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All Journal Lingua Cultura Jurnal Penelitian dan Pembelajaran IPA Journal of English and Education LEKSIKA Lectura : Jurnal Pendidikan Journal of English Education and Teaching (JEET) Klasikal: Journal of Education, Language Teaching and Science Jurnal Bébasan Journal of English Language and Education Journal Of World Science Edukasia: Jurnal Pendidikan dan Pembelajaran EduInovasi: Journal of Basic Educational Studies Jurnal Pendidikan Progresif
Udi Samanhudi
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Critical Thinking-Related Challenges to Academic Writing: A Case of Indonesian Postgraduate Students at a UK University Samanhudi, Udi; Linse, Caroline
Lingua Cultura Vol 13, No 2 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5122

Abstract

This research reported Indonesian students’ perspectives on challenges in writing a critical academic essay and factors causing those challenges in a university in the UK. It was a qualitative method in nature and used a semi-structured interviewing technique with open-ended questions as the main method for data collection. The results indicate four main problems the participants’ encountered in relation to critical thinking realization in their essay writing which include clarity of ideas presented, lack of critical analysis, lack of critical evaluation, and lack of precision. This research also finds three important factors causing those problems of critical thinking realization by the students in their essay writings namely lack critical awareness, lack of understanding of the critical thinking concept, and differences of academic requirements between Indonesian and British context. This research is expectedly useful as an input in the re-design of syllabi and in the improvement of writing instruction that aims to promote especially international Indonesian students’ critical thinking in university-level education, in line with properly addressing students’ needs and developing CT pedagogy in the site.
A STUDY ON QUALITATIVE RESEARCH TO THE DEVELOPMENT OF ENGLISH LANGUAGE TEACHING (ELT) IN INDONESIA Samanhudi, Udi; Widianingsih, Silvia
BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 4, No 2 (2017): BÉBASAN Edisi Desember 2017
Publisher : Kantor Bahasa Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.916 KB) | DOI: 10.26499/bebasan.v4i2.85

Abstract

English language teaching (ELT) in Indonesiahas long benefited from qualitative research in terms of problems explorations as well as efforts aim to develop the practice of teaching and learning of Englishwriting conducted byscholars working under the field.Focusing on the analysis of qualitative research contributions to the practice of English writing pedagogy research in Indonesia, the results suggest that this research approachis suitable to apply in ELT practice in the country as it provides a better description of real problems occurring in the site in dealing with writing English practices as well as prompt solutions of those problems. In short, as results of the analysis revealed, qualitative research is not only a potential research approach to solve educational problems such as in the case of ELT in Indonesia but also clearly is an evident of a research approach that helps to improve this field.
READING TO LEARN PROGRAM TO TEACHING CRITICAL W Udi Samanhudi; Sugiarti Sugiarti
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 7, No 2 (2013)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v7i2.116

Abstract

This study reports the effectiveness of using Reading to Learnprogramin teaching critical writing to teacher candidates in English Language Teaching Department, Sampoerna School of Education, Jakarta. The Reading to Learn program implemented in this study allows the researchers to employ principles from other theories to do with critical thinking and critical literacy important to the study. Embracing the characteristics of a case study and to some extent a program evaluation research design, data in this study were obtained from classroom observations by the two researchers, collection of samples of students’ texts in various stages of the teaching program and students’ journals written after each teaching session and interviews with the student participating in this study conducted immediately after the teaching program completed. The results revealed that students’ ability to write an English text is better than before indicated by their ability to clearly and explicitly explain details of information in the text they write which surely fulfill the standard outlined in the critical thinking theory used in this study. Key words: Reading to learn program, writing, critical thinking
An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok Mairoza , Destri; Roza, Welya; Samanhudi, Udi
Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v15i1.18276

Abstract

This research aimed to find out the perspectives that SMA English teachers in Kabupaten Solok have on Differentiated Instruction, the implementation, and the challenges. This research was a qualitative case study. Data collection was based on questionnaires, in-depth interviews, document analysis, and participant observation. Informants who became data sources in this study were selected based on purposive sampling, namely teachers who teach in grade X (Fase E), have more than 10 years of English teaching experience, and were willing to become informants. The data obtained was that informants showed their understanding of Differentiated Instruction from the process of self-learning through PMM and peer discussions. However, in terms of planning on the teaching modules prepared, not all informants have clear planning on Differentiated Instruction. Similarly, it was found during classroom observations that not all informants implemented Differentiated Instruction by the required aspects and considerations. It could be concluded that the informants have explained their understanding of Differentiated Instruction theoretically. However, this was not the case when it came to planning the teaching module and implementing it in the classroom. Some informants showed confusion and incomprehension in the implementation of Differentiated Instruction in the lesson planning and the classroom
Project-Based Learning Using Podcast-Assisted Media in the Teaching of English Speaking Skill Ma'rufah, Anis; Samanhudi, Udi; Ardiasih, Lidwina Sri
Lectura : Jurnal Pendidikan Vol. 15 No. 2 (2024): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v15i2.20706

