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All Journal Cakrawala Pendidikan 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 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 Jurnal Ilmu Pendidikan
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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Teachers’ Perception toward the Quality of Writing Assessment Ayudhia, Honesty Yonanda; Sukyadi, Didi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v3i1.148

Abstract

Writing assessment in senior high school is one of an interesting issue since assessing writing is not a simple task for the teachers. It requires some consideration for the teachers when comes to writing assessment, such as the limited time to let the students write, and even how to give a score to the students’ writing. Some researchers in their research about writing assessment argue about the issue such as validity and reliability of the writing assessment, yet it did not describe the other main points that build a good writing assessment. So, this paper will examine senior high school teachers’ perception toward the quality of writing assessment. The quality was based on five criteria; they are practicality, reliability, validity, authenticity, and washback factor. The population of this research was English teachers in Indonesia, and the respondents were taken by using random sampling technique. This descriptive research used open-ended questionnaire as an instrument. The result showed that the assessment that were usually used by teachers in writing class were reliable, valid and had washback effects. However, the assessment had not practical and authentic yet.
Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism Felayabi, Hasbie; Purnawarman, Pupung; Sukyadi, Didi
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.44130

Abstract

Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.
Developing a proficiency test of Academic English in the Indonesian higher education context Didi Sukyadi; Fuad Abdul Hamied; Ika Damayanti; Ari Arifin Danuwijaya; Lukman Hakim; Firly Asyifa
Jurnal Cakrawala Pendidikan Vol. 45 No. 2 (2026): Cakrawala Pendidikan (June 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i2.95780

Abstract

Standardized tests remain crucial for students whose first language is not English in today’s globalized world, despite ongoing debates about their suitability. The purpose of this research is to develop an academic English proficiency test for higher education in Indonesia. The data were derived from a needs analysis conducted through focus group discussions (FGDs) and a pre-survey for the existing academic English proficiency test, followed by a test design process: creating a test blueprint and developing question items, and a second survey following a trial test with 538 test takers. The findings indicate that adjustments were required to the test format and duration, a basis for developing a new test format. Additionally, students reported a preference for computer-based tests. During the test design process, the research team revised the test, retained the test objectives, and modified the test item types. Lastly, post-test feedback and item analysis indicated an imbalance in item difficulty in the Structure and Written Expression section, while the Academic Listening and Academic Reading sections demonstrated relatively balanced difficulty levels. Overall, the findings of this research indicate a desire to revisit and refine the existing test to better meet students’ needs while maintaining its objectives.
Lessons learned from investigating EFL pre-service teachers competencies Didi Sukyadi; Ika Lestari Lestari Damayanti; Fuad Abdul Hamied; Wawan Gunawan; Kurniawan Suryatama; Firly Asyifa
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.
A critical content analysis of writing materials covered in Indonesian high school English textbooks Renol Aprico Siregar; Didi Sukyadi; Fazri Nur Yusuf
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30169

Abstract

Despite many studies addressing writing materials in English language learning textbooks in the Indonesian context, few reported the conformity of the English writing materials in senior high school textbooks intended for the 2013 curriculum to the genre of written language paradigm. The present study critically analyzed the existing writing materials covered in Indonesian senior high school textbooks. The data sources for this research were three English textbooks designed for three levels of senior high school students in Indonesia. The writing materials were selected from the textbooks as the representatives of the analysis objects. The data were analyzed following content analysis by integrating Brown (2004) as the conceptual framework. The results reveal that the writing materials are consistent with the framework. The books cover all text genres, including academic, professional, and personal writing. However, not all framework-informed sub-categories of texts are reflected in the writing materials of the examined textbooks. In addition, the evaluated textbooks emphasize student exposure to intensive writing tasks (grammatical transformation, short-answer sentence completion, and picture-cued tasks) and extensive writing tasks (paragraph construction, guided question and answer, and paraphrasing). These results highlight the need to align textbooks with the curriculum genre of the written language paradigm and to balance intensive and extensive writing tasks to prepare students for real-life writing situations.
Revealing Multimodal Resources in Teaching-Learning Process for Deaf Students Fathimah Salma Zahirah; Didi Sukyadi
INKLUSI Vol. 5 No. 2 (2018)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.505 KB) | DOI: 10.14421/ijds.050201

