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All Journal Parole: Journal of Linguistics and Education Indonesian Journal of Applied Linguistics (IJAL) Passage Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature International Journal of Education BAHASA DAN SASTRA TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education Mimbar Sekolah Dasar Kajian Linguistik dan Sastra Indonesian Journal of Science and Technology Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) ELT Forum: Journal of English Language Teaching Tell : Teaching of English Language and Literature Journal Proceedings Education and Language International Conference POLYGLOT Inklusi Journal of Disability Studies Linguistic, English Education and Art (LEEA) Journal Edulitics (Education, Literature, and Linguistics) Journal Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE EDUKATIF : JURNAL ILMU PENDIDIKAN JLA (Jurnal Lingua Applicata) Linguistic, English Education and Art (LEEA) Journal Edulitics (Education, Literature, and Linguistics) Journal Studies in English Language and Education TELL - US JOURNAL Journal of Korean Applied Linguistics Metathesis: Journal of English Language, Literature, and Teaching Language Circle : Journal of Language and Literature Journal of Educational Technology Innovation and Applications Indonesian Journal of English Language Teaching and Applied Linguistics
Didi Sukyadi
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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USING FLIPGRID AS ELECTRONIC PORTFOLIO IN SPEAKING ASSESSMENT Subiana, Ismiati Purwaningsih; Sukyadi, Didi; Purnawarman, Pupung
Polyglot Vol 18, No 2 (2022): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v18i2.4910

Abstract

 Given the prolonged pandemic situation that forced schools to run online in both synchronous and asynchronous modes has impacted some changes in either teaching practice or conducting the assessment. With the limited timetable provided to each school subject, there is a significant adjustment that the teachers should take to make the teaching and learning meaningful, not to mention in assessing students’ learning. In the English as a Foreign Language (EFL) setting, assessing speaking is another challenge the teachers encounter specifically during online teaching. Consequently, English teachers are required to have specific strategies to manage this assessment still. Electronic portfolio-based assessment has been shown to serve both as an effective learning tool and assessment tool. Hence, this study was aimed to investigate the use of the Flipgrid as the electronic portfolio in assessing speaking. The qualitative design was applied in this study with students' scores, teacher’s field notes, and questionnaires as the instruments to collect data. This study was expected to describe the washback of the Flipgrid as electronic portfolios in speaking assessment. BAHASA INDONESIA ABSTRAKSituasi pandemi yang berkelanjutan telah memaksa setiap sekolah untuk melaksanakan pembelajaran daring baik secara synchronous maupun asynchronous. Hal ini berdampak pada berubahnya praktik mengajar dan penilaian dalam pembelajaran. Dengan jadwal pembelajaran yang terbatas untuk setiap mata pelajaran, guru harus dapat melakukan penyesuaian yang signifikan untuk membuat proses kegiatan belajar mengajar menjadi berarti, begitu pula dengan penilaian hasil belajar siswa. Pada pembelajaran bahasa Inggris sebagai bahasa asing, penilaian keterampilan berbicara menjadi tantangan tersendiri bagi para guru khususnya pada saat pembelajaran daring. Sebagai konsekuensinya, setiap guru bahasa Inggris harus memiliki strategi tertentu untuk dapat mengelola penilaian dalam proses pembelajaran. Penilaian berbasis portofolio elektronik telah menunjukkan bahwa penilaian ini digunakan sebagai alat pembelajaran dan penilaian yang efektif. Oleh karena itu, penelitian ini bertujuan untuk menelaah penggunaan Flipgrid sebagai portofolio elektronik pada penilaian keterampilan berbicara dalam pembelajaran Bahasa Inggris. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan nilai siswa, catatan lapangan guru, dan kuesioner sebagai instrumen untuk mengumpulkan data. Penelitian ini diharapkan dapat mendeskripsikan dampak penggunaan Flipgrid sebagai portofolio elektronik pada penilaian keterampilan berbicara dalam pembelajaran Bahasa Inggris. 
Evaluating Higher Order Thinking Skills (HOTS) During the Covid-19 Pandemic: Lecturers’ Beliefs and Strategies Sukyadi, Didi; Dallyono, Ruswan; Hakim, Lukman; Kurniawan, Eri; Supian, Supian; L. Lebedeva, Alexandra
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i4.7503

