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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature English Review: Journal of English Education English Education Journal The Journal of Educational Development Indonesian EFL Journal International Journal of Active Learning
Mursid Saleh
Graduate Program Universitas Negeri Semarang Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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Developing Socio-Cultural Scaffolding Model to Elicit Learners’ Speech Production Englishtina, Inti; Saleh, Mursid; Warsono, Warsono; Rukmini, Dwi
The Journal of Educational Development Vol 4 No 1 (2016): June 2016
Publisher : Universitas Negeri Semarang

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Abstract

This study is concerned with developing scaffolding model to elicit bilingual kindergarten children’s English speech production. It is aimed at describing what the teachers need in eliciting their students’ speech production; how a scaffolding model should be developed to elicit the children’s speech production; and how effective is the scaffolding model in eliciting the children’s speech production.The participants of the study are teachers and students of kindergarten at Mondial SchoolSemarang. Preliminary research was conducted to describe what the teachers need to elicit their students’ speech production. Referring to the need analysis, a scaffolding model was developed to elicit the children’s speech production. To explain the effectiveness of the model a try out was carried out on the model developed. Based on the result of the try out, a final model was developed.The findings of the preliminary research suggest that Mondial School kindergarten teachers need a scaffolding model to elicit their students’ speech production. Referring to the findings a scaffolding model based on speech functions was developed. To explain the effectiveness of the model the developed initial model was tried out. Based on the result of the try out the final scaffolding model was developed.This study concludes that kindergarten teachers of Mondial School need a scaffolding model to elicit their children’s English speech production. Based on the need analysis, a Socio-cultural Scaffolding Model was developed. Referring to the result of the try out steps it is reasonable to argue that this product of Scaffolding Model is effective in eliciting English speech production of kindergarten students of Mondial School.
Cross-Cultural Comparison based Syllabus for Cross-Cultural Understanding Class in English Department of Pancasakti University Prihatin, Yoga; Saleh, Mursid; Rukmini, Dwi; Sofwan, Ahmad
The Journal of Educational Development Vol 5 No 3 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v5i3.18122

Abstract

This study was to design a cross-cultural comparison based syllabus for cross-cultural understanding class in English Department of Pancasakti University. This study used a Research and Development (R&D) model suggested by Borg and Gall (1983) encompassing four phases, exploration, development, field-testing, and dissemination. This study involved 47 third semester students who had attended CCU class in need analysis and 20 students of first semester for the trial. Data was collected by using questionnaire, document analysis, and classroom observation. English Education experts validated the syllabus prototype before trying it out to find out the feasibility and practicality of cross-cultural comparison based syllabus by using a pre-experimental design with one-group Pretest-Posttest design. Pearson Product moment SPSS 22 was used to find out the correlation between pretest and posttest. The try out data was supported by classroom observation rubric and students’ feedback. The finding showed that the new developed syllabus was fit to use for cross-cultural understanding class in English Department of Pancasakti University proven by positive correlation and between pretest and posttest; supported by students’ good behavior and satisfaction with the new developed syllabus in CCU class.
Developing a Model of Multiple Intelligence-Based Materials for Teaching English in Elementary School Murni Wahyanti, C.; Saleh, Mursid; Warsono, Warsono; Rukmini, Dwi
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20753

Abstract

This study aims at developing multiple-intelligences (MI)-based materials for teaching English in elementary school. It applies the research and development method. In the exploration stage, a needs analysis and a document analysis were carried out. Thirty public elementary school teachers in Semarang filled out a questionnaire. The document analysis was meant to find out to what extent the English learning materials used by most of the teachers addressed the MI theory. In the development stage, the prototype of the model was developed, evaluated by experts and tried-out in one school. In the last stage, a pre-experimental study was carried out in three schools. The results indicated that learning materials which have variations of tasks were needed. The analysis of the learning materials showed that some intelligence types were very rarely represented. As for the prototype of the model, some revisions were required. The result of the t-test indicated that the model was effective for improving the students’ English mastery. This study suggests that the model of MI-based materials developed is appropriate for teaching English to elementary school students.
Pedagogic Task BasedActivity to Develop Students’ Intercultural Communicative Competence Widyaningrum, Agnes; Saleh, Mursid; Warsono, Warsono; Sutopo, Djoko
The Journal of Educational Development Vol 6 No 3 (2018): October 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i3.24280

