Articles
<![CDATA[Islamic Javanese Ideas in The Poetry Collection of Air Kata Kata by Sindhunata ]]>
<![CDATA[Fatimah, Siti -]]>;
<![CDATA[Nurkamto, Joko]]>;
<![CDATA[Setiawan, Budi]]>;
<![CDATA[Ngadiso, Ngadiso]]>
<![CDATA[ IBDA` : Jurnal Kajian Islam dan Budaya Vol 16 No 2 (2018): IBDA': Jurnal Kajian Islam dan Budaya ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Purwokerto ]]>
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DOI: 10.24090/ibda.v16i2.1740
<![CDATA[This study aims to describe the views of Islamic Javanese ideas in Sindhunata's poem Air Kata Kata. The Islamic Javanese view is obtained by using the deep interpretation of the symbols in the texts and images/ paintings contained in poems by a Catholic Pastor who has a humanist spirit and is familiar with Islamic Javanese life. Based on this research, the researcher obtained an Islamic Javanese view in Catholic poet’s works who was close to the daily life of Moslems. Therefore, his works are influenced by Islam and the life of Moslems.]]>
<![CDATA[Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy ]]>
<![CDATA[Cahyono, Syariful Imam Hadi]]>;
<![CDATA[Drajati, Nur Arifah]]>;
<![CDATA[Ngadiso, Ngadiso]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 14, No 1 (2020) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v14i1.106724
<![CDATA[The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.]]>
<![CDATA[Insufficient Higher Order Thinking Skill in Reading Comprehension Exercises of an English Language Textbook ]]>
<![CDATA[Dewayani, Gracia Putri]]>;
<![CDATA[Ngadiso, Ngadiso]]>;
<![CDATA[Sarosa, Teguh]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v7i2.14476
<![CDATA[Higher order thinking skill (HOTS) is an important outcome standard of higher education in any discipline. Accordingly, English language textbook should present higher order thinking questions to promote students’ higher order thinking skill. The aim of this research is to analyze the extent to which the higher order thinking skill (HOTS) and the indicators of reading skill are assessed in the reading comprehension exercises. This research used the descriptive analytical method of research, which refers to content analysis. The data are analyzed based on revised Bloom’s taxonomy and reading skill indicators. The findings reveal that: (1) HOTS in the reading comprehension exercises questions only includes analyzing skill and evaluating skill while creating skill is not found; and (2) the indicators of reading skill are not fully assessed from the questions in the reading comprehension exercises in English language textbook for twelfth grade students by Indonesian Ministry of Education and Culture. The textbook only assesses topic, explicit meaning, and implicit meaning indicators. Students will not achieve higher order thinking skill and reading skill excellently if they only practice reading comprehension exercises from the textbook.]]>
<![CDATA[Teachers’ attitude towards translanguaging practice and its implication in Indonesian EFL classroom ]]>
<![CDATA[Raja, Fransiskus Dinang]]>;
<![CDATA[Suparno, Suparno]]>;
<![CDATA[Ngadiso, Ngadiso]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v11i3.38371
<![CDATA[Previous studies have shown that the majority of teachers tend to be receptive towards translanguaging practices (Khairunnisa Lukmana, 2020; McMillan Rivers, 2011; Nambisan, 2014; Yuvayapan, 2019). However, in Indonesian context, there are relatively few studies in this field employing a case study design to reveal more detailed information. This study was aimed at investigating teachers' attitudes towards translanguaging practices and how the practices took place. The participants were four English teachers from two private junior high schools located in East Nusa Tenggara and Central Java, Indonesia. The data were collected by using questionnaires, semi-structured interviews, and observations. The analysis reveals that all participants implemented translanguaging in several typical situations in their EFL classrooms. Despite participants' various feelings towards translanguaging, they still use translanguaging in their teaching and associated translanguaging with positive attributes. Moreover, the majority of teacher participants had positive intentions towards translanguaging in their future class. These findings shed light on a multilingual pedagogical practices and further research directions. ]]>
<![CDATA[Ekspresi Figuratif Bahasa Inggris – Bahasa Indonesia Mahasiswa Asing dalam Interaksi Lintas Budaya di Wilayah Surakarta ]]>
<![CDATA[M. Sri Samiati Tarjana]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Budi Purnomo]]>;
<![CDATA[Sunardi Sunardi]]>
<![CDATA[ Semantik Vol 3, No 1 (2013): Semantik 2013 ]]>
Publisher : <![CDATA[Semantik ]]>
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<![CDATA[Penelitian  ini  bertujuan untuk mengidentifikasi ekspresi figuratif yang dipakai pada interaksi lintas budaya  oleh  mahasiswa asing di wilayah Surakarta dan mendeskripsikan faktor sosial budaya yang dihadapi mahasiswa ketika me nghadapi realia dwibahasa bahasa Inggris-bahasa Indonesia. Sumber data penelitian ini adalah mahasiswa asing di wilayah Surakarta dan sekitarnya, yang menempuh pendidikan di berbagai PT di wilayah tersebut, seperti di UNS dan Sekolah Tinggi Pariwisata Sahid. Metode pengumpulan data dilakukan dengan pengamatan tak berperan, dan analisis dokumen. Analisis data  dilakukan dengan  constant comparative method. Hasil analisis data menunjukkan bahwa Jenis-jenis  ekspresi figuratif yang sering digunakan oleh mahasiswa  asing dalam melaksanakan aktivitas sehari-hari dalam interaksi di Surakarta dan sekitarnya adalah metafora, personifikasi, simile, hiperbola, dan idiom.  Dalam memahami ekspresi figuratif pada interaksi lintas budaya, mahasiswa asing perlu mempertimbangkan faktor budaya dan faktor sosial yang melatarbelakangi interaksi tersebut]]>
