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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

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.

A Systematic Literature Review of Online Peer Feedback: Uncovering the Current Situation in EFL Setting Hidayatulloh, Sibakhul Milad Malik
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 1 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i1.1614

This paper digs into the landscape of online peer feedback in English as a Foreign Language (EFL) context which aims to provide a comprehensive overview of its practices and implementation strategies. Having literature review as the source of finding the current practices, 59 articles were chosen as the basis of the current study justification in mapping the current practices in online peer feedback. The findings reveal that over the past decade, the practices of online peer feedback in EFL have become increasingly diverse, extending beyond specific educational levels. As time progresses, advancements in response strategies, ICT-supported tools, and practical methodologies have enriched these practices. By presenting a detailed account of the current state of online peer feedback in EFL settings, this paper seeks to support teachers and practitioners in navigating and implementing effective strategies. It aims to serve as a guide for understanding and selecting appropriate methods to integrate online peer feedback into classroom settings, ultimately enhancing learning outcomes.

INDONESIAN EFL TEACHERS TEACHING READING TO ENGLISH YOUNG LEARNERS IN INDONESIA AND THAILAND Hidayatulloh, Sibakhul Milad Malik; Sugirin, Sugirin
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
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.v25i2.4515

Among myriad research on teaching reading on English Young Learners, little has been discussed the practice within two different socio-culture settings. Indeed, the success stories of teaching reading to young learners with different social and cultural circumstances will be able to offer insight and new perspectives of teaching reading to EYL for researchers, mainly English teachers. This study aimed at narrating and exploring the process of teaching reading within two different countries, Indonesia and Thailand. This study invited two Indonesians EFL teachers who teach English to young learners in Indonesia and Thailand. Underpinning the narrative research design, this study narrated the experience of the participants from interview process triangulated by their narrative framework and teaching reading materials. From the obtained data, the findings were presented using four major themes: teaching experience, the students, teaching reading, and teaching reading materials. The result revealed that the participants had some similarities and distinction aspects. Teaching technique that the participants used could be said as the similar aspect of the participants. Meanwhile, teaching materials could be said as the integral factors underlaying the differences. Furthermore, organizational system and community around participants played significant role in affecting the differences and similarities.

SEARCHING FOR ESP TEACHING MODELS TO MATCH THE TEXT-BASED INSTRUCTION FOR SENIOR SECONDARY VOCATIONAL SCHOOLS Hidayatulloh, Sibakhul Milad Malik
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 2 (2022): July 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i2.4388

Students at vocational high school are expected to have proper English proficiency along with their vocational skill. However, Indonesian government has already set the teaching model to be Text-based Instruction (TBI) which is same with senior high school. As a result, English lesson for vocational school indicated as less purposeful. Therefore, this paper is intended to design appropriate teaching model in ESP to be integrated with the teaching cycle in TBI. By reviewing underlaying theories from TBI, and Teaching model in ESP, this paper proposed two teaching model combined with TBI. The first integration is integrating TBI with the practices of Flipped Learning Model in which the activities are divided into two phases namely before classroom time and inside classroom time. The second integration is integrating TBI with the phases of Project Based Learning in which the activities will be divided into four phases. The two proposed teaching model will be useful for promoting writing activities for students. Finally, by proposing those teaching models, it is expected that the practice of English lesson in vocational school will meet its objectives.

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

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

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.

The Use of Dall-E Artificial Intelligence Platform for Enhancing Students’ Vocabulary Acquisition Fannoni, Bhimbi Imam; Priyana, Joko; Hidayatulloh, Sibakhul Milad Malik; Adhani, Ratisa
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.19806

The use of technology in the field of English Language Teaching (ELT) has been valued giving positive results proven by scholars. However, among myriad research on the use of technology, little has been discussing the influence of AI in expanding students’ vocabulary acquisition. In contrast, previous researchers were limited to examining the effect of web-based 2.0 on several micro and macro skills. In fact, the use of Artificial Intelligence (AI) web-based platforms seems promising because of its innovation. Therefore, this paper aims at examining the effectiveness of the DALL-E AI platform in increasing the students’ vocabulary acquisition. To reach the aim, experimental design was employed. This current research invited thirty-one senior high school students from one of Islamic based schools in Yogyakarta. Three treatments were conducted along with a pretest before the treatments and posttest after the treatments. A paired-sample t-test showed an increasing score mean from 56.35 in the pretest to 67.58 in the posttest. Apart from the mean results, the t-test revealed that there was a significant difference between the pretest and posttest mean, where the significance value was at .000. By finding this, the alternative hypothesis is accepted. In accordance with the result, it could be asserted that the DALL-E Platform could be employed by the teacher to expand the students’ vocabulary acquisition.

