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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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EFL students’ voices on digital peer feedback Dyah Ayu Aprilianti, Berliana; Hidayatulloh, Sibakhul Milad Malik
ELT Forum: Journal of English Language Teaching Vol 10 No 3 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i3.46040

Abstract

Education and technology have been tailed by some conditions. Some parts in education are technologized including peer feedback activity, but the use of peer feedback combined with e-learning needs to be reviewed in terms of its practical use. The affordance of technology has enabled peer feedback to take place online. Despite the potential benefits that online peer feedback may offer, there is a lack of studies on the topic. Therefore, this paper aims to explore students’ perspectives on the benefits of online peer feedback. This research was done qualitatively. Interview to six students of English Language Education Department was conducted to gain the data. The academic year 2018/2019. In selecting the participants, purposive sampling was applied. The finding of this study revealed that the use of technology particularly in giving peer feedback brought some benefits e.g., increasing students’ autonomy and reviving student’s critical thinking. Besides, the cons of this phenomenon were that students felt the activity ruined their energy to stay focused in front of the screen to give others a review. Some suggestions in the last part of this paper also appeared as the researchers respond to this phenomenon.
Teachers’ Voices toward Eight National Education Standards in a Private Elementary School in Yogyakarta Sibakhul Milad Malik Hidayatulloh; Berliana Dyah Ayu Aprilianti
Jurnal Siliwangi: Seri Pendidikan Vol 7, No 1 (2021): Jurnal Siliwangi Seri Pendidikan
Publisher : LP2M-PMP Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jspendidikan.v7i2.4216

Abstract

To make Indonesia’s education system equal to each other, Indonesia through the Ministry of Education and Culture has already set the eight national education standards. This research aims to explore the implementation of the eight education standards in one of private elementary schools in Yogyakarta. The participants of this research are four teachers from the reference school. Moreover, those participants also have a functional position in that school such as headmaster, treasurer, and curriculum designer. A descriptive qualitative will be used in this research to find out the research’s result. The research questions for this research are: 1) How is the implementation of eight national standards in the school, 2) What are the teachers’ perceptions on eight national standards in a private elementary school in Yogyakarta. Using an interview guideline as the instrument, the data will be gained through in-depth interviews. From the data, it is supposed to explore the implementation of eight national education standards through teachers’ opinion in reference schools. Besides, the result will be used to evaluate the support from the government towards the implementation of eight education standards in Indonesia’s school. In addition, the limitation of this research is the choosing of elementary school because the researchers want to know the implementation started from the basis. 
EXPLORING THE COMMUNICATIVE-NESS OF INDONESIAN ENGLISH COURSEBOOK: A CONTENT ANALYSIS Sibakhul Milad Malik Hidayatulloh; Riffat Haqhani Zulkifli
ELLTER Journal Vol. 3 No. 1 (2022): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v3i1.7855

Abstract

One thing cannot be denied from teaching and learning process is teaching material and methodology. They are often used interchangeably. Therefore, the creation of the teaching materials is underpinned based on the methodology that has been widely used and existed. Communicative Language Teaching (CLT) as the methodology has been widely implemented in the classroom and materials in teaching and learning language. However, the CLT principles in the textbook are not much evaluated. Therefore, this research aims to evaluate the CLT principles in the English textbook in Indonesia, to be exact Bahasa Inggris SMA Kelas 11 Semester 2 Textbook for Secondary Students in Indonesia. In evaluation process, the researchers used an adopted textbook’s evaluation checklist from Grant’s and Cunningsworth’s evaluation tools. Furthermore, there are five aspects to be focused which are the material, CLT claims, activities, provided skills, and tasks in the textbook. The findings showed that the textbook is not really implementing the principles of CLT. Moreover, it can be recognized from its activity and skills. Therefore, several aspects such as task, activity, and skills are needed to be improved. At the end of the chapter, suggestion for improving is also attached to improve the coursebook.
Code-switching in EFL classrooms: factors influencing teachers to use code-switching and its types used in the classrooms Sri Rejeki Murtiningsih; Munawaroh Munawaroh; Sibakhul Milad Malik Hidayatulloh
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3941

Abstract

Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.
A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques Sri Rejeki Murtiningsih; Delviana Rahma Dania; Sibakhul Milad Malik Hidayatulloh
VELES Voices of English Language Education Society Vol 6 No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.6231

Abstract

Teachers and students have widely used mind-mapping techniques to enhance teaching and learning experiences in education. This study intended to explore the benefits and challenges of applying mind-mapping techniques based on students' perceptions. The current study used a qualitative approach. In-depth interviews were employed to collect the data. The study involved four students in their junior year of an English Language Education Department of a private university who had frequently used mind mapping. All participants in the study viewed that mind mapping positively contributed to their English learning. The contributions included saving time, assisting them in learning and understanding materials, and recalling materials more easily. In addition, the participants also claimed that mind mapping enhanced their creativity in learning, helped them brainstorm ideas, improved language skills, increased their interests, and motivated students to learn. Apart from the benefits, all participants considered mind-mapping techniques challenging due to their complexity, especially when they were new to mind-mapping. In addition, they also believed that applying mind-mapping techniques consumed much time. The study concluded that mind mapping positively contributed to students' learning experiences, especially in organizing the information they gained when learning.
Learning English pronunciation: Articulating EFL students’ voices on problems and strategies Sibakhul Milad Malik Hidayatulloh
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 2 (2022): December, 2022
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v7i2.8496

