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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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Portraying The Turn Signal Markers Use Among Non-Native And Native Speakers Of English (A Pragmatic Perspective) Samanhudi, Udi
Journal of English and Education (JEE) Vol. 4 No. 1 (2010): VOLUME 4 NO 1 JUNE 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v4i1.6496

Abstract

It has been known that among many activities, conversation is one activity which is very potential to buildup social relationships and exchange ideas among many people in their community. This fact indicates that conversation plays a crucial role in everybody's life. For a good conversation to take place, the awareness of the speakers to sign that they are finishing and that the listeners begin a response seems to be one of the key points to succeed the conversation activity. This means that the participants, both speakers and hearers, should apply turn signals as indication of willingness to take, hold, or pass the floor during the course of the conversation. This writing is a report of a minor study on turn signals in English conversations done by Indonesians as non-native speakers and Americans as native speakers of English who are found to use English in their conversations. The English conversations analyzed in this study are those conversations taking place in natural contexts like in a lobby of a hotel, a workshop room and a restaurant. Those conversations are recorded, transcribed and analyzed. In order to get the whole picture of both the turn signal markers used and then purposes, a participatory observation was also conducted. Thus, to be more focused, this research is limited to the analysis of markers used by both Indonesians and Americans in turn-taking. The results reveal that both Indonesians and Americans use almost the same markers (words) in turn taking like yeah, well, you know, I think, well yeah, etc. Those markers are applied interchangeably in the turn-taking done by the two groups in the course of the conversations done. In terms of purpose, the use of those markers in turn-taking is mainly to indicate that one of the participants in the conversations (both NNS and NS) wants to take the floor and have the talking turn. The difference found between the two groups was pause (silent) in signaling something in a conversation being done especially when one of them is talking. Indonesian tends to make a longer pause to show, probably, that they are attentive to their colleague having the turn of speaking. This might be done because keep silent when other people are talking is considered polite. Meanwhile, the two Americans involved in this study keep using certain words of signaling such as well. yeah, hmm, during the course of the conversations including when one of them is talking. This seems to be done in order to avoid the sense of being rude or impolite ignoring the one having the turn of talking. Finally, this could be done also to indicate that they are paying attention to what their colleague/s say and keep the conversation runs smoothly. From this, it is clear that, cultural norms what they believe about being polite, also play a role in turn taking activities in a conversation.
The Implementation of Communicative Language Teaching (CLT) Approach in Efl Classes; A Case Study on The Border Of Indonesia – Malaysia Muhammad Nurikhsan Ridwan; Ramli; Udi Samanhudi
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 2 (2024): EduInovasi:  Journal of Basic Educational Studies (In Press)
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i2.2635

Abstract

The position of English in Indonesia as a foreign language requires teachers to be more creative in using the right approach in teaching EFL classes. One approach teachers widely apply is the CTL approach because it is considered by them to combine the four skills in English, namely listening, speaking, and reading. and writing. However, the application of the CLT approach depends more or less on the character of the class being taught and is influenced by several factors, including the geographical location of an area where Sebatik Island is geographically located on the border of Indonesia and Malaysia. It makes the application of the CLT approach may be different from other areas find borders with other countries. This research aims to qualitatively describe the implementation of the CLT approach in the classroom by English teachers on Sebatik Island and the challenges they face in implementing it. The research method used is descriptive qualitative with a case study approach. Data collection methods were collected through observation, interviews, Focus Group Discussions (FGD), and triangulation involving four respondents from several junior high schools on Sebatik Island. The data collected was then analyzed using the Miles and Huberman interactive analysis model consisting of three activity streams that co-occurred: data reduction, data presentation, and conclusion. From the data analysis using the model, the geographical location of Sebatik Island, which directly borders Malaysia, positively contributes to students' communication skills. However, the implementation of the Communicative Language Teaching (CLT) approach by teachers on Sebatik Island is not free from several challenges, namely the lack of understanding among some teachers regarding the importance of this approach in learning English, the provision of supporting facilities, support from various parties including school principals and Government Agencies Education, as well as the political dynamics in the regions, which tend to be unproductive in developing teacher competency.
Improving Descriptive Speaking Skills By Implementing Project-Based Learning Using Flashcards and Mind Maping Nur Afifah Saktiana Indahwati; Lidwina Sri Ardiasih2; Udi Samanhudi
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 2 (2024): EduInovasi:  Journal of Basic Educational Studies (In Press)
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i2.4235

