Articles
<![CDATA[A Joint Construction Practice in an Academic Writing Course in an Indonesian University Context ]]>
<![CDATA[Aunurrahman Aunurrahman]]>;
<![CDATA[Fuad Abdul Hamied]]>;
<![CDATA[Emi Emilia]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 1: July 2017, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v17i1.1137
<![CDATA[This research aims to explore the students’ writing and critical thinking capacity in a joint construction practice in an academic writing course. The course applied a genre-based approach in teaching academic writing and critical thinking to first-year English as a Foreign Language students of a private university in Pontianak, West Kalimantan, Indonesia. A combination of explicit teaching, group discussion, and online review sessions was employed in the joint construction practice for three meetings. The source for the data collection was a jointly constructed text. The text was selected from thirty-six students who worked in groups. Every group consisted of low achievers, medium achievers, and high achievers in writing. The text was analyzed using functional grammar. The analysis shows that the students had gained a good control of the exposition genre with its linguistic features. Thematic progression and logical connectors at the text level and circumstances (adverbs) at the clause level had realized critical thinking skills and dispositions. Several grammatical mistakes and improper lexical choices were identified but did not interfere with the purpose of the text. The findings suggest that having more classroom meetings will make explicit teaching and group discussion work effectively before the students begin to write independently. Moreover, online review sessions can support the students' learning but with limitations.]]>
<![CDATA[IMAGE-TEXT RELATION INTERPRETATION: TEACHERS’ VISUAL-VERBAL COMPETENCE IN TEACHING TEXTS ]]>
<![CDATA[Yustika Nur Fajriah]]>;
<![CDATA[Fuad Abdul Hamied]]>;
<![CDATA[Wawan Gunawan]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021) ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v40i1.33755
<![CDATA[Multimodal literacy instruction is such a new shift of the literacy in which the construction of knowledge is led to be more socially and contextually bounded. Due to the urgency that teachers have to own multimodal competencies, this study aimed to investigate EFL teachers’ competence in interpreting visual-verbal relations to teach multimodal texts. To collect the data, an online test through the Google form platform was distributed. As many as 43 responses were collected from junior and senior high school teachers in one of the cities in Indonesia. A semi-structured interview was also conducted with six purposive participants. The data in this research were then analysed based on Royce’s criteria of image-text relation. The analysis found that the teachers only partially possessed multimodal competencies. It means that that they had used images to help them teach the texts but had insufficient knowledge on how to utilize the images as meaning-making sources. Then, based on the finding, it is suggested that the teachers should improve their competences in interpreting multimodal meanings in texts, so images are used not only for making learning materials interesting but also for making more meanings from the texts. ]]>
<![CDATA[Building knowledge about language for teaching IELTS writing tasks: A genre-based approach ]]>
<![CDATA[Ika Lestari Damayanti]]>;
<![CDATA[Fuad Abdul Hamied]]>;
<![CDATA[Harni Kartika-Ningsih]]>;
<![CDATA[Nindya Soraya Dharma]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.26957
<![CDATA[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.]]>
<![CDATA[Amotivation in AI injected EFL classrooms: Implications for teachers ]]>
<![CDATA[Dian Toar Y. G. Sumakul]]>;
<![CDATA[Fuad Abdul Hamied]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v13i1.58254
<![CDATA[Motivation is an essential aspect of students' success in their learning, and an investigation into the factors that could deteriorate their motivation could shed light on that issue. This study investigates amotivation during the application of artificial intelligence technology in EFL classrooms or AI-injected learning. As artificial intelligence is still a relatively new technology, but its application is becoming increasingly more prevalent in language classrooms, this study aims to explore factors that could negatively affect EFL students’ motivation to use technology in their learning. This study included questionnaires and interviews to collect data from 133 EFL students in an Indonesian higher education institution. The students had experience working with AI applications in their learning. The statistical analysis of the questionnaire data suggested that, although not dominant, amotivation was evident among the students. More than 25% of the students experienced amotivation while learning using the AI apps. The qualitative analysis of the interview data revealed three factors that could give rise to amotivation among the students when working with the AI apps: intelligence, user interface, and lesson design. Intelligence and user interface were internal to the AI apps, while lesson design was associated with the teachers' pedagogical competence in preparing the lessons for their students. This study suggests that app design and lesson design are two motivational factors that could affect students’ motivation in AI-injected learning.]]>
