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All Journal Jurnal Pendidikan Humaniora English Review: Journal of English Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Indonesian Journal of English Language Teaching and Applied Linguistics Linguistik Indonesia Journal of English Language Teaching and Linguistics Polingua : Scientific journal of Linguistics, Literature and Language Education Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Indonesian Community Journal Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Suharyadi
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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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

Abstract

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

Abstract

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
SPEAKING PERFORMANCE AND GRAMMATICAL COMPETENCE ACROSS COGNITIVE LEARNING STYLES AND STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) Ayu Chandra Agustin; Ekaning Dewanti Laksmi; Suharyadi Suharyadi
Jurnal Pendidikan Humaniora Vol 9, No 3: SEPTEMBER 2021
Publisher : Pascasarjana UM

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Abstract

Abstract: The correlation between speaking performance and grammatical competence has been a debatable issue. It is also believed that cognitive learning styles and learning strategies are two of the many factors that influence students' language achievement. This study aims to see the relationship between the argumentative speaking score variable and the multiple choice grammar test on 30 students of Economics at STIE Malangkuceswara. The results showed that there was no significant correlation between speaking performance and grammatical competence between cognitive learning styles and the Strategy Inventory for Language Learning (SILL). However in small differences, independent field students (FI) outperformed in speaking, whereas field-dependent students (FD) outperformed grammar competencies. Additionally, the study found that the students who scored higher on either the speaking or grammar tests used cognitive and meta-cognitive strategies more often than those who scored lower.Keywords: speaking performance, grammatical competence, cognitive learning style, field independent, field dependent, strategy inventory for language learning (sill)Abstrak: Korelasi antara kecakapan berbicara dan kemampuan bertata bahasa telah menjadi masalah yang masih diperdebatkan. Gaya belajar kognitif dan strategi belajar diyakini sebagai dua dari banyak faktor yang mempengaruhi nilai bahasa siswa. Penelitian ini bertujuan untuk melihat hubungan antara nilai tes kecakapan berbicara argumentatif dan nilai tata bahasa dalam tes pilihan ganda yang didapatkan dari 30 mahasiswa Ilmu Ekonomi STIE Malangkuceswara. Hasil penelitian menunjukkan tidak ditemukannya korelasi yang signifikan antara kecakapan berbicara dan kemampuan tata bahasa bedasarkan gaya belajar kognitif dan Strategy Inventory for Language Learning (SILL). Namun, terdapat perbedaan kecil dimana mahasiswa yang cenderung Field Independent (FI) unggul dalam berbicara, sedangkan mereka yang cenderung Field Dependent (FD) lebih unggul dalam tata bahasa. Selain itu, penelitian ini menemukan bahwa mereka yang mendapat nilai lebih tinggi baik dalam tes berbicara atau tata bahasa telah menggunakan strategi kognitif dan meta-kognitif lebih sering daripada yang mendapat nilai lebih rendah. Kata kunci: kecakapan berbicara, kemampuan tata bahasa, gaya belajar kognitif, field independent, field dependent, strategy inventory for language learning (sill)
Investigating EFL Teachers’ Difficulties in Connected Speech Rifqi Hadiyatulloh; Ekaning Dewanti Laksmi; Suharyadi Suharyadi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 9: SEPTEMBER 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i9.14983

Abstract

Abstract: English teachers must have adequtae knowledge of pronunciation like phonetics and phonology. They also must be able to perform a good speaking performance as they must be linguistic models for their students in the class. This study investiagted several phonological aspects of connected speech such as linking, elision, and assimilation by EFL English teachers. The result revealed that assimilation was the most difficult phonological aspects of connected speech rather than linking or elision. The major difference between English and native language of the teachers could be the main reason of their contrains related to connected speech aspects.Abstrak: Guru bahasa Inggris harus memiliki pengetahuan yang memadai tentang pengucapan seperti fonetik dan fonologi. Mereka juga harus mampu berbicara dengan baik karena mereka harus menjadi panutan bagi siswa mereka di kelas. Penelitian ini menyelidiki beberapa aspek fonologis dari connected speech, seperti linking, elision, dan assimilation oleh guru bahasa Inggris. Hasil penelitian menunjukkan bahwa asimilasi merupakan aspek fonologis yang paling sulit daripada linking atau elision. Perbedaan utama antara bahasa Inggris dan bahasa pertama guru bisa menjadi alasan utama kendala yang dialami mereka terkait dengan aspek tersebut.
Speaking Performance and Grammatical Competence Across Cognitive Learning Styles and Strategy Inventory for Language Learning Ayu Chandra Agustin; Ekaning Dewanti Laksmi; Suharyadi Suharyadi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 5: MEI 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i5.14758

