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MEASUREMENT OF THE STUDENTS’ ATTITUDE TOWARD A WHOLE-LANGUAGEAPPROACH-BASED LECTURE USING SCORE QUESTIONNAIRES Nizamuddin Sadiq
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2015, TH. XXXIV, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: The objective was to investigate students’ attitude toward the implementation of a whole language approach on Reading and Writing for Occupational Purposes Course in the academic year of 2013/2014. The approaches employed were phonological and phoneme awareness, phonic and word study, fluency, vocabulary, comprehension skills and strategies, and writing. The participants were 15 students of the English Language Education Department, Universitas Islam Indonesia. SCORE questionnaire using the Likert’s scale was the instrument. Calculation was to find out score index and categorization by following Riduwan’s (2007) score interpretation criteria. The findings showed that in the simple category, two of ten questions were agreed absolutely (100%), in the clear category, all questions were agreed for 80 %, in the original category, five of thirteen questions reached majority of agreement (100%), in the relevant category, one of five questions was agreed absolutely (100%), and in the enjoyable category, all questions were agreed by 93%. Keywords: a whole language approach, SCORE, score interpretation criteria PENGUKURAN SIKAP MAHASISWA TENTANG PERKULIAHAN BERBASIS A WHOLE LANGUAGE APPROACH DENGAN KUESIONER SCORE Abstrak: Tujuan penelitian ini adalah mengukur sikap mahasiswa terhadap pelaksanaan a whole language approach dalam perkuliahan Reading and Writing for Occupational Purposes Course tahun akademik 2013/2014. Pendekatan yang diterapkan adalah kesadaran fonetik dan fonemik, pelafalan dan kata, kelancaran, kosakata, keterampilan dan strategi membaca komprehensif, dan menulis. Responden penelitian ini adalah 15 maahsiswa Pendidikan Bahasa Inggris Universitas Islam Indonesia. Kuesioner SCOREs dengan skala Likert sebagai instrumen. Penghitungan ditujukan kepada skor indeks dan kategorisasi mengikuti criteria interpretasi skor Riduwan (2007). Hasilnya menunjukkan bahwa pada kategori simple, dua pertanyaan disetujui mutlak (100%), pada kategori clear, semua pertanyaan disetujui sebesar 80%, pada kategori original, lima pertanyaan disetujui mutlak (100%), pada kategori relevant, satu pertanyaan disetujui mutlak (100%), dan pada kategori enjoyable, semua pertanyaan disetujui sebesar 93%. Kata Kunci: pendekatan a whole language, kuesioner SCORE, kriteria interpretasi skor

Classroom management practices: Indonesian secondary schools teachersâ€™ perceptions Yana Yopianti; Nizamuddin Sadiq
Communications in Humanities and Social Sciences Vol. 3 No. 1 (2023): CHSS
Publisher : Komunitas Ilmuwan dan Profesional Muslim Indonesia (KIPMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21924/chss.3.1.2023.56

The present study aims to investigate the Indonesian secondary school teachers' perspectives of practicing their classroom management to create a conducive classroom environment for learning. This research method is qualitative study, which is able to explore the perspectives of participants regarding their understanding and experience in managing classrooms to create conducive learning. The participants in this study were two teachers who taught in the urban and in rural area. After negotiating with the headmaster, the participants were recruited under a purposive sampling approach and gave their consent to participate in this study. In this study, data were collected through one-to-one interviews and analyzed using thematic analysis. Employing Garwood and Harris (2020) five parameters, two themes were resulted in each parameter. The participants were the teachers recognizing students' names and paying attention to their attitudes and intelligence. They also tried to have a good appearance, performance, and attitude as well as to make games. Regarding a consequence of breaking rules, the teacher in urban area applied academic punishments such as memorizing vocabularies; while, the one in rural area preferred to provide social punishments such as taking out the trash from classrooms. Furthermore, the teachers did not involve students in managing class rules, but made them individually or privately. Finally, both teachers informed class procedures in their teachings. The findings of this study implied that classroom management should be understood as well as practiced properly and appropriately as one of attempts the teacher could make to maintain and create a conducive learning atmosphere.