Abstract

The Coronavirus pandemic disrupted learning processes in higher education institutions in Indonesia, affecting the relationships and interactions between lecturers and students, and necessitating an understanding of the beliefs and strategies in evaluating Higher Order Thinking Skills (HOTS) during the pandemic. Therefore, this study aims to examine the beliefs and strategies of lecturers in evaluating HOTS during the COVID-19 pandemic using e-learning platforms. This study combines quantitative methods to identify the frequency distributions of key factors and survey lecturers’ beliefs about evaluating student learning outcomes using a Likert Scale. Qualitative methods were used to analyze lecturers’ beliefs and strategies in evaluating HOTS through interviews. This study reveals that learning in the context of HOTS could still be conducted during the pandemic, although there were adjustments in using learning media from offline to online modes. This transition had been challenging for many lecturers, requiring trial, error and learning various available learning media. Initially considered a major problem, over time, lecturers had become accustomed to using technology to support student learning. Lecturers were very optimistic that online learning at the higher education level could be effective, despite requiring adjustments and learning new media, with strategies influenced by their beliefs, teaching philosophy, and the conditions during the pandemic
Formative Assessment and Self-Regulated Learning during Pandemic Era Ai Fatmawati; Pupung Purnawarman; Didi Sukyadi
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.819 KB) | DOI: 10.30651/tell.v9i2.9305

Abstract

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting students’ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance students’ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.
Teachers’ difficulties and strategies in teaching reading online under text-based approach Meidianti, Rindana; Sukyadi, Didi; Lestari Damayanti, Ika
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.27773

Abstract

Ministry of Education highlights the role of teachers in improving students' literacy, and the Text-Based Approach has shown its capability in improving students’ literacy skills. It can be seen that the Text-Based Approach is implemented in the latest curriculum Kurikulum Merdeka. In relation to the post-pandemic era, online learning is familiarly applied in educational settings. However, it is not easy to implement a Text-Based Approach in an online learning setting. Thus, this research seeks to investigate the difficulties in implementing a Text-Based Approach for teaching reading in the online setting and explore teachers’ strategies in dealing with the difficulties. This research used a qualitative method through open-ended questionnaires as an initial screening and online interview with five High School English Teachers in West Java, Bandung. The findings show that the issues faced by the teachers are miscommunication in learning due to unstable connectivity, limited teaching duration, and technical errors.
A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers Husain, Balqis; Yusuf, Fazri Nur; Sukyadi, Didi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1166

Abstract

This qualitative study aims to assess the experiences of EFL teachers teaching online regarding TPACK. Four EFL teachers from various school levels were interviewed, observed, and had documents retrieved. The data analysis revealed that EFL teachers from secondary schools were competent in TK, CK, and PK but struggled in TPK, TCK, and TPACK. Despite being competent in TK, they struggled to integrate technology into learning instruction. However, Tertiary EFL teachers were competent in integrating technology into content and learning strategies, which distinguished them from EFL teachers at the secondary school level. The framework for Secondary EFL teachers showed no proportionality between the three core components of TPACK, particularly TK toward PK and CK. In comparison, the framework for tertiary EFL teachers demonstrated that technological, pedagogical, and content knowledge components shared a comparable mastery of competencies.
ICT BARRIERS IN EFL REMOTE EDUCATION: COMPARATIVE EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS ACROSS SCHOOL TYPES IN WEST JAVA, INDONESIA Eddraoui, Bouchra; Sukyadi, Didi; Bukhori Muslim, Ahmad; Musthafa, Bachrudin
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11835

Abstract

The COVID-19 pandemic has disrupted education globally. In response, the Indonesian government mandated an immediate transition to virtual teaching. However, the rapid transformation was associated with unprecedented challenges and complications. This qualitative study investigates the experiences of 24 EFL senior high school teachers in West Java, Indonesia, representing diverse school backgrounds. The study illustrated that the teachers faced various challenges categorised into three significant aspects: 1-Technological/Technical (equity and accessibility, bandwidth, technological support), 2- Students (lack of motivation, time management, changed behaviour), and 3-Facilitator's abilities (limited ICT abilities, burnout, workload). Specifically, urban public high school teachers failed to keep students engaged and motivated in online classrooms. In contrast, rural public senior high school instructors encountered severe technical hurdles, such as inadequate internet access and limited digital equipment, making it challenging to prepare interactive classes. Furthermore, private senior high school instructors were unprepared for online education and battled to keep their pupils engaged and motivated. Furthermore, private Islamic school teachers had a particular issue connecting their teaching techniques with Islamic beliefs, which complicated digital tools and platforms. The study suggests that EFL teachers require extensive support networks, focused interventions, and specialised training to address these issues.
Revisiting Task-based Language Teaching to TEYL: Evidence from Indonesian Young Learners Metty Agustine P.; Emi Emilia; Didi Sukyadi
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.16839

