was a mutual connection, it was not significant. One of the reasons was that the learning conditions at the time the research was carried out, the students must learn from home due to Covid-19 Pandemic that lessen the opportunities to learn directly at school. Keywords: student scientific skills, science process skills, motoric skills, practicum, students’ interaction, natural science.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202209
A A SPEECH ACTS ANALYSIS OF TEACHERS' TALK IN ENGLISH FOR YOUNG LEARNERS CLASS Karim, Nur Aisyah; Hidayat, Didin Nuruddin; Husna, Nida; Alek, Alek
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 11 No 1 (2023)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/xvyrfk95

Abstract

The aims of this research are to know the types of speech acts performed by English teachers when talking in the classroom and the teacher's reason for using the most specific kind of speech act. This research used a qualitative research design because the classroom activity became the data source. The participant of this research was 1 English teacher in English Club at SDIT Cordova. The data was collected through observation and interviews. The data was analyzed through four steps: classifications, data reduction, data display, and verification/conclusion drawing. According to the findings, the data showed 71% of the talk used directive. Teachers utilize directive types because they are interested in their students' competencies, whether or not their teachings have been comprehended, and whether or not students can recognize examples of the material they have been given. Meanwhile, the opposite result displayed in the data is declarative. Moreover, the finding also showed that the Teacher produced other speech acts such as assertive, commissive, and expressive. The teacher uses speech acts to ensure that the teaching and learning process runs smoothly and the material is well received by the students.
Indonesian Lecturers' Perceptions of ChatGPT as an Automated Essay Scorer (AES) Sanjaya, Kharisma Adhi; Abung, Ivanna Najwa; Oktarian, Rizky Ramadhan Tri; Addiena, Maisarah; Husna, Nida
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): 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/fjr0vm60

Abstract

This study explores the perceptions of English lecturers toward GPT-5 as an Automated Essay Scoring (AES) tool, specifically focusing on its accuracy in content-related evaluation within Indonesian higher education. A qualitative approach was employed, using convenience sampling to select three lecturers at State Islamic University Syarif Hidayatullah Jakarta for semi-structured interviews. Data were analyzed using thematic analysis. Findings indicate that ChatGPT effectively recognizes linguistic features and content coherence, making it a capable co-rater when prompts and rubrics are clearly defined. However, lecturers expressed "partial trust," noting that the AI may miss narrative nuances and stylistic depth. Similar studies support this finding by pointing out the AI’s swift development that enhances its ability in evaluating contents, especially when the instructions/prompts, rubrics, and any supporting information are clear. This research suggests that, though ChatGPT could be used as AES, its implementation should be under human control due to possible error and ethical responsibility.
One-way Teaching - Understanding Power Establishing Strategy and Teaching Strategy in "Everyday Grammar TV" Maulana, Rivki Surya; Hidayat, Didin Nuruddin; Husna, Nida
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): 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/y7kx6s97

Abstract

Youtube has been rigorously studied in the realm of ESL and EFL. Nonetheless, these studies focused on the usage of Youtube as a teaching aid. The present study employs a qualitative research design to analyze the teaching methods and power establishment in VOA Learning English's "Everyday Grammar TV" series. This study examines how Youtube can be used as a learning source by itself. Using Critical Discourse Analysis (CDA) as outlined by Fairclough, the research examines the language text, discourse practices, and discursive events within the series. The findings indicate that the teaching method used is Content-Based Instruction (CBI), which integrates language learning with educational content. Additionally, power is established through the use of individualization, specifically by addressing one of the hosts with academic titles, thereby emphasizing their authority and expertise. This study provides insights into the dynamics of educational media and the role of language in establishing power. Further studies could focus to investigate how viewers perceive and internalize these power structures. Understanding how learners interpret and respond to the use of individualization and other power strategies would provide deeper insights into the effectiveness of these techniques in fostering respect and engagement.
COHESION AND COHERENCE IN READING ACTIVITIES OF THE 2024 INDONESIAN EFL TEXTBOOK Nurmaya, Krisma; Hidayat, Didin Nuruddin; Husna, Nida
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/r1v2az14

Abstract

Given Indonesian students’ limited exposure to English outside the classroom, textbooks play a crucial role in shaping reading development. Therefore, this study examines the cohesion and coherence of the reading texts in the Bahasa Inggris Tingkat Lanjut: Let’s Elevate Our English (Edisi Revisi 2024) textbook for the XI graders. Using Halliday and Hasan’s (1976) framework, the analysis identifies grammatical cohesive devices, reference, and conjunctions across 12 narrative, analytical exposition, and hortatory exposition texts. Coherence was analyzed through van Dijk and Kintsch’s (1983) situation model, focusing on propositional structures, local and global coherence, and genre-based superstructures. Findings reveal clear genre-dependent patterns: narrative texts rely heavily on referential cohesion to track characters and events. Meanwhile, analytical and hortatory expositions rely predominantly on explicit conjunctions to construct logical and persuasive argumentation, highlighting the pedagogical importance of genre-based cohesion for classroom instruction. Most of the texts demonstrate strong global coherence through stable macrostructures and adherence to expected genre schemata. However, the predominance of surface-level cohesive markers, particularly in expository texts, suggests limited opportunities for developing learners’ inferential and higher-order comprehension skills. Overall, the textbook provides coherent and accessible discourse models for senior high school learners. Yet, it would benefit from more varied cohesion strategies and deeper conceptual linking to support advanced academic literacy.
DIGITAL STORYTELLING IN EFL SPEAKING CLASSES: STUDENTS’ PERCEPTIONS AND CHALLENGES Alfa Rizki, Muhamad; Firyal Aisya, Jasmine; Akbar Najib, Fatih; Husna, Nida
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/kqjxc643