Abstract

This research aims to improve descriptive speaking skills by implementing project-based learning using flashcards and mind mapping. The main purpose of this research was to describe improving descriptive speaking skills by implementing Project-based learning using flashcards and mind mapping for Seventh Graders of SMP Negeri 2 Modung Bangkalan in The Academic Year 2022/2023. To know about it, the researcher used some instruments such as observation and tests. After analyzing the data and counting the scores of students’ skills in tests, the researcher found that there were significant differences before and after the treatment. It meant that there was improving descriptive speaking skills by implementing Project-based learning using flashcards and mind mapping. To support those results, the researcher used a t-test formula to count the test results. To start calculating the data, the researcher counted the mean and the standard deviation in every Pre-test and Post-test from the experimental class and control class. Then, the result was entered into the formula. The research counted the t-table by calculating df and determined the percentage of significance. After that, the result of the t-test is compared with t-table to answer the hypothesis.
EXAMINING THE APPLICATION OF CRITICAL THINKING SKILLS IN ANALYTICAL EXPOSITION TEXT COMPREHENSION AMONG EFL STUDENTS Ruslan, Ruslan; Samanhudi, Udi; Pratiwi, Widya Rizky
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1140

Abstract

This research analyzes students' critical thinking when reading exposition texts. Conducted at the Health Department of SMKN 1 Tolitoli, this qualitative research utilized observations as the data collection method to gather data relevant for this research and thematic analysis to analyze the collected data. The observation phase analyzed students' engagement with analytical exposition texts, revealing proficiency in various aspects of critical thinking, including comprehension, analysis, and evaluation. Students demonstrated the ability to recall key facts, summarize main ideas, and critically evaluate evidence to form well-supported opinions. Students emphasized the importance of activities such as careful reading, summarization, and discussion in enhancing their understanding and critical thinking abilities. The findings suggest the need for explicit instruction and support for all stages of critical reading to foster students' holistic development of critical thinking skills. This research contributes to a deeper understanding of students' critical thinking practices and provides valuable insights for educators seeking to enhance students' critical reading abilities in the context of analytical exposition texts.
Integrating Folklore in Modern Education: A Review of Interactive Materials and SDGs Alignment Nuraini, Hery; Gailea, Nurhaedah; Samanhudi, Udi
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2421-2442

Abstract

Integrating Folklore in Modern Education: A Review of Interactive Materials and SDGs Alignment. Objectives: Integrating local culture through folklore is increasingly used to support next-generation learning competencies, here defined as learning performance, language/communication, cultural literacy, creativity, collaboration, critical thinking, ecoliteracy, and basic digital skills, while advancing SDG 4 (Quality Education), especially Target 4.7 on education for sustainable development and cultural diversity. Methods: The research employed a Systematic Literature Review (SLR) across Scopus, WoS, SINTA, ERIC, and Index Copernicus, using predefined inclusion criteria and quality appraisal. Findings: Across 35 studies, folklore-embedded interactive materials most consistently aligned with gains in learning performance and language/communication, with frequent co-benefits in cultural literacy and critical thinking when tasks were scaffolded through inquiry, story-based reflection, and locally meaningful problems. Evidence clusters were concentrated in Indonesia, which we interpret as a contextual pattern examined in the full paper and possibly reflecting glocalization in educational research ecosystems and/or national research policy incentives rather than a universal dominance. Conclusion: Taken together, the reviewed evidence supports a cautious, convergent claim: folklore-based interactive materials are associated with improvements in core competencies linked to SDG 4.1 (effective learning outcomes) and SDG 4.7 (cultural diversity and sustainable values), particularly when paired with teacher scaffolding and authentic tasks. The review contributes a mechanism-oriented synthesis: a “Folklore-as-Context” pathway (cultural familiarity → relevance → engagement → higher-order thinking) that specifies how and under what classroom conditions folklore supports 21st-century competencies, extending prior work that treated “local wisdom” and “innovation” only at a general level. Keywords: folklore, interactive learning materials, learning skills, systematic literature review.
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