<![CDATA[THE EFFECTIVENESS OF DRAMA TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION ]]>
<![CDATA[Senny Wiyanti]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Ngadiso Ngadiso]]>
<![CDATA[ Jurnal Pendidikan Bahasa Vol 7, No 2 (2018): Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[IKIP PGRI Pontianak ]]>
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DOI: 10.31571/bahasa.v7i2.1020
<![CDATA[The main objective of the research is to find out: (1) whether Drama technique is more effective than Guided Conversation Activity Technique to teach Speaking; (2) whether the students who have high self-actualization have better speaking skill than those who have low self-actualization; and (3) whether there is an interaction between teaching techniques and students’ self-actualization. The method of this research was quantitative research using an experimental design. The research findings are: (1) Drama Technique is significantly different from Guided Conversation Activity (GCA) technique to teach speaking because Fo is higher than Ft. (2) the speaking skill of the students who have high self-actualization is significantly different from that of those who have low self-actualization if viewed from the result of ANOVA because Fo is higher than Ft. (3) there is an interaction between teaching techniques and self-actualization for teaching speaking because Fo is higher than Ft.Keywords: drama, self-actualization, guided conversation, speaking.]]>
<![CDATA[Students' Attitude Towards Translanguaging Practice in Indonesian EFL Classes ]]>
<![CDATA[Fransiskus Dinang Raja]]>;
<![CDATA[Suparno Suparno]]>;
<![CDATA[Ngadiso Ngadiso]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i1.1149
<![CDATA[The multilingual world demands educational stakeholders to adjust by embracing multilingual pedagogies. Translanguaging is deemed a prominent language practice to be implemented in educational settings, especially in the EFL class. However, the practice still obtains criticisms. Many scholars point out challenges in implementing classroom translanguaging. Therefore, studying attitudes, specifically students' attitudes, becomes significant at this point because it helps to reveal how students' feelings and thoughts of translanguaging practice are based on their learning experience. Further, their attitudes can be considered in the classroom decision making whether to translanguage or not to translanguage. The present study will generally continue what previous scholars have done but in a new context and methodology. This study investigated students' attitudes towards student- and teacher-directed translanguaging in Indonesian EFL classrooms. The participants were 40 grade VIII students from two EFL classes of a private boarding school located in East Nusa Tenggara, Indonesia. The data was collected using online questionnaires consisting of close-ended and mainly open-ended questions. The result showed that most students expressed negative feelings toward students-directed translanguaging. Meanwhile, teacher-directed translanguaging was more acceptable indicated by most students who had positive feelings towards their teachers' translanguaging. Students' arguments and comments were also interesting to be noticed. These findings shed light on a multilingual pedagogical practice and further research, which we would like to discuss further within this article.]]>
<![CDATA[Task-Based Language Teaching: Perceptions and Implementation in Teaching Speaking ]]>
<![CDATA[Tanty Prianty]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Agus Wijayanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i1.1203
<![CDATA[This study explores teachers' and students’ perceptions of task-based language teaching in teaching speaking and the teacher's techniques in implementing task-based language teaching in teaching speaking. This study employs an explanatory case study design with an English teacher and 35 students of vocational schools in Indonesia involved in this study. Semi-structured interviews and classroom observations were used to collect the data. The data were analyzed qualitatively using interactive models of Miles, Huberman, and Saldana (2014). The finding indicates that both teacher and students had a positive perception toward task-based language teaching, especially its implementation in speaking class. Implementing task-based language teaching in speaking classes makes the classroom environment more effective. The implication indicates that how the teacher sets the knowledge into classroom implementation is related to what the teacher has understood about task-based language teaching.]]>
<![CDATA[Project-based Learning (PBL) in EFL learning: Lesson from Indonesia ]]>
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Teguh Sarosa]]>;
<![CDATA[Muhammad Asrori]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Anis Handayani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i2.558
<![CDATA[Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes. ]]>
<![CDATA[Indonesian English Learners’ Perception of The Implementation of Mobile Assisted Language Learning in English Class ]]>
<![CDATA[Ahmad Lizamuddin]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Ngadiso Ngadiso]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i1.1252
<![CDATA[Many Indonesian English Learners nowadays use the smartphone as their communication tools. It is used only for socializing through social media by most of them. This descriptive research aims to elaborate their perception on the implementation of MALL in English Class for University Level. The data were collected through a survey questionnaire which was adapted from the Technology Acceptance Model (TAM). The result proves that they have a positive perception on the usage of MALL.]]>