An Indonesian Teacher’s Perceptions of Teacher-Students Relationship in EFL Classroom Nathania, Aisa Ayudia; Sadiq, Nizamuddin
Unisia Vol. 42 No. 2 (2024)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/unisia.vol42.iss2.art25

Empirical studies on teacher-student relationships (TSR) in both EFL and non-EFL contexts have been extensively explored. However, limited attention has been given to the role of human behavioral dimensions within classroom TSR practices. This study examines the specific human behavioral dimensions an Indonesian EFL teacher utilizes to foster TSR in her classroom. Data were gathered through semi-structured interviews using a qualitative research approach. The findings reveal that agency-related behaviors are less aligned with the teacher's interactions with students, whereas communion-related behaviors are more reflective of her classroom practices. These results suggest that Indonesian EFL teachers cultivate community in the classroom, emphasizing strong, positive relationships with their students.

Student challenges in English Medium Instruction (EMI) courses: Insights from an International Student Mobility Program Simbolon, Nurmala Elmin; Sadiq, Nizamuddin; Curle, Samantha
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.v12i1.39950

This study examines the language-related challenges faced by Indonesian students enrolled in short-term English Medium Instruction (EMI) courses abroad, facilitated by the Indonesian International Student Mobility Awards (IISMA). Using a mixed-methods approach, we analyzed survey responses from fifty-four students and conducted three focus group interviews to gain a comprehensive understanding of their experiences. The research instrument, based on Evans and Morrison (2011) and modified by Kamasak et al. (2021), was employed to quantify these challenges. Our analysis revealed significant challenges in writing and speaking. These difficulties were prevalent regardless of the students backgrounds, suggesting that current preparatory measures may be insufficient. Specifically, writing emerged as the most formidable challenge, with many students struggling to express their ideas clearly and coherently in English. These findings underscore the critical need for comprehensive preparatory frameworks that go beyond basic linguistic competence. We advocate for the integration of robust academic preparation programs within mobility initiatives to better equip students for the linguistic demands of EMI courses. Such enhancements are essential for improving the overall academic experience and success of students in international educational contexts. The implications of this study extend to policymakers and educators involved in designing and implementing EMI programs, emphasizing the importance of targeted support to address language-related challenges.

PENDIDIKAN MULTIKULTURALISME BERBASIS PEMBELAJARAN BERPUSAT PADA MAHASISWA: PERSEPSI MAHASISWA CALON GURU TENTANG EKSIBISI KELAS PROJECT-BASED LEARNING Sadiq, Nizamuddin
Refleksi Pembelajaran Inovatif Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Universitas Islam Indonesia

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

This paper investigates English pre-service teachers' perceptions of a project-based learning (PjBL) class exhibition as the output of a Multiculturalism in Language Learning (MLL) course. Employing a qualitative approach, this study analysed student reflections written specifically those related to the PjBL class exhibition. The data analysis was conducted using thematic analysis. The findings are categorized into three main themes: Valuable Experiences and Educational Benefits, Skill Development, and Engagement, Innovation, and Improvement. A limitation of this study is its reliance solely on student written reflections, without supplementary data from interviews. Therefore, for future research, it is recommended that interview sessions be incorporated to further elaborate on students' narratives. The findings of this study implies that reflection is an essential and integral component of the learning assessment process through project-based learning. Accordingly, the implementation of effective reflection mechanisms should be a key focus for teachers.

A Collaborative Auto-ethnographic Study of Indonesian Higher Degree Research Students’ Adaptation in Anglophone Universities Limbong, Effendi; Sadiq, Nizamuddin; Mardiani, Ridha
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.2039

Background: This research explores the experiences of Indonesian doctoral students in English-speaking universities through a collaborative auto-ethnographic approach. Utilising Schartner and Young's (2016) stress and coping strategies and culture-learning frameworks, we analyse narrative data to investigate our academic and sociocultural journeys in the US, UK, and Australia. Methodology: To attain a profound comprehension, we participate in personal and group introspection, analysis, and interpretation, utilising imaginative thought, creativity, emotional self-exploration, and ongoing dialogues. The study identifies four major psychological adaptation themes (social support, survival, spirituality, and compliance), a critical socio-cultural adaptation theme (feeling like cultural aliens), and a vital academic adaptation theme (questioning our academic capability amid struggles with critical reading and writing). Findings: The findings reveal three themes: Psychological Aspects: “Social Support, Survival, Spirituality, and Compliance”, Sociocultural Aspect: “We Are Cultural Aliens”, Academic Aspect: “Questioning Our Academic Capacity as We Struggled to Read and Write Critically”. Conclusion: The findings underscore the significance of awareness and emphasise the necessity for effective adaptation among international doctoral students. This research contributes valuable insights into the challenges faced by Indonesian doctoral students in Anglophone academic settings, shedding light on the importance of support systems, cultural understanding, and academic confidence stop where for a successful academic journey. Originality: While previous studies have largely examined the difficulties faced during adaptation, the way these challenges ultimately lead to successful outcomes remains under-explored. This research seeks to address this deficiency by investigating how Indonesian international research students in Anglophone universities convert cultural, psychological, and academic obstacles into successful adaptation.