<![CDATA[Facilitating Dialogues in an Online Classroom: Insights from an EFL Classroom ]]>
<![CDATA[Cassandra, Nina Wanda]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Muslim, Ahmad Bukhori]]>;
<![CDATA[Isti Saleha Gandana]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 8 No. 1 (2024): IRJE |Indonesian Research Journal in Education ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v8i1.34157
<![CDATA[Research on classroom discussions and dialogues is well-established, however, studies on how classroom dialogue is facilitated in online classrooms remain underexplored. This qualitative case study addresses this gap by examining the experiences of an EFL teacher educator and her 16 students during a twelve-week enacting dialogic pedagogy mediated by Microsoft Teams (MT). Utilizing thematic analysis from thirteen video recordings, four discussion forums, three series of teacher interviews, student feedback, and researchers' observations, the study revealed that the classroom dialogue was facilitated in MT by structuring the online environment, enhancing synchronous video conferencing through ‘meet now,’ extending dialogue through chat-based learning in ‘channel,’ and enriching interaction with multimodal cues. The study suggests that while digital technologies can enhance dialogic activities, it is crucial for teachers and students to enhance and maintain their dialogic stance and digital competence in online classrooms. ]]>
<![CDATA[ASSESSMENT IN TRANSLANGUAGING CLASSROOMS: INDONESIAN UNIVERSITY ENGLISH TEACHERS' EXPERIENCES AND RECOMMENDATIONS ]]>
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Emilia, Emi]]>
<![CDATA[ English Review: Journal of English Education Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v13i1.11246
<![CDATA[Translanguaging has increasingly been used in English classrooms to symbolize a movement away from native-speakerism in the growing multilingual society. In translanguaging classroom contexts, students are evaluated on their ability to use their whole language repertoire to express what they know and can do in classroom tasks. Four principles of translanguaging in assessment are provided as guidelines. However, many classroom translanguaging studies barely address how the four principles are employed. This study explores teachers’ experiences in performing assessments in classroom translanguaging in relation to the four principles of translanguaging assessment to propose recommendations for translanguaging classrooms at the university level. Classroom observations and interviews were conducted with five teachers of an English department at a university in Indonesia. A thematic analysis performed on the data demonstrated that the teachers’ assessments had accommodated the different voices in assessment, the use of other people and other resources, and the authenticity of the tasks. However, the distinction between general linguistic and language-specific performances was not carried out. Another theme emerged – shared language among interlocutors. Recommendations covering improving teachers’ knowledge about pedagogical translanguaging, how to design translanguaging assessments, and how to manage the assessment are made to facilitate good alignment between classroom translanguaging instructions and assessments to maximize students’ learning benefits.]]>
<![CDATA[Building knowledge about language for teaching IELTS writing tasks: A genre-based approach ]]>
<![CDATA[Damayanti, Ika Lestari]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Kartika-Ningsih, Harni]]>;
<![CDATA[Dharma, Nindya Soraya]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.26957
<![CDATA[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.]]>
<![CDATA[NOVICE STUDENTS’ EXPERIENCE OF TAKING TOEIC PREPARATION CLASS: A PHENOMENOLOGICAL CASE STUDY ]]>
<![CDATA[Rahayu, Nurti]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Sukyadi, Didi]]>;
<![CDATA[Yusuf, Fazri Nur]]>
<![CDATA[ English Review: Journal of English Education Vol. 10 No. 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.6648
