Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Tell : Teaching of English Language and Literature Journal Globish: An English-Indonesian Journal for English, Education, and Culture J-REaLL
Sueb Sueb
Universitas Negeri Surabaya
Arts 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 
THE USE OF MICROSOFT TEAMS AS AN ONLINE PLATFORM IN ELT CLASSROOM DURING THE PANDEMIC: STUDENTS’ PERCEPTION Zahra Elbanisa; Sueb Sueb
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 11, No 2 (2022): Globish (An English-Indonesian journal for English, Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v11i2.6462

Abstract

During the COVID-19 pandemic, Indonesia is currently implementing a new policy that is teaching and learning activities from a distance, or we can call it learning from home or online learning. All education institutions require teachers and students to use online platforms to continue the learning process. The research aimed to find out the students’ perception of using Microsoft Teams as an online platform during the pandemic. This research was categorized as an explanatory-sequence approach. This study involved 8th-grade students (N=18) from the public junior high school in Surabaya. Eighteen items of questionnaires have been distributed. The findings revealed that the majority of the students involved in this study have a good perspective on using Microsoft Teams as an online platform; because of the ease of the use of Microsoft Teams, the students feel that the features of Microsoft Teams are pretty useful for them as the students, but even though most of them enjoy using Microsoft Teams, they prefer to choose to do classical learning which can be known as traditional learning.
A reflective study on Indonesian English teacher's expectation from teacher forum for professional development Sueb Sueb; Ririn Pusparini; Anis Trisusana; Esti Kurniasih; Nur Chakim
Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v1i1.6116

Abstract

Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.
Collaborative translanguaging in Indonesian–Thai EFL co-teaching: Negotiating linguistic resources in multilingual classrooms Devinna Muhimatul Ulya; Supavadee Konggrapan; Sueb Sueb
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.31501

Abstract

English language teaching in multilingual contexts often requires flexible pedagogical approaches to accommodate learners’ diverse linguistic resources. In Southeast Asian EFL classrooms, translanguaging has increasingly been recognized as a strategy that enables teachers and students to integrate multiple languages to facilitate learning. This study investigates how translanguaging functions as a collaborative pedagogical practice in an EFL classroom involving an Indonesian pre-service teacher and a Thai teacher. Using a qualitative retrospective case study design, the study collected data through reflective dialogue sessions with the two teachers following their collaborative teaching experience. The dialogues were analyzed thematically to identify patterns of translanguaging practices and teacher collaboration during classroom interaction. The findings reveal two analytical dimensions. First, translanguaging practices emerged through instructional translation, multimodal explanation, orthographic mediation, phonological mediation, and affective support for learners. Second, translanguaging was collaboratively negotiated through complementary linguistic roles, spontaneous language switching, teacher-teacher mediation, collaborative classroom management, and professional confidence support. These findings suggest that translanguaging functions not only as an instructional strategy but also as a collaborative pedagogical process that enables teachers to coordinate their linguistic resources in multilingual classrooms. The study highlights the importance of collaborative teaching and reflective practice in supporting translanguaging pedagogy in EFL contexts.
Co-Authors Anis Trisusana Devinna Muhimatul Ulya Esti Kurniasih Nur Chakim Ririn Pusparini Supavadee Konggrapan Zahra Elbanisa