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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
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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English Teachers’ Teaching Strategies to Promote Students’ Writing Skills in Online Learning Circumstances Giyaning Rahma; Sumardi Sumardi; Endang Setyaningsih
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3192

Abstract

This study aims to look into how EFL teachers use teaching strategies and how they use those strategies to help students improve their writing skills during online learning. A qualitatively guided phenomenological approach is used to study three teachers and students from senior high school. The research includes interviews, questionnaires, and document analysis. The researcher then analyzed the data using techniques such as data condensation, data display, and drawing conclusions or verification. The findings show that teachers used a variety of teaching strategies in teaching writing, such as demonstrating, motivating, providing feedback, and evaluating students' tasks. Moreover, the teachers used Google Meet to give students direct instruction about teaching materials, and they used collaborative teaching by assigning students tasks to complete individually or in groups or discussions. The final strategy that teachers employ is self-directed teaching, in which teachers assign students one specific material to study independently using an online source. Using those strategies, students were helped to improve their writing skills. 
The Cultural Representation in Secondary EFL Textbooks: A Critical Content Analysis and Teachers’ Perceptions Anda Roofi' Kusumaningrum; Suparno Suparno; Sumardi Sumardi
Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v4i3.726

Abstract

Language and culture have an inextricable relationship. The present study aims to investigate the cultural representation embodied in the Senior High School English textbooks entitled “Bahasa Inggris” for grades 10 and 11. Moreover, this study also explores two English teachers’ perceptions of the cultural representations deployed in those textbooks. Implementing qualitative critical content analysis, the study investigated the cultural point in the textbooks based on Cortazzi and Jin’s (1999) cultural dimensions and Yuen’s (2011) cultural aspects as the frameworks. The results show that there is an imbalanced cultural representation between three dimensions which dominantly referred to source and target cultures. In terms of cultural aspects, Products are the most aspect that appeared followed by persons. Furthermore, the teachers reported that certain cultures should be dominantly represented in textbooks. Moreover, they assumed that practices and cultural aspects should be represented more in the textbook as a way to improve the student’s attitudes. The study inferred that the textbooks failed to promote balanced cultural depiction and lack in improving students’ intercultural awareness. This study might be useful for education stakeholders, particularly teachers to select adequate material sources; and textbook writers to re-design the ELT textbooks with various cultural diversity.
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 : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

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

Abstract

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.
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