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EXPLORING EFL TEACHERS’ NEW PEDAGOGICAL CONTENT KNOWLEDGE OF GENRE-BASED APPROACH Suharyadi Suharyadi; Utami Widiati; Yazid Basthomi
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5348

This study aimed at exploring the EFL teachers’ pedagogical content knowledge of GBA and English instruction in the Indonesian context. The data were collected from 42 senior high school English teachers by making use of a set of questionnaires, interviews, and observations. The first type of data was analyzed through a response counting to calculate the scores and percentages, with which the categories of teachers’ knowledge were engineered. Meanwhile, the second type of data was analyzed by describing all indicators in the observation checklists (in the forms of spoken cycle and written cycle and four stages of teaching: building knowledge of the field, modeling of the text, joint construction of the text, and independent construction of the text). The data analysis reveals that the English teachers’ pedagogical content knowledge of GBA can be classified into two major groups: 38.1% English teachers had deep knowledge and 61.9% English teachers had shallow knowledge. In connection to the classroom teaching, teachers with these different levels of knowledge are identical in implementing the guidelines of spoken and written cycles. One of the essential implications is that both categories of EFL teachers need to understand theories of GBA and concepts of GBA used in the curriculum more in-depth as the reference and signpost to perform a better classroom teaching.

How do Teachers Teach Mathematics and Science in English? Suharyadi Suharyadi
Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education Vol 2, No 1 (2013)
Publisher : Politeknik Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30630/polingua.v2i1.56

Teaching mathematics and science in English has been a hot topic in the academic amospheres such as at schools, universities, and research centers. Teaching mathematics and science in English, in this context, is the teachers’ use of English as amedium of instruction in delivering the content subjects: mathematics, biology, chemsitry and physics. In particular, teachers use English in order to open classes/greet students, review previous topics, inform topic(s) to be learned, ask questions, answer questions, explain concepts, give directions, and do parting, all of which are embodied in words, phrases and sentences. However, these classroom activities might not be easily accomplished as teachers’ English skills are not well prepared. Since they are not the English specialists, they likely use strategies in their classroom communication with their students. They use strategies in order to make their messages comprehensible to students. Their “language” (words, expressions, phrases, and sentences) should be simple and understandable so that students can figure out what is presented and taught easily. This paper is intended to report a case study on (1) types of communication strategies employed by the teachers in teaching mathematics, chemistry, and biology in English; and (2) why they use such kinds of communication strategies in teaching mathematics, chemistry, and biology in English. The data obtained from observations (through videotaping), interviews, and questionnaires indicate that the teachers deploy several communication strategies with different reasons in teaching

The correlation between students' reading and listening score in a standardized test of TOEFL Mega Safitri; Anik Nunuk Wulyani; Suharyadi Suharyadi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2 (2021): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.472

This study aimed at analyzing the correlation between reading and listening in TOEFL ITP test and how much reading predicts listening. It involved 50,684 reading and listening scores in 2015-2019 test periods of undergraduate students in one of the state universities in Malang. The data were collected by using standardized TOEFL ITP issued by ETS. Using Pearson Correlation Product Moment and linear regression analysis, the result demonstrated reading and listening had significant, linear, and strong correlation (.682), and reading significantly predicted 46.5% variance of listening. The results lead to the hypothesis that two language input skills, reading and listening significantly correlated and predicted one another. The result also suggested that correlation language skills not only occurred among reading and writing and listening and speaking, but also it happened in reading and listening. Moreover, the results suggested the combination of reading and listening activities in classroom activities.

EFL teachers’ reasons for selecting instructional materials during the COVID-19 pandemic Suharyadi Suharyadi; Anik Nunuk Wulyani
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 50, No 1 (2022)
Publisher : Fakultas Sastra Universitas Negeri Malang

