Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Scripta-English Department Journal Pioneer: Journal of Language and Literature SEVA
Sueb Sueb
Universitas Negeri Surabaya, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom Jibriil Ahmad Abdillah; Sueb Sueb
Pioneer: Journal of Language and Literature Vol 14 No 1 (2022)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v14i1.1706

Abstract

As the situation of the Covid-19 pandemic in Indonesia is gradually recovering, schools may reopen for limited face-to-face learning under particular measures during this transition period to the post-pandemic. This study aims to describe the implementation of blended learning and student motivation in secondary schools in limited face-to-face classes. This qualitative study collected the data through observation and questionnaires, involving two classes of junior high school students (N=70) of one urban public school in Sidoarjo, East Java, where blended learning was mandatory during the transition period. The results show a clear difference between the two modes; students who participated during the in-person learning session are more enthusiastic, engaged, and active during teaching and learning activities, while students who studied at home seemed quieter and less motivated to learn during the blended learning session. Students further considered blended learning as a way to increase their learning motivation. They were more interested in the subject and had an easier way to find material online. Furthermore, various types of activities such as group and pair work, collaborative learning, and individual learning can be used to increase students’ engagement and interests during communicative language practice. The extrinsic and intrinsic factors of students as learning drivers should be considered by the teacher before applying certain learning methods and learning approaches, especially for English learning after the pandemic.
The Implementation of Brain-Writing Strategy to Enhance Hortatory Essay in High School Students’ Writing Nahdah Mardhiyyatussa‘diyah; Sueb Sueb
Scripta : English Department Journal Vol. 10 No. 2 (2023)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v10i2.3662

Abstract

This research explores the implementation of the brain-writing strategy as an instructional approach to address the writing challenges encountered by students of secondary school level. Writing difficulties often arise due to incomplete involvement in the different stages of the writing process, especially a pre-writing stage. The aim of this study is to overcome the issues by utilizing the brain-writing strategy on the teaching of hortatory writing, while evaluating its impact on both student performance and perception. A triangulation mixed method was employed as the research design, integrating multiple data collection techniques from an observation, tests, and a classroom survey on perception. The study took place in a public high school, with a purposive sampling technique utilized to select 36 eleventh-grade students as participants. This sampling method ensured the deliberate selection of participants based on specific criteria pertinent to the research objectives. The findings that was collected from some observations illuminated the implementation of brain-writing strategy as an instructional strategy to enhance students’ writing skills, especially in the content and structure. Through the analysis of data collected via various methods, the researchers gained insights into the improvements in students’ performance and their perceptions of the strategy. This research contributes to the existing knowledge on effective writing instruction and offers valuable information for educators seeking innovative strategies to enhance students’ hortatory writing abilities. Ultimately, the findings aim to inform educational practices and assist students in overcoming writing challenges.
PROFESSIONAL DEVELOPMENT PROGRAM IN CRITICAL THINKING PEDAGOGY: Sueb Sueb; Ira Luik
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8041

Abstract

This qualitative study examines how a professional development program focusing on critical literacy and argumentative writing fostered reflective practice and strengthened critical thinking pedagogy among English teachers in Surabaya. The program was initiated following a needs analysis indicating that existing literacy education emphasized reading habits but lacked critical engagement with texts. Thirty-two senior high school English teachers from seven purposively selected schools participated in a three-session workshop covering critical thinking, critical literacy, and critical writing. Data were collected through reflective inquiry responses and analyzed using thematic coding. The findings reveal four major themes: (1) development of reflective awareness, (2) strengthened understanding of critical thinking pedagogy, (3) renewed engagement with academic writing practices, and (4) increased professional confidence for classroom implementation. The study highlights reflective practice as a key mechanism linking professional development to teacher empowerment. Although based on self-reported reflections, the findings suggest that integrating reflective inquiry into professional development initiatives can initiate meaningful pedagogical transformation in literacy education.
Co-Authors Ira Luik Jibriil Ahmad Abdillah Nahdah Mardhiyyatussa‘diyah