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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) Studies in English Language and Education Journal of Community Empowerment Jurnal bahasa, sastra, seni, dan pengajarannya
Fuad Abdul Hamied
Universitas Pendidikan Indonesia
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Investigating Indonesian university students attitudes toward ELF-informed materials in business English contexts Wulandari Santoso; Fuad Abdul Hamied; Ahmad Bukhori Muslim
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.
Lessons learned from investigating EFL pre-service teachers competencies Didi Sukyadi; Ika Lestari Lestari Damayanti; Fuad Abdul Hamied; Wawan Gunawan; Kurniawan Suryatama; Firly Asyifa
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.44064

Abstract

This study investigates the English proficiency levels, perceptions, and pedagogical competencies of pre-service English teachers who graduated from one of the teacher education universities in Indonesia, along with stakeholder evaluations and future quality benchmarks. This research employed a mixed-methods case study approach, with data collected from TOEFL-like test score reports and a survey involving 52 pre-service teachers, two classroom observations, interviews with two employers, and focus group discussions (FGD) involving four stakeholders from other teacher education universities. Score report and survey data were analyzed through descriptive statistics, while observation notes, employers interviews, and FGD data were analyzed using thematic analysis. The findings from the report revealed that most pre-service teachers possessed B2 or higher English proficiency. The survey result showed that they valued courses on English for Young Learners and general pedagogy clusters, though several courses on the English for Specific Purposes cluster were perceived as less supportive. Classroom observations and employer feedback revealed strong pedagogical competencies, creative use of resources, and technology integration abilities, while also indicating the need for future improvement. Additionally, FGD results emphasized the need for pre-service teachers to master TPACK, obtain standardized English certification, develop leadership skills, possess AI ethico-onto-epistemological awareness, and demonstrate competence in multiliteracies and multimodal pedagogies.
INTEGRASI PEMBELAJARAN MENDALAM, PENDEKATAN BERBASIS TEKS DAN TEKNOLOGI DALAM PENGAJARAN BAHASA INGGRIS Finita Dewi; Fuad Abdul Hamied; Nenden Sri Lengkanawati; Emi Emilia; Sudarsono Muhammad Ihrom
Journal of Community Empowerment Vol 4, No 2 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i2.34238

Abstract

ABSTRAKPerubahan pendidikan di era digital menuntut dosen untuk tidak hanya menguasai teori, tetapi juga mampu mengintegrasikan strategi pembelajaran berbasis teks dan teknologi guna menciptakan pengalaman belajar yang bermakna. Sayangnya, masih banyak dosen yang memiliki keterbatasan dalam pemahaman konseptual maupun keterampilan praktis dalam penerapan Pembelajaran Mendalam pada Pendidikan Bahasa Inggris. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dosen tentang konsep Pembelajaran Mendalam dalam Pendidikan Bahasa Inggris, mengembangkan keterampilan dosen dalam menerapkan pembelajaran berbasis teks (PBT) untuk mendukung Pembelajaran Mendalam dalam pembelajaran Bahasa Inggris, dan membantu dosen untuk dapat mengintegrasikan teknologi termasuk AI dalam penerapan Pembelajaran Mendalam. Metode pelaksanaan pengabdian kepada masyarakat dilakukan dengan empat tahapan yakni, pengalaman konkret, observasi reflektif, konseptualisasi abstrak dan eksperimentasi aktif. Pelatihan ini melibatkan 15 orang dosen Bahasa Inggris dari universitas di Yogyakarta, Indonesia. Hasil survei pra-pelatihan menunjukkan keterbatasan pemahaman peserta terhadap konsep Pembelajaran Mendalam, strategi pengajaran, dan instrumen asesmen. Namun, survei pasca-pelatihan memperlihatkan peningkatan signifikan dalam pemahaman filosofi Pembelajaran Mendalam, kemampuan merancang ide pembelajaran berbasis teks, serta integrasi teknologi dalam pembelajaran membaca mendalam (deep reading) dan menulis mendalam (deep writing). Peserta menilai pelatihan relevan, bermanfaat, dan merekomendasikan keberlanjutan dengan topik lebih luas seperti pengembangan instrumen dan text creation. Dengan demikian, program ini efektif dalam meningkatkan kapasitas dosen dalam mengeksplorasi Pembelajaran Mendalam berbasis PBT serta integrasi teknologi untuk mendukung pembelajaran Bahasa Inggris yang lebih bermakna.Kata kunci: Pembelajaran Mendalam; pembelajaran berbasis teks; teknologi ABSTRACTThe transformation of education in the digital era requires lecturers not only to master theoretical knowledge but also to integrate text-based strategies and technology to create more meaningful learning experiences. Yet, limited conceptual understanding and practical skills remain challenges in implementing deep learning within English education. This community service program aimed to enhance lecturers’ understanding of deep learning concepts, strengthen their skills in applying text-based learning (TBL), and support the integration of technology, including artificial intelligence (AI), in English teaching. The training was implemented through four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Fifteen English lecturers from universities in Yogyakarta, Indonesia, participated in the program. Pre-training surveys indicated participants’ lack of familiarity with deep learning philosophy, teaching strategies, and assessment instruments. In contrast, post-training surveys revealed significant improvement in their understanding, ability to design TBL based learning ideas, and integration of technology into deep reading and deep writing practices. Participants perceived the training as relevant and beneficial, recommending its continuation with broader topics such as assessment development and text creation. Overall, this program effectively improved lecturers’ capacity to explore TBL-based deep learning and utilize technology to foster more meaningful English language learning.Keywords: deep learning; GBA; technology
Co-Authors Ahmad Bukhori Muslim Ali Saukah Ari Arifin Danuwijaya Aunurrahman Bachrudin Musthafa Cassandra, Nina Wanda Dewi Novita Dharma, Nindya Soraya Dian Toar Y. G. Sumakul Didi Sukyadi Dimas Pujianto Emi Emilia Emi Emilia Emi Emilia Fazri Nur Yusuf Finita Dewi Firly Asyifa Gunawan, Wawan I.G.A. Lokita Purnamika Utami Ika Damayanti Ika Lestari Damayanti Ika Lestari Lestari Damayanti Isti Saleha Gandana Kartika-Ningsih, Harni KURNIAWAN SURYATAMA Lukman Hakim Meliawati, Mela Nenden Sri Lengkanawati Nindya Soraya Dharma Prestridge, Sarah Rahayu, Nurti Rd. Della Nuridah Kartika sari A. Sari Astuti Sari, Della Nuridah Kartika Sri Harto, Sri Sri Setyarini Sudarsono Muhammad Ihrom Tambunan, Anna Riana Suryanti Wachyu Sundayana, Wachyu Wulandari Santoso Yulia Hapsari Yustika Nur Fajriah