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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 Jurnal Penelitian Pendidikan IPA (JPPIPA) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Basicedu JET (Journal of English Teaching) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Elsya : Journal of English Language Studies Getsempena English Education Journal Journal of English Education and Linguistics Linguistic, English Education and Art (LEEA) Journal JASL - Journal of Applied Studies in Language Academic Journal Perspective : Education, Language, and Literature Jurnal Basicedu Tamaddun Studies in English Language and Education TELL - US JOURNAL Leksema: Jurnal Bahasa dan Sastra Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Nida Husna
Syarif Hidayatullah State Islamic University of Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Multicultural Values Representation in the English Textbook “English in Mind” for Junior High School Habibah, Rifdatul; Hidayat, Didin Nuruddin; Husna, Nida; Alek, Alek
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): 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.v12i1.4803

Abstract

This research aims to look into the multicultural values represented in the Merdeka Curriculum textbook for Junior High School, "English in Mind." The research employed a qualitative method to acquire specific information regarding multicultural ideals and English textbook data. This content analysis study examined multicultural values using Barthes' four multicultural elements. The research revealed findings indicating that all aspects of multicultural values are included in this EFL textbook. Appreciating Other People's Perspectives is mainly covered in this textbook. The textbook only discusses the multicultural value component, which represents the duty of the world community. ELT specialists and English teachers worldwide have welcomed this new paradigm, which theorizes the integration of regional English variations and multicultural elements to improve intercultural communicative skills. The examined textbook expresses a multicultural viewpoint by accepting and valuing the world's varied customs. Regarding the result of this research, further research is undertaken to identify the approaches, strategies, and procedures for teaching multicultural values to students of varying ages.
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

Abstract

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.
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.
Development of Process Oriented Guided Inquiry Learning Worksheets (POGIL) to Improve Critical Thinking Skills and Science Process Skills Hidayah, Fajarotul; Paidi; Al-Farisi, Fadli Robby; Husna, Nida
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3847

Abstract

This study aims to determine the feasibility of POGIL-based LKPD to empower students' critical thinking skills and Science Process Skills. The type of research used is research and development with research procedures using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This research is limited to the feasibility test of POGIL-based LKPD at the development stage. The assessment of the results of the validity test and the practicality test of the questionnaire is interpreted on a Likert scale. Based on data analysis, the following results were obtained: product validity test in the form of POGIL-based LKPD by media experts obtained an average of 87% with very feasible criteria and 78.3% by material experts with feasible criteria. Practicality tests conducted by Biology teachers get an average of 84.35% and students 85% with very decent criteria.
Formative Assessment: Challenges and Strategies from English Teachers’ Perspective Durratu Fakhria Nasution; Husna, Nida
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (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.v13i2.7748

Abstract

The importance of formative assessment cannot be ignored. Daily assessment as a form of formative assessment is essential because they have a role as giving feedback mechanism and promote students’ advancement. This research used qualitative study to explore the various approaches and viewpoints from the teachers about the daily assessment they used in the English classroom. The participants of this research were 5 EFL teachers, 3 from elementary schools, and 2 from junior high school. The findings showed that most of the teachers use quiz and performance based for the daily assessment. Furthermore, the research also found that the teachers face some challenges in developing daily assessment in their classroom.
Co-Authors Al-Farisi, Fadli Robby Alek, A Amanah, Ainun Andini, Tresna Nur Anjani, Ayu Fitri Apsari, Andi Aspian Nur Ariyanti Ariyanti Batubara, Winda Wasalwa Dinnisa Haura Zhafira Hidayat Durratu Fakhria Nasution Erlinda Kurniatillah, Ratu Ersyad, Zakila Mardatila Fahriany, Fahriany Farhan, Lulu Fitri, Khoirunnisa Fitriani Fitriani Fitriyah, Nailiyatul Genta, Genta Habib, Arvan Permana Habibah, Rifdatul Hamid, Farida Hartono, Rodi Hesty Widiastuty, Hesty Hidayah, Fajarotul Hidayat, Didin Nuruddin Hidayat, Dinnisa Haura Zhafira Indah Nuraeni Karim, Nur Aisyah Kurniatillah, Ratu Erlinda Lestari, Tahnia Mahlil, Mahlil Maulidya, Reza Anis Moch. Imam Machfudi Nasution, Durratu Fakhria NST, ULFA RAYHANI Nur Amalia, Afifah Nuruddin Hidayat, Didin Paidi Qurrotu Aini, Qurrotu Rachmayani, Anni Rinawati, Dian Siti Zulfa, Siti Sri Rejeki Sufyan, Agus Yanti Herlanti