Abstract

Deaf students need special treatment for gaining communication skills. Regarding this problem, there has been a new method called Maternal Reflective Method (also known as MRM) that encourages the deaf students to speak using their articulation organs simultaneously with the Indonesian Sign Language. This study aims to discover how nonverbal communication, including touch, body movement, and paralanguage are implemented in a teaching-learning discourse in the kindergarten classroom for the deaf children. The method used by the teacher in delivering the teaching material is the main focus to see the variation of pedagogic multimodal resources. The modes found are also scrutinized due to their communicative implication nature; in regard to Jakobson’s framework on the language functions: referential, emotive, conative, phatic, metalingual, and poetic. The results indicate that most of the time the teacher uses multimodal resources for commanding, prohibiting, and inviting the students in relation to the conative function of language.[Siswa Tuli membutuhkan penanganan khusus dalam mendapatkan kemampuan komunikasi. Berdasarkan hal tersebut, terdapat satu metode bernama Metode Maternal Reflektif (dikenal sebagai MMR) yang mendorong siswa Tuli untuk berbicara menggunakan organ artikulasi bersamaan dengan bahasa isyarat. Penelitian ini bertujuan untuk menelaah bagaimana komunikasi non-verbal, termasuk sentuhan, pergerakan tubuh, dan aspek paralingua diimplementasikan dalam wacana belajar-mengajar di kelas taman kanak-kanak untuk siswa tuli. Metode yang digunakan oleh guru dalam menyampaikan bahan ajar merupakan kunci dalam pencarian variasi sumber daya multimodal pedagogis. Moda-moda yang ditemukan juga diklasifikasikan berdasarkan ciri komunikatifnya; menggunakan teori Jakobson dalam fungsi bahasa: referensial, emotif, konatif, fatis, metalingual, dan puitis. Hasil penelitian mengindikasikan bahwa guru seringkali menggunakan sumber daya multimodal untuk memerintah, melarang, dan mengajak siswa sesuai dengan fungsi konatif bahasa.]
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 | 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.
Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers Metty Agustine Primary; Emi Emilia; Didi Sukyadi
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6068

Abstract

Program evaluation (henceforth PE) is a phase of curriculum development in the ELT context and is precious for improving curriculum reform. However, more research needs to be undertaken to investigate PE as a part of the English curriculum development for young learners
Kesalahan Sintaksis dalam Tulisan Pembelajaran Bahasa Inggris dan Upaya Perbaikannya melalui Teknik Menulis Kolaboratif Didi Sukyadi
Jurnal Ilmu Pendidikan Vol. 12 No. 2 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i22005p%p

Abstract

This study aims to examine whether the variables of syntactic knowledge, analytic skill, and paraphrasing skill contribute to the syntactical errors found in students composition. Ex-post-facto and experimental designs were employed, involving 70 students of Indonesia University of Education. The results suggest that the students syntactical errors were caused by lack of proofreading or reviewing activities rather than the variables mentioned above. Collaborative writing technigues were then offered to minimize the errors, which was found to be effective.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim Ahmad Sugianto Ahsin Muhammad Ai Fatmawati Ari Arifin Danuwijaya Aziz Lubis, Azhar Bachrudin Musthafa Budi Hermawan Bukhori Muslim, Ahmad Cicih Nuraeni Dallyono, Ruswan 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 Fathimah Salma Zahirah Fazri Nur Yusuf Felayabi, Hasbie Fini Fitriani Firly Asyifa Fuad Abdul Hamied Gunawan, Wawan Honesty Yonanda Ayudhia Husain, Balqis Ika Damayanti Ika Lestari Damayanti Ika Lestari Lestari Damayanti Ismiati Purwaningsih Subiana Jayanti Megasari KURNIAWAN SURYATAMA 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 Renol Aprico Siregar Restiseptya, Adisty Dyva Ridha Mardiani Romadhon Romadhon Sa'adah Ramadhiyah Samsudin, Didin Septiya Yuza Serly Rachmawati Sheila Nanda Sitti Nurfaidah Sri Setyarini Subiana, Ismiati Purwaningsih Sudarsono Muhammad Ihrom Suherdi, Didi Supian Supian Triarisanti, Risa Velayeti Nurfitriana Ansas Wachyu Sundayana, Wachyu Yuza, Septiya Z Zainurrahman