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All Journal Cakrawala Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Khazanah Pendidikan English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Penelitian Pendidikan IRJE (Indonesian Research Journal in Education) Journal of Research in Instructional Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Studies in English Language and Education Journal of Community Empowerment
Fuad Abdul Hamied
Universitas Pendidikan Indonesia
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Studies in English Language and Education

 1 
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Ika Lestari Damayanti; Fuad Abdul Hamied; Harni Kartika-Ningsih; Nindya Soraya Dharma
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
Investigating Indonesian university students attitudes toward ELF-informed materials in business English contexts Santoso, Wulandari; Hamied, Fuad Abdul; Muslim, Ahmad Bukhori
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.v12i1.38286

Abstract

Despite the growing research demonstrating the changing role of English as a lingua franca (ELF) in todays globalized world, few studies in Indonesia have examined how learners perceive English language teaching (ELT) materials in relation to ELF. Using both quantitative and qualitative approaches, this study investigates learners attitudes toward the current ELT business materials in light of ELF at a private university in Jakarta. A total of 382 respondents filled out online questionnaires, and 10 of them participated in semi-structured group interviews. The descriptive statistics analysis of the quantitative data demonstrated that the participants perceived that the materials incorporated Indonesian English and other non-native varieties of English, 88.4% and 55.2%, respectively. Regarding cultural representations, over 90% of the participants believed that the learning materials raised their awareness of cultural differences between native and non-native English speakers. Additionally, over 70% of the participants believed that the business scenarios in the materials included diverse linguacultural groups. Nevertheless, the thematic analysis of the qualitative results showed learners negative attitudes toward such materials due to their favoritism toward standard English norms and their regard for these as authentic instances of English in business contexts. Despite the limited scope of this study, the findings indicate that the exposure to ELF-informed materials needs to be accompanied by the provision of awareness-raising tasks which utilize the noticing strategy to allow learners to pay attention to different language functions, features, and varieties in authentic spoken and written texts produced within ELF business settings.
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Damayanti, Ika Lestari; Hamied, Fuad Abdul; Kartika-Ningsih, Harni; Dharma, Nindya Soraya
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
Co-Authors Ahmad Bukhori Muslim Ali Saukah Aunurrahman Bachrudin Musthafa Cassandra, Nina Wanda Dewi Novita Dharma, Nindya Soraya Dian Toar Y. G. Sumakul Didi Sukyadi Dimas Pujianto Emi Emilia Emi Emilia Fazri Nur Yusuf Finita Dewi Gunawan, Wawan I.G.A. Lokita Purnamika Utami Ika Lestari Damayanti Isti Saleha Gandana Kartika-Ningsih, Harni Meliawati, Mela Nenden Sri Lengkanawati Nindya Soraya Dharma Nurti Rahayu Prestridge, Sarah Rd. Della Nuridah Kartika sari A. Santoso, Wulandari Sari Astuti Sri Harto, Sri Sri Setyarini Sudarsono Muhammad Ihrom Tambunan, Anna Riana Suryanti Wachyu Sundayana, Wachyu Yulia Hapsari Yustika Nur Fajriah