Abstract

TEFL in Indonesia is conducted on the framework of improving student’s cognitive and psycho-motoric but less in affective activity. The shift from foreign language to multicultural language (Honna, 2000, 2003) is to build intercultural awareness (2008, p.72). In school pedagogic activity is designed to accessing its modes of implementation, its operation and its outcome (Leung, 1993). It emphasizes on the process thus reflection is beyond the focus. Textbook is made on the basis of CLT with the aim to teach communicative competence (Richards, 2006, p.2) by implementing Task Based Approach focusing on creating kinds of interactional processes in the classroom (2006, p.30). ICC is the goal of TEFL therefore an innovation is made to develop student’s ability to be socially and culturally competent speakers (Byram, 2001). The findings show that pedagogic task based adopted authentic as well as created situation and cultural values can boost student’s ICC.
Translation Techniques of Culture Specific Items Found in “Of Mice and Men” Novel and Their Impact on Readability Permatahati, Martinda Intan; Faridi, Abdurrachman; Saleh, Mursid
International Journal of Active Learning Vol 7, No 1 (2022): April 2022
Publisher : International Journal of Active Learning

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Abstract

The main activity of translation is transferring meaning from source language into target language. The strategy is used to translate will affect to the readability level. Cultural gaps between SL and TL have always turned to be a problem that is difficult to solve in translation. This article aims at finding the translation techniques that are applied in translating culture specific items (CSI) and explaining the readability level of translated novel in Of Mice and Men, entitled Tikus dan Manusia by Ariyantri E. Tarman. This research is descriptive qualitative. Data collection was done manually from the novel.  Experts’ judgment will provide comments to maintain the validity of the data. Questionnaire helps to score the readability of the text.  The theory of CSI proposed by Newmark (1998), the translation techniques by Davies (2003), The Automated Readability Index (ARI) Formula to find the match age in readability process, and Readability Rating Instrument by Nababan (2009) . This research finding shows that the translator tended to use translation techniques oriented to target language (TL). Thus, the priority of the translation work is it should be read by the ideal target readers. From the result, it can the technique used can get high level of readability for college graduate readers.
Indonesian vocational college students’ attitudes towards project-based learning in English courses Mutiaraningrum, Ira; Fitriati, Sri Wuli; Yuliasri, Issy; Saleh, Mursid
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28406

Abstract

Following the mandatory adoption of project-based learning (PjBL) in Indonesian vocational education, there has been a revival in popularity as a prevalent instructional approach in higher education. However, no research on students' attitudes toward mandatory PjBL in Indonesia has raised concerns about its acceptance. This article describes Indonesian vocational college students’ attitudes toward PjBL in English language courses. The study specifically focuses on cognitive, affective, and behavioral attitudes and how students perceive the advantages of PjBL for their English skills and career aspirations. This quantitative study included 336 Indonesian vocational students from twelve state and private colleges in Indonesia. The results of this study revealed that students had a positive attitude toward PjBL in their English courses. Students’ cognitive, affective, and behavioral attitudes indirectly influenced their career aspirations, with English skill benefits acting as mediators. This study proves that how students feel, think, and behave affects their future career goals by shaping how they perceive improvement in their English language skills.
PROMOTING EFL PRE-SERVICE TEACHERS' IDENTITY AND TEACHING COMPETENCIES VIA BLENDED CPROT IN ELT Nur Ekawati, Yulia; Yuliasri, Issy; Saleh, Mursid; Puji Haryanti, Rahayu
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11878

Abstract

This study explores the implementation of the Blended Collaborative Peer Review of Teaching (CPRoT) model to enhance teaching competency, Technological Pedagogical Content Knowledge (TPACK), and professional identity among preservice EFL teachers. Uniquely, the study highlights the reflective role of lecturers in facilitating CPRoT in a hybrid microteaching course. Using a qualitative case study design, data were drawn from lecturers' reflection diaries and analyzed thematically through NVivo-style coding. Seven key themes emerged: EFL-specific pedagogy, TPACK development, student engagement, scaffolding support, peer feedback literacy, emotional growth, and the role of blended learning advocates. Findings indicate that CPRoT strengthened instructional design, classroom delivery, and linguistic accuracy while fostering confidence, pedagogical coherence, and collaborative habits. Students' emotional transitions highlight e potential of CPRoT in shaping teacher identity. The integration of synchronous and asynchronous modes supported sustained engagement and reflective practice. These results suggest that structured peer review in a blended environment offers a scalable, holistic strategy for preparing reflective, technology-integrated language educators.
THE IMPACT OF PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING ON WRITING SKILLS: A COMPARATIVE STUDY ON EXTROVERTED AND INTROVERTED INDONESIAN EFL STUDENTS Prabowo, Jumbuh; Hartono, Rudi; Rukmini, Dwi; Saleh, Mursid
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9297

