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[NOVICE STUDENTS’ EXPERIENCE OF TAKING TOEIC PREPARATION CLASS: A PHENOMENOLOGICAL CASE STUDY ]]>
<![CDATA[Nurti Rahayu]]>;
<![CDATA[Fuad Abdul Hamied]]>;
<![CDATA[Didi Sukyadi]]>;
<![CDATA[Fazri Nur Yusuf]]>
<![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[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[Identifying the proficiency level of primary English language teachers’ productive skills from Kurikulum Merdeka and CEFR ]]>
<![CDATA[Dimas Pujianto]]>;
<![CDATA[Ika Lestari Damayanti]]>;
<![CDATA[Fuad Abdul Hamied]]>;
<![CDATA[Della Nuridah Kartika Sari]]>
<![CDATA[ Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 51, No 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Sastra Universitas Negeri Malang ]]>
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DOI: 10.17977/um015v51i22023p210
<![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.Mengidentifikasi tingkat kemahiran keterampilan produktif guru Bahasa Inggris tingkat dasar dari Kurikulum Merdeka dan CEFRPenelitian ini bertujuan untuk mengidentifikasi tingkat kemahiran berbahasa guru Bahasa Inggris tingkat dasar di bidang keterampilan produktif (berbicara dan menulis) yang dianalisis menggunakan Common European Framework of References (CEFR) dan Kurikulum Merdeka. Sebagai bahasa asing di Indonesia, kemahiran berbahasa Inggris di antara guru Bahasa Inggris tingkat dasar sangat penting untuk menentukan keberhasilan dalam proses pembelajaran di dalam kelas. Selain itu, guru Bahasa Inggris tingkat dasar juga harus memiliki kemahiran berbahasa yang cukup untuk berkomunikasi secara efektif dengan siswa di berbagai situasi. Namun, beberapa studi berkonteks lokal menunjukkan rendahnya tingkat kemahiran berbahasa oleh guru bahasa Inggris tingkat dasar. Tingkat kemahiran yang rendah mayoritas diketahui dari uji bahasa Inggris umum seperti TOEFL yang fokus pada kemampuan reseptif guru (menyimak dan membaca) dan struktur. Pendekatan kualitatif dan desain penelitian studi kasus digunakan dalam penelitian ini. Ditemukan bahwa mayoritas tingkat kemahiran keterampilan produktif berbahasa Inggris guru Bahasa Inggris tingkat dasar dikategorikan ke dalam tingkat B1/B2 menurut CEFR. Selain itu, beragamnya tingkat kemahiran berbahasa Inggris guru tingkat dasar masih kentara sehingga dapat mengakibatkan masalah pada perkembangan berbahasa siswa tingkat dasar dan pengukuran standar tingkat kemahiran berbahasa guru Bahasa Inggris tingkat dasar. Oleh karena itu, dengan melibatkan komunitas guru dan pemerintah, sebuah standar untuk tingkat kemahiran guru bahasa Inggris tingkat dasar harus dikembangkan.]]>
<![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[Investigating Indonesian university students attitudes toward ELF-informed materials in business English contexts ]]>
<![CDATA[Santoso, Wulandari]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Muslim, Ahmad Bukhori]]>
<![CDATA[ Studies in English Language and Education Vol 12, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v12i1.38286
<![CDATA[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.]]>
<![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[The digital reading literacy of Indonesian pre-service English teachers: What do lecturers say? ]]>
<![CDATA[Astuti, Sari]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Muslim, Ahmad Bukhori]]>
<![CDATA[ Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional ]]>
Publisher : <![CDATA[Univeritas Papua ]]>
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DOI: 10.30862/jri.v5i1.622
<![CDATA[This study investigates the digital reading literacy of pre-service English teachers from the perspectives of their educators in teacher training institutions. By exploring how educators perceive, assess, and address the digital reading skills of future English teachers, this research aims to shed light on the challenges and opportunities present in developing this particular literacy. Data were collected through deep interviews and questionnaires distributed to five educators of an English education program from a school of teacher training in Indonesia. The data were analyzed using thematic analysis. Findings reveal four main themes; Digital reading literacy of pre-service English teachers; Integration of technology into teaching and learning context; Challenges in developing digital reading literacy; and Institutional and curriculum support. Then, it is found that while digital reading literacy is increasingly recognized as essential for future English teachers, significant gaps remain in terms of increasing pre-service English teachers’ motivation and autonomous learning capacity and integrating digital reading skills into the curriculum and classroom practices. The study concludes with recommendations for enhancing digital reading literacy instruction in the classrooms and supporting educators in adopting strategies to improve students’ digital reading literacy through providing sufficient training and embedding this literacy into the curriculum.]]>
