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All Journal AL ISHLAH Jurnal Pendidikan IJIE (Indonesian Journal of Informatics Education) UICELL Conference Proceeding Jurnal Bahasa Lingua Scientia International Journal of Language Teaching and Education Journal of English Education Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Journal of Innovation in Educational and Cultural Research

Sumardi Sumardi

English Education Department Of Graduate Program, Universitas Sebelas Maret

Author-ID : 3519452

Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Articles

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HOTS-BASED ASSESSMENT: THE STORY OF ENGLISH TEACHER’S KNOWLEDGE, BELIEFS, AND PRACTICES Anis Handayani; Septhina Shinta Sari; Sumardi Sumardi
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.273-290

High-Order Thinking skills have been a trend in recent years. Researchers studied on aspects of HOTS. Some studied on how to teach it to students while some are on how to assess it. However, the implementation of HOTS is strongly affected by the teacher’s beliefs –including knowledge, beliefs, and practices (Borg, 2001). The present study analyzes the teacher’s beliefs on HOTS-based assessment. It uses narrative inquiry as the research method. The data are gotten from the participant’s interview and document analysis –test items constructed by the participant. The data are then analyzed using short story analysis. The results show that the participants occupied the knowledge of HOTS-based assessment mainly through independent study. She believes that HOTS-based assessment can be applied in High School level. Furthermore, it gives benefits for the students. She practices HOTS-based assessment in her class by constructing HOTS items. However, some English teachers have not implemented it in their class.

Blended Learning in a Paragraph Writing Course: A Case Study Anggri Muhtia; Suparno Suparno; Sumardi Sumardi
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.

An Autobiography of Novice Teacher in Using Multimodality for Teaching Reading to Young Learners Maria Leswinda Wulan; N. A. Drajati; Sumardi Sumardi
International Journal of Language Teaching and Education Vol. 3 No. 1 (2019): Volume 3, Nomor 1, Juli 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

This study is the author’s autobiography as a novice teacher in teaching fifth-grade students with multimodality. İ have been teaching young learners for five years in one of an elementary school in Indonesia. Until this day, I am still in the quest to find the best method to develop young learners’ reading proficiency. I also want to change their perspective about reading. İt is necessary to create a reading process which is enjoyable and not boring in the classroom. Young learners who were born in the 21st century, digital natives and non-traditional learners. Multimodality consists of several different modes. Each mode is meaningful and has a role. As a teacher, I could design each mode based on her students’ needs and what they were familiar with.

G.R.A.S.P.S Strategy: Decreasing Students' Difficulties in Writing Persuasive Text Stefanie Nike Nurtjahyo; Nur Arifah Drajati; Sumardi Sumardi
International Journal of Language Teaching and Education Vol. 3 No. 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

In literacy, writing becomes an essential component. It becomes the most difficult skill to be learnt because students need to express their ideas and write them accurately. Interesting learning in writing process is expected by them in term of developing their writing skill. This Classroom Action Research shows the students’ ability in exploring their writing skill in the real-world situation by using G.R.A.S.P.S. (Goals, Rules, Audience, Situation, Product/performance, Standards) strategy. This study was carried out in a private school in Surakarta. One class from social program was taken for the sampling. There were 35 students who contributed to the study. Observation, questionnaire, recording, writing assessment reports were used. Findings show that: (1) G.R.A.S.P.S strategy can motivate the students in expressing their ideas; (2) The interesting teaching-learning process in the classroom makes students feel enjoyed because of their roles in real-life situations. It can low pressure in writing; (3) The students also showed their self-confidence. This research is limited to G.R.A.S.P.S. strategy to foster the students in writing persuasive essay.

Discovering the teacher’s beliefs in TPACK framework for teaching English in high school LITA LIVIANI TAOPAN; NUR ARIFAH DRAJATI; Sumardi -
IJIE (Indonesian Journal of Informatics Education) Vol 3, No 1 (2019): IJIE (Indonesian Journal of Informatics Education)
Publisher : Universitas Sebelas Maret

Teacher’ belief is essential in classroom practice because it is the principle that teachers hold to be true and the rationale of the attitude in the classroom. In applying the TPACK framework, the teacher has to believe in it. This study intended to reveal the story of an English teacher regarding her beliefs in the TPACK framework for teaching English in high school and reveal how these beliefs shaped during her teaching career. To collect the data, the researcher used a semi-structured interview, observations, and document analysis. The participant was an experienced English Teacher in a high school in Indonesia. A narrative inquiry with the thematic analysis was applied to analyze the interview data. The study revealed that the teacher holds several beliefs in the TPACK framework for teaching English. First, the TPACK framework will be a success when the technology, pedagogy, and content knowledge are well-balanced. Second, the teacher also believes that technology integration should facilitate students to learn English easier. The third, negotiation in classroom is important. These beliefs shaped through experiences, training, contextual factor, and classroom practice. The findings are beneficial input for English language teachers in the developing country dealing with the TPACK implementation in the classroom

An Implementation of Portfolio System in Writing Class: Middle Education Teachers’ Experience Tungga Pramudya Utama; Sumardi Sumardi; Slamet Supriyadi
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1634