Abstract

Developing speaking skill is difficult for foreign language teachers and learners since they rarely use the target language outside the classroom. However, students need more opportunities and confidence to use it outside the classroom. Thus, teachers must adopt various teaching methods to strengthen the students’ speaking skill in English. Nowadays, students must possess competencies relevant to the 21st century, such as analysis and problem-solving, creativity and invention, communication, teamwork, life skills, and efficient use of technology. Therefore, Project-Based Learning (PjBL) provides opportunities to learn deep content knowledge and 21st-century skills. One of the methods used is using Podcast. A podcast is an up-to-date technology for improving students’ listening and speaking abilities. This qualitative study intends to determine the implementation of project-based learning using podcast-assisted media in teaching English speaking skill at one of the schools in Mojokerto, East Java, and the student’s perspective on it. The research participants were grade XI Science students. The data were collected through observation and interview. The data were analyzed using an analysis flow by Miles and Huberman which included data reduction, displaying the data, and a conclusion. This study showed that implementing project-based learning using podcast-assisted media in teaching English speaking skill ran smoothly. Students responded enthusiastically. At last, the students’ perspectives are also positive since Podcast-assisted media is able to enrich not only their speaking skill but also develop other language skills.
Efforts to Improve Scientific Literacy of Students through Guided Inquiry Learning Based on Local Wisdom of Baduy’s Society Saefullah, Asep; Samanhudi, Udi; Nulhakim, Lukman; Berlian, Liska; Rakhmawan, Aditya; Rohimah, Bai; El Islami, R. Ahmad Zaky
Jurnal Penelitian dan Pembelajaran IPA Vol 3, No 2 (2017): Available Online in November 2017 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.455 KB) | DOI: 10.30870/jppi.v3i2.2482

Abstract

AbstractThe aim of this study was to determine the influence of guided inquiry learning model toward the improvement of students’s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy’s society. This study used Research and Development method through pretest and posttest test before and after the guided inquiry learning was done. The objects of this study were 31 students who were following the integrated science lecture in 5th semester which is prospective science teacher. The results showed that there was an improvement in students' scientific literacy after guided inquiry learning (was applied) as shown with a gain value of 0.16 (N-Gain = 0.16) which was included in the medium category. Based on this result, it can be concluded that there is the influence of guided inquiry learning model toward the improvement of students’s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy’s society. Keywords: Scientific Literacy, Guided Inquiry, Local Wisdom, Baduy’s Society
Exploring Constructivism in the Context of English Material Development for Senior High Schools: A Literature Review Approach Nuraini, Hery; Gailea, Nurhaedah; Samanhudi, Udi
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.459-470

Abstract

English language learning in high schools in Indonesia still focuses on theory, namely memorizing tenses, practicing grammar, and sentence structure, while communicative skills such as spontaneous speaking and real-life interactions receive very little attention. Previous research shows that students feel low on confidence and limited facilities and practice time. Psychological aspects such as self-confidence, student learning styles, technology integration, and authentic assessment are still rarely an integral part of teaching material design. This study aims to map best practices and weaknesses in the development of constructivist-based English teaching materials in high schools, with an integrative focus on the use of technology, variations in student learning styles, and authentic assessment, so that students' communication skills and confidence are improved. The method used is a literature review from 2018-2024 from national and international journals, proceedings, and research reports. This study uses thematic analysis techniques and framework analysis. The main findings indicate that approaches such as PjBL and CTL that involve projects, simulations, discussions, and real-life interactions can increase student engagement, creativity, critical thinking, and self-confidence. The integration of technology as a learning medium is indeed appealing, but its implementation has not been optimal in supporting authentic communication. Diversity in learning styles strengthens the effectiveness of teaching materials, and authentic assessments help measure students' actual abilities. This study fills a gap in the local literature by combining aspects of technology, learning styles, and authentic assessment within a single framework.
Blended Learning as a Catalyst: A Mixed-Method Study on Its Influence on Student Engagement and English Comprehension in a Batam Vocational School Hussien, M. Rabiddin; Samanhudi, Udi; Bachtiar, Bachtiar
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1300