Abstract

In mastering English language skills, the learning process matters in determining the goals, including learning pronunciation. So far, research on pronunciation has emphasized pronunciation rather than the process. Thus, this study aimed to investigate students' problems and techniques for dealing with problems in acquiring pronunciation. Six English Department students were voluntarily requested to participate in this study and discuss their perspectives. In data collection process, an in-depth interview was employed. The findings found that participants had difficulties distinguishing between sounds and words, encountered novel words, had low learning desires, dealt with varied accents, and experienced interference from their language. In the other sense, they applied some strategies such as increasing exposure to English, having expert guidance, and pursuing to have a severe problem. The results of this study will play a positive role in showing the barriers experienced by students when learning pronunciation. Thus, it is hoped that the teachers will be aware of these issues, so that teaching pronunciation will be more effective.DOI: 10.26905/enjourme.v7i2.8496
Students' Psychological State Degree and Their Speaking Ability: To What Extent is the Link? Sri Rejeki Murtiningsih; Faradilla Mutiara Islami Darmanto; Sibakhul Milad Malik Hidayatulloh
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.14815

Abstract

Effective communication among students is often hindered by various obstacles, including reticence, self-doubt, inadequacy, apathy, fear of making mistakes, and apprehension. These challenges are notably evident in their speaking skills. This study aimed to explore the psychological conditions of students from the English Language Education Department (ELED) and relate these conditions to their speaking abilities. A quantitative approach was adopted, using an explanatory correlation design. Data was gathered from 117 third-year students at a private university using a survey and a written assessment. Results showed students' mental well-being was categorized as poor with a mean score of M=45.03. Contrastingly, their speaking proficiency was rated excellent, with a mean score of M=64.24 on the Pearson scale. Correlation analysis was applied to determine the relationship between the two variables. The results yielded a p-value of 0.001, below the 0.05 threshold, thus accepting the alternative hypothesis (H1). A significant relationship between the students' psychological states and speaking abilities was established.
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.
ENGLISH MATERIALS DEVELOPMENT FOR AN UNDERGRADUATE COMMUNICATION STUDY PROGRAM: A NEED ANALYSIS IN INDONESIAN CONTEXT Dewi, Henda Harmantia; Hidayatulloh, Sibakhul Milad Malik; Sukarno, Sukarno; Lestari, Aryanti Eka; Dewi, Ifti Luthviana; Ciptaningrum, Dyah Setyowati
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5208

Abstract

Need analysis (NA) is one of the initial steps in developing learning materials. In the English for Specific Purposes (ESP) context, it is an essential asset to identify learners’ needs and determine the areas they are lacking. Thus far, NA particularly in Communication Science Program (CSP) in Indonesia has not been widely explored. In University Y, the CSP students are lacking English language learning materials. Therefore, this mixed-method study aims to explore the results of NA for developing such materials. The data were gathered through document analysis, lecturer and alumna interviews, along with student surveys. The results revealed that students' learning needs focus on the desire to improve their English proficiency, particularly in speaking and grammar, for career orientation. Moreover, the materials should be compiled with text types that support the achievement of the goals e.g., advertisements, reports, narrative and argumentative texts that are preferable to be taught through a BL delivery method. These materials should also be actualized in activities that can accommodate three learning styles, namely visual, audio, and kinesthetic, with more emphasis on the first. The implication of these findings will be helpful to create a more effective English class based on the current demands.
BOOK REVIEW: INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGIES IN ENGLISH FOR SPECIFIC PURPOSES Hidayatulloh, Sibakhul Milad Malik
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.6750

Abstract

In the context of technological advancements permeating various domains, including language learning and teaching, educators find themselves compelled to adapt and remain abreast of the progressions in educational technology, regardless of their preparedness. The impact of Information and Communication Technology (ICT) on the methods of education has become increasingly evident over the past two decades. Hence, the provision of guidance is imperative to effectively assist teachers in managing the ICT classroom. The “Integrating Information and Communication Technologies in English for Specific Purposes” book aims to offer educators a comprehensive understanding of the integration of information and communication technology (ICT) with language learning and teaching. Furthermore, this publication offers an exploration of the utilization of various information and communication technology (ICT) platforms, applications, and websites to facilitate the advancement of English for Specific Purposes (ESP), English for Occupational Purposes (EOP), and English for Academic Purposes (EAP) in a straightforward manner.
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