<![CDATA[This study aims to investigate how novice non-English department students in Indonesia describe their lived experiences of EFL learning in a TOEIC preparation class. The study included eighteen novice students from one vocational higher education in Jakarta who enrolled in a TOEIC preparation class using purposive sampling. Prior to the course, the participants took prediction tests, and their scores fell to the novice learners, and they were required to take a forty-hour preparation class. The participants have taken part in forty-hour TOEIC preparation classes. The primary source of data was semi-structured, in-depth phenomenological interviews. The data were analyzed using thematic analysis. According to the findings, several themes were elaborated. The findings uncovered what students gained and learned from the class, their learning difficulties, their learning strategies, and their plan to improve their English. In this study, the themes were broken down into several sub-themes to better elaborate on the participant's lived experiences and how they made meaning of their experiences. The findings strongly suggest policymakers such as EFL teachers, program and curriculum developers, and other stakeholders pay more attention to the students' voices stating that EFL learning goes to a unique and complex process. Thus, successful English learning cannot be achieved unless their needs and voices are taken into consideration.]]>
<![CDATA[Identifying the proficiency level of primary English language teachers’ productive skills from Kurikulum Merdeka and CEFR ]]>
<![CDATA[Pujianto, Dimas]]>;
<![CDATA[Damayanti, Ika Lestari]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Sari, Della Nuridah Kartika]]>
<![CDATA[ Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 2 ]]>
Publisher : <![CDATA[citeus ]]>
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<![CDATA[This study aims to identify the language proficiency level of primary English language teachers’ (PELTs) productive skills (speaking and writing) analyzed using the Common European Framework of References (CEFR) and Kurikulum Merdeka. As a foreign language in Indonesia, English language proficiency among PELTs is crucial to determine the success of the learning process in a classroom. Furthermore, PELTs should also possess adequate language proficiency to communicate effectively with students in any situation. However, several local context studies show the low language proficiency level possessed by PELTs. The low proficiency level was mostly gained through general English tests, for example TOEFL, which focuses on teachers’ receptive skills (listening and reading) and structure. A qualitative approach and case study research design were employed in this study. It was identified that the majority of teachers’ productive skills proficiency level is categorized into the B1/B2 level of CEFR. Additionally, the mixed level of proficiency among PELTs is still apparent which can create issues regarding primary-students’ language development and the standard of proficiency level that PELTs should be. Therefore, by involving subject teachers' communities and the government, a standard of language proficiency for PELTs should be developed.]]>
<![CDATA[Developing a proficiency test of Academic English in the Indonesian higher education context ]]>
<![CDATA[Didi Sukyadi]]>;
<![CDATA[Fuad Abdul Hamied]]>;
<![CDATA[Ika Damayanti]]>;
<![CDATA[Ari Arifin Danuwijaya]]>;
<![CDATA[Lukman Hakim]]>;
<![CDATA[Firly Asyifa]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026) ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v45i2.95780
<![CDATA[Standardized tests remain crucial for students whose first language is not English in today’s globalized world, despite ongoing debates about their suitability. The purpose of this research is to develop an academic English proficiency test for higher education in Indonesia. The data were derived from a needs analysis conducted through focus group discussions (FGDs) and a pre-survey for the existing academic English proficiency test, followed by a test design process: creating a test blueprint and developing question items, and a second survey following a trial test with 538 test takers. The findings indicate that adjustments were required to the test format and duration, a basis for developing a new test format. Additionally, students reported a preference for computer-based tests. During the test design process, the research team revised the test, retained the test objectives, and modified the test item types. Lastly, post-test feedback and item analysis indicated an imbalance in item difficulty in the Structure and Written Expression section, while the Academic Listening and Academic Reading sections demonstrated relatively balanced difficulty levels. Overall, the findings of this research indicate a desire to revisit and refine the existing test to better meet students’ needs while maintaining its objectives.]]>