EFL teachers’ reasons for selecting instructional materials during the COVID-19 pandemicThe COVID-19 pandemic has changed how teachers teach and students learn in the classroom. One of the challenges in the online teaching is that teachers are required to prepare the instructional materials for their students. This study aims at investigating the EFL teachers’ reasons for choosing the instructional materials in the time of the COVID-19 pandemic. By employing a set of questionnaires, this study collected the data from 219 English teachers from various levels of education online via the google form link. The data collection was done for one month starting from 5 May to 5 June 2020. The data were analyzed through a content analysis by identifying, grouping, and categorizing similar and different responses. The results of analysis showed that the EFL teachers have five categories of reasons in selecting the instructional materials in the time of pandemic: the instructional materials should be easy, relevant, simple, attractive, and absent from crime, pornography, and viruses. These results suggest that the EFL teachers make use of these reasons in selecting and developing the instructional materials for their students during and after the pandemic. For future textbook developers, these considerations can be used a reference to develop textbooks which accommodate students’ voices and teachers’ voices during the online teaching and learning activities.Keywords: EFL, teachers, reasons, instructional materials, COVID-19Alasan-alasan guru bahasa Inggris sebagai bahasa asing dalam memilih materi pembelajaran selama pandemi COVID-19Pandemi COVID-19 telah banyak mengubah bagaimana guru mengajar dan siswa belajar di dalam kelas. Salah satu tantangan dalam pembelajaran daring adalah guru harus menyiapkan materi pembelajaran untuk siswa. Penelitian ini bertujuan untuk menginvestigasi alasan-alasan guru bahasa Inggris dalam memilih materi pembelajaran selama masa pandemi COVID-19. Dengan memanfaatkan angket sebagai instrumen penelitian, data dikumpulkan dari 219 guru bahasa Inggris yang berasal dari berbagai tingkat satuan pendidikan. Angket didistribusikan kepada para guru secara daring mulai tanggal 5 Mei sampai 4 Juni 2020. Konten respon guru bahasa Inggris kemudian dianalisis dengan mengidentifikasi, mengelompokkan, dan mengkategorikan jawaban-jawaban yang sama dan berbeda. Hasil analisis menujukkan bahwa guru bahasa Inggris memiliki lima alasan dalam memilih materi pembelajaran selama pandemi COVID-19: materi pembelajaran harus mudah, relevan, sederhana, menarik, dan aman dari unsur kriminal, pornografi, dan virus. Berdasarkan hasil ini, guru bahasa Inggris disarankan menggunakan lima alasan ini dalam pemilihan dan pengembangan materi pembelajaran selama dan setelah pandemi COVID-19. Selain itu, pengembang buku ajar juga disarankan menggunakan hasil ini sebagai referensi dalam mengembangkan buku ajar yang mengakomodasi perspektif para guru dan siswa.Kata kunci: bahasa Inggris, guru, alasan, materi pembelajaran, COVID-19

Differentiated Instruction: Challenges and Opportunities in EFL Classroom Mardhatillah Mardhatillah; Suharyadi Suharyadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(1), April 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i1.1022

The issue of Differentiated Instruction (DI) has recently attracted the attention of scholars and practitioners because of its immense significance and many opportunities to enhance student learning. In this regard, the current study aims to contribute a small summary of DI in the context of EFL to provide context and illustrate the need to implement DI in the classroom to ensure that students learn languages successfully. Since differentiated instruction puts students at the center of teaching and learning, encourages equality and academic achievement, and acknowledges student diversity, it encourages teachers to be aware of individual needs, interests, skills, English proficiency levels, and students’ preferred learning strategies. Although some challenges may occur such as time-consuming and pressure on teachers in implementing DI, this approach has advantages that can affect students' learning processes, future learning attitudes, and future success. So, the learning process provides many opportunities when the teacher is committed to differentiated instruction.

The Negotiation of Identities in Multilingual Settings as Depicted in Indonesia dalem Api dan Bara Andita Eka Wahyuni; Nurenzia Yannuar; Yazid Basthomi; Suharyadi Suharyadi
Linguistik Indonesia Vol. 41 No. 2 (2023): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v41i2.472

The present study focuses on the negotiation of identities of Kwee Thiam Tjing, the author of Indonesia dalem Api dan Bara ‘Indonesia on Fire and Charcoals’. Our study aims to investigate ways in which he responds to others’ positioning and repositions himself to fit in a particular circumstance under certain dominant power. The results show five domains of identities that may be subject to negotiation: linguistic, ethnic, cultural, role, and social identities. We argue that in colonial Indonesia some identities are negotiable while others are forcefully imposed. Kwee’s translingual practice performed both in writing and in daily life has acquired him a space to fully express his non-negotiable identities. Our study shows how his translingual practice serves as a mediational tool to better negotiate identities, especially in a multilingual environment.

