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All Journal Englisia Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal on English as a Foreign Language (JEFL) ELT Forum: Journal of English Language Teaching IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society SALEE: Study of Applied Linguistics and English Education Jurnal Siliwangi: Seri Pendidikan JOLLT Journal of Languages and Language Teaching ELLTER Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Sibakhul Milad Malik Hidayatulloh
Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Englisia Journal

 1 
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19318

Abstract

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
Integrated or separated: Voicing Indonesian EFL teachers’ and student-teachers’ preferences in teaching grammar Hidayatulloh, Sibakhul Milad Malik; Margana, Margana
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.13393

Abstract

This research aimed at exploring the teachers and student-teachers’ views on teaching grammar and their preferences. Indeed, recognizing the teachers and student-teachers’ views on teaching grammar and their preferences become a worthy source in constructing and providing the effective teaching grammar. This research invited twelve participants consisting of six high school teachers and six student-teachers from English department. A descriptive qualitative research design using an in-depth interview was applied to find out their views and preferences. The findings revealed that between teachers and student-teachers had same views on valuing the terms of grammar. However, they opposed each other on viewing the teaching grammar process. In terms of their preferences in teaching grammar, both teachers and student-teachers had same tendencies in which grammar must done by applying integrated teaching grammar approach. By using the findings of this research, some implications for teachers were also stated to develop the integrated grammar teaching process within the classroom setting.
Integrated or separated: Voicing Indonesian EFL teachers’ and student-teachers’ preferences in teaching grammar Hidayatulloh, Sibakhul Milad Malik; Margana, Margana
Englisia Journal Vol 10 No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.13393

Abstract

This research aimed at exploring the teachers and student-teachers’ views on teaching grammar and their preferences. Indeed, recognizing the teachers and student-teachers’ views on teaching grammar and their preferences become a worthy source in constructing and providing the effective teaching grammar. This research invited twelve participants consisting of six high school teachers and six student-teachers from English department. A descriptive qualitative research design using an in-depth interview was applied to find out their views and preferences. The findings revealed that between teachers and student-teachers had same views on valuing the terms of grammar. However, they opposed each other on viewing the teaching grammar process. In terms of their preferences in teaching grammar, both teachers and student-teachers had same tendencies in which grammar must done by applying integrated teaching grammar approach. By using the findings of this research, some implications for teachers were also stated to develop the integrated grammar teaching process within the classroom setting.
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19318

Abstract

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
Co-Authors Adhani, Ratisa Berliana Dyah Ayu Aprilianti Delviana Rahma Dania Dewi, Henda Harmantia Dewi, Ifti Luthviana Dyah Ayu Aprilianti, Berliana Dyah Setyowati Ciptaningrum Fannoni, Bhimbi Imam Faradilla Mutiara Islami Darmanto Islamiyati, Alyda Rizka Joko Priyana Lestari, Aryanti Eka M. Sukarno Margana Margana Munawaroh Munawaroh Ramadhani, Alma Huwaida Riffat Haqhani Zulkifli Sri Rejeki Murtiningsih Sudarmiati, Erli Wahyuningtiyas Sugirin Sugirin Sumantri, Agus