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

WRITING MATERIAL FOR OFFICE ADMINISTRATION STUDY PROGRAM IN VOCATIONAL HIGH SCHOOL: STUDENTS’ NEED ANALYSIS Iga Yolanda; N. Ngadiso; S. Sumardi
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Vocational High School is course with aim to prepare the students to have specific skills by having practical activities based on its study program. It has the same purpose with English for specific purposes (ESP) course which aims to meet the students’ specific language need. ESP courses help students to use English appropriately as well as accurately to perform their jobs in a various situations where they encounter their English language function. ESP course often begins with the students’ need. Students’ need analysis is needed to be identified to be able to meet the effective learning material based on what the students really need. This study aims to investigate the writing materials needs of eleventh grade students of Office Administration study program in Vocational High School from viewpoints of students. This study used descriptive qualitative analysis with questionnaire and interview method to collect the data. The subjects of the research were eleventh grade of Office Administration students that consisted of 34 students by using purposive sampling. The result indicated that the students have several needs in terms of target needs and learning needs. Target needs are divided into necessities, wants, and lacks. Based on the result of target needs, the students are lack of component of writing skills including express ideas, write with correct organization, use correct grammar, punctuation, capitalization, and spelling, and use appropriate vocabulary based on the context of the text. Thus, the students need and want to learn those components of writing skills. Meanwhile, learning needs are divided into input, procedure, setting, and accessibility. The input is divided into content of materials, activities, and design. The teachers should pay attention more on those aspects to fulfill the students’ need to help them transition successfully to their future careers after graduation.

THE QUALITY OF TEACHER-MADE TEST IN EFL CLASSROOM AT THE ELEMENTARY SCHOOL AND ITS WASHBACK IN THE LEARNING Desrin Lebagi; S. Sumardi; S. Sudjoko
Journal of English Education Vol 2, No 2 (2017): JEE
Publisher : Universitas Sembilanbelas November Kolaka

One of essential phases in language learning is measurement. Test as a tool of measurement process must then be well constructed. The quality of test itself can be determined through test item analysis. However, in some occasions, teachers tend to ignore test item analysis because of time limitation and other responsibilities. Referring to this problem, this research aimed to describe the quality of test items including the difficulty index, the discrimination index, the distractor index, and the reliability of the test and the Washback of teacher-made test on students’ motivation in learning English. It was conducted at Gamaliel Elementary School in academic year of 2016-2017. This case study utilized purposive sampling. In collecting the data, the researcher used interview, observation, and document analysis as the techniques of collecting data. The informants were an English teacher and students of Gamaliel Elementary School. The documents were students’ answer sheets. In analyzing test items, the researchers used ITEMAN program. The result of this study shows that the teacher-made test can be classified in good test. The test brings both positive and negative Washback in students’ motivation in learning. Therefore, it is recommended for the teacher to conduct test analysis as a way of evaluating and improving his teaching and learning and test itself as well as to encourage the students to study even though they are not confronted with a test.

MULTILINGUAL EDUCATION POLICY PRACTICES IN AN ISLAMIC BOARDING SCHOOL INDONESIA Muhammad Abdurrizal; Sumardi Sumardi; Kristian Adi Putra
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

This article explores multilingual education policy practices in an Islamic Boarding School context and how they translated multilingual language policy into their class. Researches on multilingual education policies have been widely conducted in public schools in many countries, but in Indonesia, the topic is relatively under-researched. Indonesia has an educational model born from local wisdom and applies multilingualism for student competence, namely Islamic boarding schools. This case exploratory study takes data from 3 teachers from various subjects such as (English, Religion, Biology) at an Islamic boarding school at the same level as senior high school. Thematic analysis is applied to analyze the phenomenon that occurs regarding the multilingual education policy practices. This study reveals that teachers as agents in multilingual education policies run classes based on beliefs and abilities. Data was collected by interviewing teachers as practitioners in implementing multilingual education policies. The implication of this research is to provide a reference for education practitioners in adjusting to the implementation of multilingual education. Keywords: Language Policy, Multilingual Education, Teaching Practices

An Academic Self-Efficacy as a Predicator of Senior High School Students’ Participation in English Debate Club Anggun Mukti Prima Bakti; Diah Kristina; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Self-efficacy (SE) is defined as public belief in their capacity to attain intended goals via their actions. Within an academic setting, SE is frequently referred to as Academic Self-Efficacy (ASE), which impacts learner judgments about one's ability to effectively achieve educational goals. To succeed in an academic context, students must complete several academic tasks in a variety of subjects. Fear of public speaking is one of the most major challenges that students face. In an EFL context, where learners have few opportunities to practice public speaking in real-life circumstances, debate helps them to use the language to communicate their viewpoints coherently. This study is important to identify students' levels of academic self-efficacy and how they function as a predictor of academic achievement. The qualitative case study is used to explore the problem in-depth in natural setting. The data were collected from open-questionnaire and semi structured interview. The participants of the study were included nine senior high school students who are the members of Debate Club. According to the findings of this study, Academic self-efficacy influences students' motivation to join the debate club. Prior debate club experience of members became the most essential consideration for students who joined the debate club. Vicarious experience is the second most crucial aspect in students' decision to join the debate club. Then there's social persuasion, which is crucial since it serves as a role model for students. Seniors or peers who have accomplished a lot may use their success to encourage other students to join them. Another outcome is that members have strong emotional well-being, so even if they fail or have difficulties participating, they do not abandon all debate club activities. Another study was planned to involve more debate club members and to examine the teacher's role as debate supervisor.

Co-Authors Anda Roofi' Kusumaningrum Anggri Muhtia Anggun Mukti Prima Bakti Anis Handayani Desrin Lebagi Diah Kristina Endang Setyaningsih Giyaning Rahma Iga Yolanda Kristian Adi Putra Lita Liviani Taopan Maria Leswinda Wulan Muhammad Abdurrizal N. A. Drajati Ngadiso Ngadiso Nur Arifah Drajati Nur Arifah Drajati S. Sudjoko Septhina Shinta Sari Slamet Supriyadi Stefanie Nike Nurtjahyo Suparno Suparno Suparno Suparno Tungga Pramudya Utama

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