Abstract

Abstract: This study examines the correlation between speaking performance and grammatical competence, particularly in the EFL context, by including cognitive learning styles and the Strategy Inventory for Language Learning (SILL). The correlational study is employed to analyze the scores of argumentative speaking and written grammar tests of 30 Economics students at STIE Malangkuceswara Malang. It is found that there is no significant correlation between speaking performance and grammatical competence. However, FI students outperformed in speaking, and FD students surpassed in grammar. In fact, those who scored higher on both tests used more SILLs than those who scored lower.Abstrak: Penelitian ini merupakan upaya untuk melihat hubungan antara kemampuan berbicara dan kompetensi gramatikal, khususnya dalam konteks EFL dengan memasukkan gaya belajar kognitif dan Strategy Inventory for Language Learning (SILL). Studi korelasional digunakan untuk menganalisis nilai tes berbicara argumentatif dan tata bahasa tertulis pada 30 mahasiswa Ilmu Ekonomi STIE Malangkuceswara Malang. Diketahui bahwa tidak ada korelasi yang signifikan antara kinerja berbicara dan kompetensi tata bahasa. Namun, siswa FI unggul dalam berbicara dan siswa FD melampaui dalam tata bahasa. Faktanya, mereka yang mendapat skor lebih tinggi pada kedua tes menggunakan lebih banyak SILL dibandingkan mereka yang mendapat skor lebih rendah.
The Use of Padlet Application to Improve Students’ Writing Skill Alfia Rachma Firnanda; Mirjam Anugerahwati; Suharyadi Suharyadi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 11: NOVEMBER 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i11.15106

Abstract

Abstract: This classroom action research focused on determining how the Padlet application could improve the eleventh-grade students' ability to write narrative text during the Ilmu Budaya dan Bahasa 2020/2021 academic year at MAN 1 Pasuruan. This application was chosen by the researcher to stimulate the students' interest and motivation in learning English. The researcher discovered that 36 (90%) of the students could achieve a passing grade. It proved improvements from the minimum standard of mastery criteria to the final test. Based on the findings of this research, it is possible to conclude that using the Padlet application can improve the ability of eleventh grade students to write narrative text.Abstrak: Penelitian tindakan kelas ini bertujuan untuk mengetahui bagaimana penggunaan aplikasi Padlet dapat meningkatkan kemampuan menulis naratif Kelas XI Ilmu Budaya dan Bahasa di MAN 1 Pasuruan Tahun Ajaran 2020/2021 untuk mempelajari cara penggunaan aplikasi Padlet. Peneliti memilih aplikasi ini untuk siswa agar tertarik dan termotivasi belajar bahasa Inggris. Peneliti menemukan bahwa 36 (90%) siswa mampu mencapai passing grade. Hal ini merupakan peningkatan dari standar minimal kriteria ketuntasan pada ujian akhir. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa penggunaan aplikasi Padlet dapat meningkatkan kemampuan menulis naratif pada siswa kelas I.
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: July 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

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

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.047 KB) | DOI: 10.17977/um015v50i12022p49

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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
EFL Teachers’ Problems and Solutions in Teaching English to Students with Intellectual and Developmental Disability Revita Putri Utami; Suharyadi Suharyadi; Utari Praba Astuti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i1.912

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Sekolah Luar Biasa (SLB) is a school specialized for students with special needs, particularly students with Intellectual and Developmental Disability (IDD). In Indonesia, the government guarantees that they have the same right to study formally and informally; and to get the best teachers in the teaching and learning process. In English language teaching, however, even qualified teachers have problems while teaching English to students with IDD. Despite the urgency to solve the problems faced by teachers who teach English or a foreign language to special needs students, especially IDD, there are only a few articles covering this topic. This study, which uses a descriptive qualitative method, aims at uncovering the problems and solutions of five English teachers in teaching students with IDD in SLB Pembina Tingkat Nasional Bagian C Malang. In order to obtain the needed data, an observation checklist, a field note, and an interview guide were utilized. The findings revealed that problems faced by the teachers were related to teachers’ English proficiency, methods and media used in teaching, and students’ ability in learning. The teachers used different solutions to overcome the problems, but the most common solution was using repetition in teaching and practicing. This solution was used as the students had difficulties in understanding and remembering the lesson. The other solutions used during the teaching and learning process include YouTube videos, English learning application, posters, and BSE.
Integrating Electronic Portfolio Assessment into Teaching Materials: An Exploratory Study on Speaking Course Syllabus Development Moh. Taufik; Nur Mukminatien; Suharyadi Suharyadi; Sari Karmina; Bambang Yudi Cahyono; Tengku Intan Suzila bt Tengku Sharif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 8: AGUSTUS 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i8.15539

Abstract

Abstract: The ICT advancement provokes the possibility of developing speaking skill through portfolio assessment which was commonly attributable mostly to writing skill. Hence, an exploratory study adopting ADDIE model was conducted to develop an electronic portfolio assessment integrated into teaching materials. A triangulated technique of data collection: questionnaire respondents, interviews and data from evaluation sheets was gathered. Statistical descriptive analysis, discourse and content analysis were conducted and positive possibilities were found to ffacilitate the development of speaking skills through electronic portfolio assessment.
Co-Authors Abdillah Ubaidi Ahmad Taufiq Alfia Rachma Firnanda Andita Eka Wahyuni Anik Nunuk Wulyani Ayu Chandra Agustin Ayu Chandra Agustin Bambang Yudi Cahyono Ekaning Dewanti Laksmi Gunadi Harry Sulistyo Helmi Muhammad Hoirul Anam Mardhatillah Mardhatillah Mega Safitri Mirjam Anugerahwati Moh. Taufik Niki Puspita Sari Nur Mukminatien Nurenzia Yannuar Revita Putri Utami Rifqi Hadiyatulloh Sari Karmina Syahirul Alim Tengku Intan Suzila bt Tengku Sharif Utami Widiati Utari Praba Astuti Yazid Basthomi