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All Journal Pendidikan Bahasa Inggris Englisia Journal Journal of Educational Research and Evaluation Al-Ta'lim ELTR Journal TELL - US JOURNAL
Syayid Sandi Sukandi
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Islamic Indonesian EFL students’ responses on English-speaking countries Yustina, Luli Sari; Sukandi, Syayid Sandi; Arniman, Nurkhairat
Englisia Journal Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.9399

Abstract

EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education Sukandi, Syayid Sandi; Sani, Riny Dwitya
AT-TA'LIM Vol 24, No 1 (2017)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (796.839 KB) | DOI: 10.15548/jt.v24i1.266

Abstract

This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia
Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks Yelfiza, Yelfiza; Yulmiati, Yulmiati; Afriyanti, Rika; Sukandi, Syayid Sandi
AT-TA'LIM Vol 27, No 1 (2020)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (215.712 KB) | DOI: 10.15548/jt.v27i1.605

Abstract

Considering the students’ emotion is essential in having the students to learn. Most Minangkabaunese students do not like being dictated for any activities with a thousand words. This paper is aimed at finding out some techniques of using intertextuality to balance lecturer-students’ power relations when communicating learning tasks. This research is qualitative with content analysis. Data were collected from six lecturers, teaching at Sekolah Tinggi Keguruandan Ilmu Pendidikan, Persatuan Guru Republik Indonesia (STKIP PGRI), selected purposively. Techniques of observation and video recording were used in collecting data. The discourse was transcribed and categorized into some techniques of using examples based on the content called content analysis.A contextual analysis was used to show lecturer-students’ power relations and formulated proposition.   Findings show that the techniques of using intertextuality includeShowing Techniques of Doing Tasks (STDT), Giving Example of the Task Topic (GETT), and UERS. Using STDT  had an impact on students’ readiness to learn. Meanwhile, Using GETT enhances students’ language development. Finally, Using Example of Real Situations (UERS)  gives students’ opportunity to have a learning experience. Moreover, the techniquescause the lecturer and students to have a balanced power relation. The findings are significant for teachers or lecturers as guidance to communicate with students efficiently and effectively. They are expected not to dominate communication when interacting with them, especially to those who have excessive individualism. Other researchers who are interested in studying this topic are expected to be inspired to research this area viewed from other viewpoints.
Co-Authors Ahmad Dafik Angela Rivanesha Arniman, Nurkhairat Fera Junita Luli Sari Yustina Merina, Yola Merina, Yola Nadia Putri Nike Kurnia Rika Afriyanti Riny Dwitya Sani Yulmiati M.Pd S.S