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ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM Nida Husna; Khairunnisa Fitri; Wiwi Rhamadina; Fahriany Fahriany; Didin Nuruddin Hidayat; Afifah Linda Sari
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.6400

This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.

The Challenges and Opportunities in Opening Indonesian Language Education Study Program at UIN Antasari Banjarmasin Nida Mufidah; Afifah Linda Sari
Dinamika Ilmu Vol 22 No 2 (2022): Dinamika Ilmu, 22(2), December 2022
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v22i2.4871

Indonesian is well-known, and it is taught at institutions across the world, including Australia. This study aims at describing prospective students, teachers, lecturers,' practitioners, and the general public's reactions to the Indonesian Language Education Study Program at the Faculty of Tarbiyah and Teacher Training of UIN Antasari Banjarmasin and identified data will be described as findings and discussed using Morrison's theory of needs analysis profile for the program readiness. A survey is used in this investigation. The questionnaires and interviews in this research were both open-ended. The technique used is a questionnaire technique using Google Forms by distributing questionnaires directly to respondents, namely 173 prospective students were class XII high school students, 24 were Indonesian language teachers, and 104 were education practitioners, lecturers, supervisors, and members of the community from several districts and cities in South Kalimantan. The plan to launch the Indonesian Language Education Study Program at UIN Antasari Banjarmasin received a positive reaction from many stakeholders and will be implemented immediately. Graduates of this degree may become professional educators with Islamic perspectives and Indonesian language teachers for international and national schools, as well as Indonesian for foreign speakers with distinctive qualities. Before a new study program starts, educators, teaching staff, and infrastructure must all be carefully prepared, as must the program's documentation. Therefore, the result of this study is expected to be the consideration by the university for opening the Indonesian Language Education Study Program at UIN Antasari Banjarmasin.

‘I Can Teach English More Confidently’: How Madrassas’ and Pesantrens’ English Teachers Perceived ELTT Program Asfihana, Raida; Sari, Afifah Linda; Hasanah, Amalia; Setiowati, Ning
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1114-1134

The study sought to investigate the perception of English teachers in madrassas and pesantrens toward the English Language Teacher Training (ELTT) program they underwent for five months. A convergent mixed-method research design was used, comprising a set of questionnaires administered to thirty-two teachers across three cities, namely Banjarmasin, Metro, and Palembang. Subsequently, interviews were conducted with twelve teachers who participated in the study. Interactive data analysis was employed to analyze the results obtained from the questionnaires and interviews. The study found that numerous teachers reported receiving significant benefits in their teaching and learning skills after participating in the ELTT program, including a boost in self-esteem when delivering English language instruction and enhanced English teaching abilities. However, participants also highlighted internet connectivity and time management as major hurdles that required attention. Hence, it is recommended that the Ministry of Religious Affairs continues to implement the program since it provides teachers with opportunities to enhance their English teaching skills. Consequently, this will enable students to receive greater exposure to the English language, facilitating their learning process.

Incorporating Religious Moderation Values into Effective English Language Teaching Practices Nor, Hidayah; Asfihana, Raida; Sari, Afifah Linda; Mahardika, Fadia
Intensive Journal Vol 7, No 2 (2024): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v7i2.16544

This research introduces a practical and innovative model for integrating religious moderation values into English Language Teaching activities. Recognizing the multicultural and diverse nature of language learners, this model aims to bridge the gap between language instruction and the incorporation of religious perspectives, fostering a more inclusive and culturally sensitive language learning environment. Phenomenological research used by the researchers as a research design. Grounded in the principles of CLT, the proposed model provides a framework for designing activities for teaching English that seamlessly integrate religious values, encouraging learners to engage in meaningful and contextually relevant language use. The findings showed that the English lecturers have already instilled the values of religious moderation using various ways. The model of lesson plans highlights the significance of including essential social themes like radicalism and tolerance into English lessons plans for university students. It is conducted by employing various multimedia resources, collaborative activities, and reflective assignments to foster dynamic and interactive learning environments that not only increase language proficiency but also encourage critical thinking skills and cultural sensitivity.