EFL Pre-service Teachers' Satisfaction of Online English Learning and Their Academic Achievements Murtiningsih, Sri Rejeki; Islamiyati, Alyda Rizka; Hidayatulloh, Sibakhul Milad Malik
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): 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.v8i2.1548

The transformation of face-to-face classrooms into online classes during the Pandemic Covid 19 has impacted ELT activities. One of which is the students' satisfaction with the new format of learning. The aim of this study was to investigate the relationship between English Foreign Learning (EFL) Pre-service Teachersâ€™ satisfaction with online English learning and their academic performance. A quantitative study with a correlational design was adopted to investigate the issue. A convenience sample strategy was used to recruit 132 EFL pre-service teachers from a private university in Yogyakarta. An online survey was administered to garner the data as well as studentsâ€™ GPAs were used as another criteria. The Kendall's Tau correlation value (-value) of this study was 0.023, with a significance value of 0.704 (0.704>0.05). It suggests that the alternative hypothesis has been ruled out. Consequently, the research revealed that there was a statistically insignificant correlation between the level of satisfaction of EFL Pre-service Teachers' experience with online English learning and their academic performance. Even so, teachers and institutions are expected to still maintain the quality of online learning for their students.

Novice Language Teachers’ Emotions in Team-Teaching Practice: A Higher Education Context Hidayatulloh, Sibakhul Milad Malik; Sudarmiati, Erli Wahyuningtiyas; Ramadhani, Alma Huwaida
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15145

Since its presence, team-teaching becomes one of most preferable methods used in language teaching, particularly in higher education context. This current study aims to explore novice language university teacher emotions during the practice of team-teaching in higher education level. By inviting four novice lecturers in one of public universities in East Java, Indonesia, the data were obtained using an in-depth interview. Through several data analysis, dominant emotions and the source of it are identified. Dominant positive emotions were found like relaxed and confidents as the consequences of team-teaching. As for negative emotions, worried, boredom, and confusion appeared as the dominant negative emotions in the obtained data analysis results. Further, the source of positive emotions came from several events, for instance, the sufficient coordination with the team partner, the absence of team partner in the class, and the clear as well as equal distributions of the work inside and outside the class. Negative emotions’ sources, on the other hand, appeared in some events and sources, including the generation gaps between novice teachers and senior teachers as main teachers in the class, joining class without no participation, impromptu questions given by team partner, and the outdated teaching materials and methods. From the analysis, this research is able to give broader and detail context on the teacher emotions in higher education in team-teaching nuances. Finally, the findings from this current research also provides implications and suggestion to the future researchers.

EFL Pre-service Teachers' Satisfaction of Online English Learning and Their Academic Achievements Murtiningsih, Sri Rejeki; Islamiyati, Alyda Rizka; Hidayatulloh, Sibakhul Milad Malik
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): 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.v8i2.1548

The transformation of face-to-face classrooms into online classes during the Pandemic Covid 19 has impacted ELT activities. One of which is the students' satisfaction with the new format of learning. The aim of this study was to investigate the relationship between English Foreign Learning (EFL) Pre-service Teachersâ€™ satisfaction with online English learning and their academic performance. A quantitative study with a correlational design was adopted to investigate the issue. A convenience sample strategy was used to recruit 132 EFL pre-service teachers from a private university in Yogyakarta. An online survey was administered to garner the data as well as studentsâ€™ GPAs were used as another criteria. The Kendall's Tau correlation value (-value) of this study was 0.023, with a significance value of 0.704 (0.704>0.05). It suggests that the alternative hypothesis has been ruled out. Consequently, the research revealed that there was a statistically insignificant correlation between the level of satisfaction of EFL Pre-service Teachers' experience with online English learning and their academic performance. Even so, teachers and institutions are expected to still maintain the quality of online learning for their students.

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