Abstract

The study aimed to investigate the values of Task-based Language Teaching (TBLT) in teaching English in non-formal setting to fifteen young learners (YLs) from five schools in Tasikmalaya, West Java, Indonesia. The study has been informed by the theory of TBLT in English teaching. The study used qualitative case study research design at the data when collected through a phase of teaching of six meetings where the researcher acted as teacher and interviews with five participants. The data were analysed qualitatively using thematic analysis, in terms of TBLT implementation to assist YLs learn English and participants responses to the values of TBLT implementation.  The results show that two themes occurred, involving 1) the implementation of TBLT and students’ learning which focuses more on the use of input-based tasks and 2) the students’ responses on the TBLT implementation including positive attitudes and challenges towards TBLT. The use of input-based tasks can enhance YLs’ vocabulary mastery and maintain their motivation to learn English. This is in line with the evidence that YLs are ready to learn English meaningfully when they have sufficient vocabulary input as a language element to learn a foreign language. It is recommended that TBLT be implemented in more diverse context in Indonesia.
The Analysis of Compound Sentence Formation in Moon Jae-In's Posts on Social Media Instagram: An Effort to Increase Writing Skills of Korean Language Education Students UPI Megasari, Jayanti; Ansas, Velayeti Nurfitriana; Lubis, Arif Husein; Sukyadi, Didi; Restiseptya, Adisty Dyva; Putri, Thrisa Ananda
JLA (Jurnal Lingua Applicata) Vol 7, No 2 (2024)
Publisher : DBSMB, Vocational College of Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jla.79637

Abstract

This research is on the formation of compound sentences in Korean, as seen from the uploads on Instagram of former South Korean President Moon Jae-in. On his Instagram, Moon Jae-in uploads photos, videos, and writings containing ideas and responses to things. Researchers see the need to develop writing skills in the Korean Language Education Study Program FPBS UPI. Therefore, the researcher wants to see how Korean speakers form compound sentences according to Korean grammar. As a president, Moon Jae-in is considered able to write in Korean grammar so that it does not cause ambiguity and misunderstanding. The research data found 76 posts by Moon Jae-in and 267 compound sentences. This study also classifies these compound sentences into two classifications, namely 내포문 [nae-pho-mun] 'embedded clause' and 접속문 [jeop-sok-mun] 'conjunctive sentence.' The analysis results show two categories of compound sentence formation patterns in Moon Jae-in's writings: patterns of stacked and non-stacked compound sentence formation. After the analysis was completed, the researcher concluded three strategies for learning to write, namely 1) Students must be able to determine the type of sentence to be made; 2) Students must pay attention to sentence patterns in Korean; and 3) Learners must be careful in choosing the correct grammar.
Lessons learned from investigating EFL pre-service teachers competencies Sukyadi, Didi; Damayanti, Ika Lestari Lestari; Hamied, Fuad Abdul; Gunawan, Wawan; Suryatama, Kurniawan; Asyifa, Firly
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.44064

Abstract

This study investigates the English proficiency levels, perceptions, and pedagogical competencies of pre-service English teachers who graduated from one of the teacher education universities in Indonesia, along with stakeholder evaluations and future quality benchmarks. This research employed a mixed-methods case study approach, with data collected from TOEFL-like test score reports and a survey involving 52 pre-service teachers, two classroom observations, interviews with two employers, and focus group discussions (FGD) involving four stakeholders from other teacher education universities. Score report and survey data were analyzed through descriptive statistics, while observation notes, employers interviews, and FGD data were analyzed using thematic analysis. The findings from the report revealed that most pre-service teachers possessed B2 or higher English proficiency. The survey result showed that they valued courses on English for Young Learners and general pedagogy clusters, though several courses on the English for Specific Purposes cluster were perceived as less supportive. Classroom observations and employer feedback revealed strong pedagogical competencies, creative use of resources, and technology integration abilities, while also indicating the need for future improvement. Additionally, FGD results emphasized the need for pre-service teachers to master TPACK, obtain standardized English certification, develop leadership skills, possess AI ethico-onto-epistemological awareness, and demonstrate competence in multiliteracies and multimodal pedagogies.
Literary genres in English textbooks for Senior High School Aulia, Dhini; Yusuf, Fazri Nur; Sukyadi, Didi; Aziz Lubis, Azhar
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1876