Abstract

This study investigates the implementation of Digital Storytelling (DST) in EFL speaking classes by examining students’ perceptions, experiences, and challenges, as well as its role in supporting linguistic and affective aspects of speaking development. Grounded in persistent EFL speaking difficulties such as anxiety, low confidence, and limited opportunities for meaningful oral practice, this study addresses gaps in previous DST research that has largely focused on narrative outcomes or quantitative performance gains. Using a descriptive mixed-method research design, data were collected through exploratory questionnaires from 20 English Education students engaged in DST-based speaking activities and analyzed descriptively using frequency and thematic analysis. The findings show that DST positively influences students’ speaking development, particularly in confidence, fluency, and motivation, as opportunities to rehearse, and revise speech reduce anxiety and increase awareness of language use. The multimodal features of DST also support clearer idea organization and expression in both narrative and non-narrative speaking tasks. Despite these benefits, students faced challenges related to technical limitations, time constraints, and idea generation. Overall, the study concludes that DST is an effective and flexible instructional approach for enhancing EFL speaking skills when supported by adequate scaffolding, technical assistance, and preparation time.
Utilization of educational applications in assessing the reading skills of junior high school students Hidayat, Didin Nuruddin; Mulyati, Yatni Fatwa; Husna, Nida
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 2
Publisher : citeus

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Abstract

Globalization and the advancement of technology are giving a new challenge as well as op­portunities for English educators around the globe. Indirectly, there are obstacles associated with learning English due to the fact that technology has become an integral aspect of hu­man existence. The teaching of reading skill also faces the same challenge. Nowadays, read­ing is seen as more important than other skills, considering that reading has become one of the aspects of literacy. With regard to assessment, the availability of an educational ap­plication might be advantageous for teachers to assess students' reading skills. The current study investigates the types of application used by teachers in assessing students’ reading skill and the type of reading assessment that occur during the implementation of the ap­pli­cation. Through open-ended interview and document analysis method, the research result indicates that the implementation of Google Form as an educational application to assess students reading skills demonstrated a reading assessment based on tradi­tional assessment approaches with a focus on intensive reading. This study has shown the appropriate media for assessing students reading skill along with the reading fo­cus­es and assessment design that is suitable for it. In addition, in this study, Google Form dom­inates the most considerable use of media to assess students reading skills. Therefore, teachers could also save more time in assessing students’ reading by utilizing educational applications.
Visual Analysis of Gender Representation in Indonesian ELT Textbooks Maulidya, Reza Anis; Husna, Nida
IJET (Indonesian Journal of English Teaching) Vol. 15 No. 1 (2026): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

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Abstract

Textbooks have served as pedagogical tools at different educational levels and also generally play a socialization role in transmitting broader cultural norms, including tacit messages about gender roles. In contrast, awareness of gender equity studies has increased; however, existing research on visual gender representation across multiple textbook series and school levels in Indonesia remains sparse. This study examines gender representation in English Language Teaching (ELT) textbooks in Indonesia across various educational levels and book series to identify the balance of gender representation in images, analyze the gender roles in various activities, explore variations in gender representation among textbook series, and analyze patterns of gender representation across educational levels. Qualitative methods are employed to measure gender visibility and activity roles, as well as to interpret and assess interaction patterns, contextual meanings, and the prevalence of stereotypes. The coding framework distinguished between stereotypical and non-stereotypical representations and was used to compare series and educational levels systematically. We find that male characters are more prominent across portrayals, and lead characters are often represented by men in leadership, professional, or active contexts, compared with female lead characters, who are typically depicted in domestic or leisure roles or as supportive. Stereotypical representations persist across educational levels, although some counter-stereotypical depictions are present in newer series and at higher levels. Cross-series comparisons reveal that gender balance varies across textbook series, reflecting differences in editorial and design decisions. Some textbooks present more balanced representations than others, while gender bias remains visible in several materials. These findings suggest that efforts toward gender inclusivity have been uneven across educational levels and textbook series. By examining visual representations across a wide range of ELT textbooks, this study provides evidence to inform the development of more equitable and inclusive learning materials at all levels of education.
Co-Authors Abung, Ivanna Najwa Addiena, Maisarah Akbar Najib, Fatih Al-Farisi, Fadli Robby Alek, A Alfa Rizki, Muhamad Amanah, Ainun Andini, Tresna Nur Anjani, Ayu Fitri Apsari, Andi Aspian Nur Batubara, Winda Wasalwa Dinnisa Haura Zhafira Hidayat Erlinda Kurniatillah, Ratu Ersyad, Zakila Mardatila Fahriany, Fahriany Farhan, Lulu Farida Hamid Firyal Aisya, Jasmine Fitri, Khoirunnisa Fitriani Fitriani Fitriyah, Nailiyatul Genta, Genta Habib, Arvan Permana Habibah, Rifdatul Hartono, Rodi Hesty Widiastuty, Hesty Hidayat, Didin Nuruddin Hidayat, Dinnisa Haura Zhafira Indah Nuraeni Karim, Nur Aisyah Kurniatillah, Ratu Erlinda Lestari, Tahnia Mahlil, Mahlil Maulana, Rivki Surya Maulidya, Reza Anis Mega Fatimah Rosana Moch. Imam Machfudi Mulyati, Yatni Fatwa Nasution, Durratu Fakhria Nur Amalia, Afifah Nurmaya, Krisma Nuruddin Hidayat, Didin Oktarian, Rizky Ramadhan Tri Qurrotu Aini, Qurrotu Rinawati, Dian Sanjaya, Kharisma Adhi Siti Zulfa, Siti Sri Rejeki Sufyan, Agus Yanti Herlanti