Teaching English To Non-English Students' Department At Islamic University Of Indonesia Through Formula 33: Students' Reflections Sadiq, Nizamuddin
Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i2.4437

Results of students' need analysis show that grammar (tenses) is the students' lowest ability that they wanted to learn at that time. In order to cope with that contextual situation, Formula 33 is proposed to be the main concern on the learning English for students of non-English deparment at Islamic University in the academic year 2012/2013. Students must write reflections - express their emotion and knowledge gain in the form of essay to e-learning provided - every time the class end. The students' reflections were considered as data. The data were classified based on some categories/themes descriptively. Those data are then read very carefully to find out the keywords that became the instruments to classify them into themes, while irrelevant data were sorted. The results show that learning English through Formula 33 addressed in three aspects - learning domain, teaching delivery, and students' best practice. In learning domain, students have positive and negative cognitive feedback. Formula 33 was considered improving their skills especially in writing English sentences with correct grammatical structure as well as they have excellent attitude toward Formula. In teaching delivery that consists of two keywords method and materials. Students said that both method and materials are super.Key words: Formula 33, positive and negative cognitive feedback, teaching delivery

Droppings, Adding, And Spelling Deviations In Georgia Doyle Jhonson's Fredrick Douglas And Loraine Hansberry's (A Rais In The Sun) Sadiq, Nizamuddin
Journal of English and Education (JEE) Vol. 2 No. 1 (2008): VOLUME 2 NO 1 JUNE 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i1.6449

Language is reflected by pronunciation, syntax, and lexicon. So is the American African English. A sit is considered non-standard dialect, the American African English pronunciation is assumed to have its own characteristic different from the standard American. English. Furthermore, according to a linguist, pronunciation of a community is clearly patterned and systematic. Therefore, the purpose of this paper is to describe pronunciation of the American African English in Georgia Doyle Johnson's Frederick Douglas And Loraine Hansbeiry's A Raisin In The Sun, in the viewpoints of droppings, addings, and spelling derivations.This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research.The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English In terms of pronunciation, African American English speakers tend to pronounce words as they like. Therefore, the pronunciations of words are very different from Standard English Words maybe dropped or shortened and some additional sounds included or changed. Words such as jes', fallin', 'em, fore', mo', yo' cap'n, yes'm, alissenin', figger, bleve, sho, enuf, wus, whut, mek, s'ed, agin, git, lak, yaw, ur, yore, etc. frequently occur and are common in African American English. Thus, African American English pronunciation is difficult to understand and strange for students of non-English speaking countries.

The Syntax Features of the African American English In Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin in the Sun Sadiq, Nizamuddin
Journal of English and Education (JEE) Vol. 2 No. 2 (2008): VOLUME 2 NO 2 DECEMBER 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i2.6456

Syntax reflects features of a language. One of the American African English features in syntax can be seen in Georgia Doyle Johnson's Frederick Douglas and Loraine Hansberry's A Raisin in the Sun. As it is considered non-standard dialect, the American African English syntax is assumed to have its own characteristic different from the standard American English. This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was" tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research. The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English. In terms of syntax, the African American English style if it is seen from viewpoint of grammar function contradicts with features-6f Standard English: clarity^ brevity and fluency. The rules of clarity are broken by the presence of ellipses, clippings, copulas and tenses; brevity by the presence of unnecessary repetition and additions; and fluency by the presence of combinations of assimilation and clipping. African American English speakers employ polite expressions. The research revealed that polite expressions when greeting people, using please when asking for permission and using titles to show respect is done, particularly with elders. Furthermore, when the speaker is angry, she/he uses a complete name for emphasis.

The Lexion Of The African American English In Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin In The Sun Sadiq, Nizamuddin
Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i1.6480

To comprehend that a language belongs to a dialect, one may examine its lexicon. As it is considered non-standard dialect, the American African English lexicon is assumed to have its own characteristic different from the standard American English. Therefore, to gain a better comprehension of the American African English dialect in the view point of lexicon features, the paper will elaborate Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin In The Sun. This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research. The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English. In terms of lexicon, African American English employs local and rude words. The presence of slang and colloquialisms, taboo words and swearing make it distinctively informal.

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