The Negotiation of Identities in Multilingual Settings as Depicted in Indonesia dalem Api dan Bara Andita Eka Wahyuni; Nurenzia Yannuar; Yazid Basthomi; Suharyadi Suharyadi
Linguistik Indonesia Vol. 41 No. 2 (2023): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v41i2.472

The present study focuses on the negotiation of identities of Kwee Thiam Tjing, the author of Indonesia dalem Api dan Bara ‘Indonesia on Fire and Charcoals’. Our study aims to investigate ways in which he responds to others’ positioning and repositions himself to fit in a particular circumstance under certain dominant power. The results show five domains of identities that may be subject to negotiation: linguistic, ethnic, cultural, role, and social identities. We argue that in colonial Indonesia some identities are negotiable while others are forcefully imposed. Kwee’s translingual practice performed both in writing and in daily life has acquired him a space to fully express his non-negotiable identities. Our study shows how his translingual practice serves as a mediational tool to better negotiate identities, especially in a multilingual environment.

Intensive Assistance for Writing A Scientific Paper (WASP) to Build Students with Achievement Helmi Muhammad; Ahmad Taufiq; Suharyadi Suharyadi; Niki Puspita Sari; Abdillah Ubaidi; Hoirul Anam
I-Com: Indonesian Community Journal Vol 4 No 4 (2024): I-Com: Indonesian Community Journal (Desember 2024)
Publisher : Fakultas Sains Dan Teknologi, Universitas Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70609/icom.v4i4.5397

ABSTRACT Writing scientific papers allows students to strengthen their cognitive abilities and creativity while also exploring their experiences, knowledge, and feelings. It takes a combination of education and empirical experience to realize it on a continuous basis. This activity achieves this goal by combining extensive real-world experience with a research-based scientific writing aid program. The target audience is MA Alif Laam Miim Surabaya students accompanied by a supervising teacher. This service activity uses the Asset Based Community Development technique. The activities included proposal drafting, presentation, research, report, and quarantine. This program resulted in eight research reports on various topics that were ready to be entered into scientific contests divided into social humanities, science and technology categories. Furthermore, the effects of this activity are recognized as having a favorable impact when compared to the previous intense mentorship program. This program's contribution is significant to develop students' critical and inventive academic personalities.

From classroom to autonomy: A systematic literature review of self-regulated learning strategies in English language teaching Andini Septama Sari; Utami Widiati; Evynurul Laily Zein; Suharyadi Suharyadi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24739

Although self-regulated learning (SRL) has been widely discussed in language education, less is known about which classroom-based strategies most consistently translate into learner autonomy in predominantly face-to-face English Language Teaching (ELT) settings. Addressing this gap, this systematic literature review synthesizes empirical studies on SRL in traditional ELT classrooms and examines how these strategies support autonomous learning. Following PRISMA procedures, 56 studies indexed in Scopus and published between 2016 and 2025 were selected through database filtering, eligibility screening, and full-text review. The synthesis shows that many successful interventions were grounded in Zimmerman’s cyclical SRL model, especially when teachers explicitly scaffolded goal-setting, monitoring, and reflection. Cognitive and metacognitive strategies, formative feedback, self- and peer-assessment, and autonomy-supportive motivational climates were repeatedly associated with stronger language performance and more self-directed learning. However, the effectiveness of SRL also depended on teacher assessment literacy, professional training, and classroom conditions. The review suggests that SRL integration in ELT is most effective when explicit strategy instruction is paired with reflective assessment and sustained teacher support, and it highlights the need for longitudinal, cross-cultural, and methodologically diverse future research.

ARE FUTURE EFL TEACHERS READY FOR INCLUSION? A CONVERGENT MIXED METHOD STUDY OF SELF-EFFICACY AND ATTITUDES Binti Muifatun Nazilah; Farah Mulyawati; Suharyadi; Nur Mukminatien; Niamika El Khoiri
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.75

Inclusive education is gaining prominence in English language teaching, especially in preparing future teachers to address diverse learner needs. Understanding self-efficacy and attitudes is essential, as both shape how teachers perceive their roles and determine their willingness to implement inclusive practices. This study examines the self-efficacy and attitudes of 68 Indonesian EFL pre-service teachers who were selected through purposive sampling from those enrolled in an Inclusive Education in ELT course. Using a convergent mixed methods design, data were collected through an adopted questionnaire and semi-structured interviews. Three participants were further selected for interviews using convenience sampling to provide deeper qualitative insights. Quantitative findings indicated that participants demonstrated a moderate level of self-efficacy and a moderately positive attitude toward inclusive teaching. A positive correlation was found between self-efficacy and attitudes, with self-efficacy in using inclusive instruction emerging as the only significant predictor of attitudes. Qualitative data supported and enriched these findings by revealing participants’ reflections on both the value and concerns in implementing inclusive practices. Overall, the study underscores the importance of targeted professional development in preparing EFL pre-service teachers for inclusive classrooms.

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