Abstract

While the potential of literary works in English as a Foreign Language (EFL) education is often discussed, limited research exist on their integration into Indonesian senior high schools English textbooks. The present study investigates how literary genres are incorporated into English textbooks in Indonesian senior high schools by investigating (1) the literary genre described in the textbooks and (2) the tasks that describe the language skills and the literary - specific knowledge to recognize the critical role of such content in fostering students' language development, cultural and intercultural awareness, and engagement in EFL education. The data sources of this study were three levels of senior high school English student textbooks published by the Indonesian government. The study combined a quantitative approach to examine the presence of literary works with qualitative content analysis to unpack the language skills and literary-specific knowledge included in the textbooks. The framework utilized literary genre terms and literary-specific knowledge. Among the 31 chapters in the textbooks, 12 chapters (39%) addressed literary works from various cultures, with 53% of the texts derived from the Indonesian context. In addition to language skills activities and tasks, there were literary knowledge activities. These findings implied that improving students' cultural and intercultural awareness may pose challenges. Moreover, these results highlight the importance of incorporating more authentic English literary works into English textbooks to prepare students for real - world English cultures. HIGHLIGHTS: The literary genres represented in these textbooks include fiction, nonfiction, and poetry. The authors of the analyzed textbooks predominantly utilized the term “genre-based text”,including narrative and recount texts, without introducing the term “literary" or "sastra". Over 53% of the literary content in these textbooks consists of texts or stories in anIndonesian context, so educators should include learning materials that feature originalliterary works to increase students' exposure to Western culture.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim Ahmad Sugianto Ahsin Muhammad Ai Fatmawati Asyifa, Firly Aziz Lubis, Azhar Bachrudin Musthafa Budi Hermawan Budi Hermawan Bukhori Muslim, Ahmad Cicih Nuraeni Dallyono, Ruswan Damayanti, Ika Lestari Lestari Dewi Aria Dewi Novita Dhini Aulia Dinar Asri Dwita Rahmah Dyah Ayu T. Eddraoui, Bouchra Emi Emilia Emi Emilia Eri Kurniawan Eri Kurniawan Eri Kurniawan Fatmawati, Ai Fazri Nur Yusuf Fini Fitriani Fuad Abdul Hamied Hasbie Felayabi Honesty Yonanda Ayudhia Husain, Balqis Ika Lestari Damayanti Ismiati Purwaningsih Subiana Jayanti Megasari L. Lebedeva, Alexandra Lubis, Arif Husein Lukman Hakim Lukman Hakim Maryono, Geby Devtiana Meekaeo, Panusak Meidianti, Rindana Metty Agustine P. Metty Agustine Primary Muhamad Nova Muhammad Aziz Nurdinsyah Nainggolan, Bernard Richard Nenden Sri Lengkanawati Novia Trisanti Purnawarman, Pupung Putri, Thrisa Ananda Rahayu, Nurti Ramadhani, Fadhil Refi Aksep Sativa Restiseptya, Adisty Dyva Ridha Mardiani Romadhon Romadhon Sa'adah Ramadhiyah Samsudin, Didin Septiya Yuza Serly Rachmawati Sheila Nanda Siregar, Renol Aprico Sitti Nurfaidah, Sitti Sri Setyarini Subiana, Ismiati Purwaningsih Sudarsono Muhammad Ihrom Suherdi, Didi Supian Supian Suryatama, Kurniawan Triarisanti, Risa Velayeti Nurfitriana Ansas Wachyu Sundayana, Wachyu Wawan Gunawan Yuza, Septiya Zahirah, Fathimah Salma Zainurrahman, Zainurrahman