Abstract

Blended learning, integrating traditional face-to-face instruction with online components, is increasingly recognized for its potential to transform English Language Teaching (ELT) by offering flexibility and enhancing engagement. This study aimed to investigate the impact of blended learning on students' engagement and English reading comprehension within a vocational high school in Batam. Employing a mixed-methods sequential explanatory design, quantitative data from pre-tests, post-tests, and questionnaires were collected from 80 second-grade students, supplemented by qualitative insights from semi-structured interviews with six students. Results indicated that blended learning significantly improved students' English reading comprehension, with the experimental group showing a substantial increase in scores compared to the control group. Student engagement levels were generally moderate to high, particularly in behavioural and technological aspects (students’ comfort and interaction with the digital platform and tools used for learning, including their ease of use and the perceived effectiveness of online materials), though emotional and cognitive engagement variations were observed. Qualitative findings elucidated these nuances, revealing how confidence and preference for direct instruction influenced engagement. The study underscores blended learning's robust potential to enhance academic achievement and engagement, even with mixed engagement profiles. These findings provide strong empirical evidence for integrating well-structured blended learning in vocational ELT, bridging classroom learning with workplace demands and preparing students for global career challenges.
Students’ Difficulties In Using Critical Thinking Skill While Reading Narrative Text Sofiyatul Janah, Siti; Gailea, Nurhaedah; Samanhudi, Udi
Journal of World Science Vol. 3 No. 9 (2024): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v3i9.697

Abstract

In the era of globalization and information technology, the ability to think critically is a very important skill for students to have. This ability is not only useful in an academic context, but also in everyday life to make informed and rational decisions. However, research shows that many students still have difficulty in using critical thinking skills, especially when reading narrative texts. This study aims to identify the difficulties experienced by students in using critical thinking skills when reading narrative texts. In addition, this study also aims to find effective teaching strategies to improve students' critical thinking skills in this context. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and document analysis. The research participants were junior high school students who were selected by purposive sampling. The data obtained were analyzed using thematic analysis techniques to identify the main themes that emerged from the data. The results showed that students experienced several difficulties in using critical thinking skills when reading narrative texts, including difficulties in analyzing characters, understanding the storyline, and identifying key themes. In addition, the study found that the use of teaching strategies involving group discussions and open-ended questions can help improve students' critical thinking skills. The implications of this study show that teachers need to develop more interactive and collaborative teaching strategies to improve students' critical thinking skills.
The Challenges Teachers and Students Face in Implementing the Merdeka Belajar Curriculum for Teaching and Studying English at SMP Negeri 5 Sangatta Utara Astuti, Dwi Fachriani; Samanhudi, Udi; Pratiwi, Widya Rizky
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1066

Abstract

This study investigates the implementation of the Merdeka Belajar Curriculum in teaching English at SMP Negeri 5 Sangatta Utara during the academic year 2023-2024. The research aims to identify teachers' and students' challenges to teach and study English. Using a qualitative descriptive research design, data were collected through participant observation, semi-structured interviews, and documentation review. The findings reveal that the school adopted the Independent Changing option of the Merdeka Belajar Curriculum, utilizing a Genre-Based Approach (GBA) in English lessons. However, challenges such as the lack of differentiated instruction, inadequate technological resources, and poor classroom infrastructure were identified. The study highlights the need for specialized teacher training, improved communication with parents, and enhanced support systems to overcome these challenges. The research contributes to understanding the practical aspects of curriculum implementation in remote areas, providing insights into effective strategies to enhance English language learning outcomes.
Co-Authors Ardiasih, Lidwina Sri Astuti, Dwi Fachriani Bachtiar Bachtiar Hussien, M. Rabiddin Lidwina Sri Ardiasih2 Linse, Caroline Liska Berlian Ma'rufah, Anis Mairoza , Destri Muhammad Nurikhsan Ridwan Nulhakim, Lukman Nur Afifah Saktiana Indahwati Nuraini, Hery Nurhaedah Gailea, Nurhaedah R. Ahmad Zaky El Islami Rakhmawan, Aditya Ramli Rohimah, Bai Roza, Welya Ruslan Ruslan Saefullah, Asep Silvia Widianingsih, Silvia Sofiyatul Janah, Siti Sugiarti Sugiarti Widya Rizky Pratiwi, Widya Rizky