Incorporating Religious Moderation Values into Effective English Language Teaching Practices Hidayah Nor; Raida Asfihana; Afifah Linda Sari; Fadia Mahardika
Intensive Journal Vol 7, No 2 (2024): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v7i2.16544

This research introduces a practical and innovative model for integrating religious moderation values into English Language Teaching activities. Recognizing the multicultural and diverse nature of language learners, this model aims to bridge the gap between language instruction and the incorporation of religious perspectives, fostering a more inclusive and culturally sensitive language learning environment. Phenomenological research used by the researchers as a research design. Grounded in the principles of CLT, the proposed model provides a framework for designing activities for teaching English that seamlessly integrate religious values, encouraging learners to engage in meaningful and contextually relevant language use. The findings showed that the English lecturers have already instilled the values of religious moderation using various ways. The model of lesson plans highlights the significance of including essential social themes like radicalism and tolerance into English lessons plans for university students. It is conducted by employing various multimedia resources, collaborative activities, and reflective assignments to foster dynamic and interactive learning environments that not only increase language proficiency but also encourage critical thinking skills and cultural sensitivity.

Analyzing Praise Dynamics: Non-Native English Speakers' Use of Adjacency Pairs in Language Teaching at De Access Hotel and Culinary Training Centre Wiratmoko, Gandung Aulia; Wijayanto, Agus; Laila, Malikatul; Radityo Tri Nugroho; Sari, Afifah Linda
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 1 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i1.16028

This research delves into the use of adjacency pairs in conversations between non-native speakers and EFL learners at De Access Hotel and Culinary Training Centre, employing discourse analysis. The study aimed to identify patterns of adjacency pairs in compliment exchanges and explore the preferred and dispreferred responses. Using a descriptive qualitative approach with a case study design, data were collected through passive observer participation observation during language classes. The researcher transcribed and analyzed spoken conversations, revealing consistent (Q – A) and (Q – A, Q – A, Q – A) patterns, emphasizing question-answer exchanges. Positive utterances (U) and non-verbal gestures (G) added diversity, while complex patterns like (Q (Q – A) A) and (U (Q – A) U) showcased layered interactions. The preferred response predominantly featured (Question – Answer), occurring seven times, followed by (Requesting – Acceptance) six times, while dispreferred responses were rare, primarily (Question – Unexpected Answer). This research provides English Department students with insights into adjacency pair patterns, preferred and dispreferred responses, enhancing classroom communication.

Bridging Theory to Practice: Assessing EFL Preservice Teachers' Competence in Designing Readability-Focused PDP Lesson Plans Putri, Nanda Dewita; Sari, Afifah Linda
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

This qualitative study investigates the proficiency of English Language Education (EFL) preservice teachers in developing readability-enhanced lesson plans within the Pre-During-Post (PDP) framework. While effective lesson planning is crucial for quality instruction and reading comprehension, students often struggle to translate theoretical pedagogical principles into practical, cohesive lesson designs. Employing content analysis of 68 lesson plans and in-depth interviews with 21 fourth-semester students from Antasari State Islamic University, the research revealed that students grasped the procedural aspects of the PDP framework but faced significant challenges in applying its conceptual elements, particularly in the pre- and during-reading stages. Key difficulties included distinguishing between task types, aligning activities with learner proficiency and objectives, and over-reliance on instructor guidance or AI tools. Furthermore, readability issues limited content clarity, resulting in inconsistent formatting and imprecise PDP terminology. The study highlights a substantial theory-practice divide in lesson plan design, advocating for focused training, practical demonstrations, and structured feedback within teacher education programs. This research provides valuable insights for curriculum designers and educators seeking to enhance students' pedagogical competence in creating effective, learner-centered reading lessons.

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