Abstract

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on enhancing the writing skills of students, considering their extroverted or introverted personality traits. The objective was to explore how different teaching strategies might yield varying results depending on the students' personalities. Employing a quasi-experimental design with a time-series approach, the research methodology included pre-and-post assessments, classroom observations, self-assessment tools for evaluating students' writing competencies, and questionnaires to determine their preferences. The research utilized three distinct forms of tests, revealing that the significance (Sig.) value stood at 0.005, which is below the 0.05 threshold for significance. This indicates a differential impact of PjBL and PBL on the writing abilities of introverted students. Conversely, for extroverted students, the significance value derived from the data was 0.300, exceeding the 0.05 level. This outcome suggests acceptance of the null hypothesis (Ho) and rejection of the alternative hypothesis (Ha), meaning there was no discernible difference in the effectiveness of the two strategies for extroverted students. Participants in the study were fourth-semester English Department students at the University of Sultan Ageng Tirtayasa (Untirta). The findings revealed that introverted students experienced variations in their writing skills when exposed to both PjBL and PBL, with these methods significantly influencing their writing abilities. In contrast, extroverted students did not show notable differences in their writing skills under the same teaching strategies, indicating that both PjBL and PBL were equally effective for them. This study underscores that the choice of teaching method can have varying impacts on the writing skills of students, particularly when considering their introverted or extroverted nature. It highlights that extroversion and introversion may play a role in how students respond to different educational approaches in the context of enhancing their writing skills.
Positive Politeness Strategies Performed by International Guest Speakers in Mata Najwa Exclusive Interview Bintangtricahya, Erlin; Hartono, Rudi; Saleh, Mursid
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.72815

Abstract

It is necessary to recognize particular communication strategies in order to construct a decent conversation and social relationship amongst interlocutors from diverse cultures and norms. Politeness is one of the communication strategies used to maintain the interlocutors’ feeling so the conversation flows in harmony. In society, interview and talk show becomes popular programs in acquiring information. This study aims to examine the positive politeness strategies performed by international guest speakers in Mata Najwa Exclusive Interview. As the primary source, the data were taken from the interview’s transcript. A descriptive qualitative method was used to analyze the positive politeness strategies proposed by Brown and Levinson. The findings show that there are 13 types of positive politeness sub-strategies performed by four international guest speakers. Those are noticing (attending to the hearer), exaggerating, intensifying, using in-group identity markers, seeking agreement, avoiding disagreement, presupposing/asserting/raising common ground, joking, asserting/presupposing speaker knowledge, offering/promising, include both speaker and hearer in the activity, give/ask for a reason, give gifts (sympathy, good, understanding). The highest number of sub-strategy was presupposing/asserting/raising common ground which occurred 19 times. This study is expected to contribute in English language teaching specifically in comprehending cross-cultural understanding (CCU) in relation to Indonesian context.
Co-Authors AA Sudharmawan, AA Abdurrachman Faridi Abdurrahman Faridi Agnes Widyaningrum Ahlis Qoidah Noor, Ahlis Ahmad Nur Syafiq Ahmad Sofwan Anggara, IGede Arga Anggara, IGede Arga Arga Kusuma, Arif Arga Kusuma, Arif Asriyama, Weksa Fradita Astini Su’udi Atmojo, Fajar Nugroho Dwi Bintangtricahya, Erlin Dery Purnama Saefudin Dewi, Annisa Kumara Dewi, Filda Hulwani Didik Rinan Sumekto Dini Setiana ningrum, Dini Setiana Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Rukmini Fajar Sodik, Fajar Falahuddin, Mochamad Adnan Falahuddin, Mochamad Adnan Hafidhoh, Nur Laila Hafidhoh, Nur Laila Hartono, Rudi Inti Englishtina Ira Mutiaraningrum Issy Yuliasri Januarius Mujiyanto, Januarius Joko Nurkamto Jumaedah, Ninik Jumbuh Prabowo Kurniawan Yudhi Nugroho, Kurniawan Yudhi M. Ali Ghufron Melawati Anggrayani, Melawati Murni Wahyanti, C. Murni Wahyanti, C. Murrikaningrum, Devi Arini Oktaviani, Ratih Oktaviani, Ratih Permana, Rangga Permana, Rangga Permatahati, Martinda Intan Priangan, Aulia Puji Haryanti, Rahayu Rabbani, Syarifatusnain Maulida Wahyu Rahayuningsih, Dian Rahmah, Siti Nafakhati Ratna Widya Iswara, Ratna Widya Retmono - Ridha Fadillah Rudi Hartono Saefudin, Dery Purnama Sajidin - SAS, Niro Arif Sri Rejeki Urip Sri Wuli Fitriati Su’udi, Astini sulistiyanto, sigit sulistiyanto, sigit Undayasari, Dwi Undayasari, Dwi Vinta Cahyaningsari, Vinta W, Widhiyanto Warsono Warsono Widyaningrum, Leily Yoga Prihatin Yulia Nur Ekawati Yuliarti, Indah Zahroh, Raikhatuz zulfa Sakhiyya