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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal English Education: Jurnal Tadris Bahasa Inggris English Review: Journal of English Education Loquen: English Studies Journal Journal of English Language Teaching Innovations and Materials (Jeltim) Tsaqafatuna: Jurnal Ilmu Pendidikan Islam JOLLT Journal of Languages and Language Teaching JEPAL (Journal of English Pedagogy and Applied Linguistics) English Journal Literacy Utama Journal of Language and Literature Studies Cerdika: Jurnal Ilmiah Indonesia Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research Journal of English Education and Teacher Trainer Quality ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Tedi Rohadi
IAIN Syekh Nurjati Cirebon, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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ASSISTING STUDENTS TO ATTACK WRITING TASKS ON IELTS TEST WITH “PROBING TECHNIQUE” Tedi Rohadi
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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

Abstract

Abstract:  Writing section on IELTS test is commonly considered one of the most difficult parts of test.  The test takers can’t even understand what to do with the tasks provided. They eventually write without clearly knowing the expected direction. Therefore, there should be a fastest way to well equip students to successfully cope with such hindrances. This paper is an action research report of how to make students better understand and answer writing tasks on IELTS test by employing probing techniques  as one of test taking strategies. The paper will preliminarily elaborate the characteristics or nature of  IELTS test in general and  writing section consisting two different tasks in particular including its indicators of what expected kind of writing the testees  should be aware of. It will then discuss probing techniques in details. The attack strategies and their  sequential implementation  will afterward be discussed. The technique will assist students to respectively understand what and how to plan and write effectively on the test.Keywords: IELTS test, writing section, writing tasks, probing, attack strategies
Critical Literacy Based Instructional Reading Materials Tedi Rohadi
Loquen Vol 11 No 1 (2018): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.293 KB) | DOI: 10.32678/loquen.v11i01.1030

Abstract

ABSTRACT The study aims at developing and producing a set of instructional materials used as a model of teaching/learning materials of critical reading. The model is developed through stages and procedures of research and development methods. The results of the study show that; a) the existing instructional materials in certain extent referring to students’ and lecturers incompatibility requires variation in terms of new reading approach, skills to be trained, and types of activities; b) the type of critical reading to be developed is critical literacy; c) the models resulted from the study are theoretically and practically eligible and feasible in accordance to a panel of expert judgement; d) the models are empirically proven effective to improve student's skills in reading critically; e) the final models comprise of students learning materials, teachers guidance/manual, and some supporting materials.
A Multi-Level Collaborative and Cooperative Writing Class in Inducing Character Building (A Model of An Integration Between Teaching Writing and Character Education) TEDI ROHADI
English Journal Literacy Utama Vol. 3 No. 1 (2019): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (134.896 KB) | DOI: 10.33197/ejlutama.vol3.iss1.2019.35

Abstract

Character education should not plainly implicate socially-authorize pattern for such character as honesty and perseverance, but also and perhaps more importantly it should provide the ways in which the students believe of their own conception selves, and their essential qualities that will back the actualization of those selves. This conceit may require a more personalized or less formulaic appropriate to inscribe instruction, but the compensation of such transformations of instructive goals and methods might well be the revitalization of democratic society in Indonesia. Taking that into account, a multi-level collaborative and cooperative writing class, in a more specific context and scope, classroom practices, provides one of breakthroughs toward this direction. This model of writing class is either implicitly or explicitly integrated with character education. The paper is a report of a research and development. Theories and concepts supporting the study will initiate the paper. The next part of the paper will explore the so called
A POTRAIT OF SENIOR HIGH SCHOOL STUDENTS Tedi Rohadi; Edy Waloyo; Dini Avida Ulfi
English Journal Literacy Utama Vol. 5 No. 1 (2020): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.603 KB) | DOI: 10.33197/ejlutama.vol5.iss1.2020.485

Abstract

The aim of this research is to investigate the senior high school students
EXPLORING EFL LEARNERS’ AGENCY IN ONLINE ENGLISH LANGUAGE TEACHING DURING THE COVID 19 PANDEMIC Tedi Rohadi; Listiana Ikawati; Muhsiyana Nurul Aisyiyah
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.6801

Abstract

This qualitative descriptive study intends to investigate how student agency skills were affected by online EFL instruction during the COVID-19 epidemic, as well as how it would have affected future learning and teaching. The study focuses on pre-service student teachers in Indonesia, aiming to equip them with the necessary skills for academic success and the modern job market. The results show that learners' agency was essential to their adjustment to the online learning environment, especially when taking into account elements like choice, fairness, participation, interest, motivation, self-efficacy, teacher support, and peer support. Moreover, the study highlights the importance of fostering student agency in EFL teaching and learning activities, which not only provide content-based learning but also create collaborative language learning environments that empower learners to utilize a variety of online resources and tools. Overall, this study provides insights into the effective implementation of online language education during unprecedented times while emphasizing the importance of student agency for successful EFL learning and teaching.
ONLINE SPEAKING ASSESSMENT DURING THE COVID PANDEMIC: : Impelementation, Problems, and Strategic Solutions Tedi Rohadi
English Journal Literacy Utama Vol. 7 No. 2 (2023): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/ejlutama.v7i2.196

Abstract

Assessment is one of the basic elements of the teaching and learning process. With assessment, teachers can measure students' abilities. Teachers can measure the competencies that students achieve during the teaching process. In this pandemic era, the activity of the teaching process does not apply in the classroom. However, the teaching process can be applied online using technology. The objectives of this study are: (1) For the online voice assessment feature; (2) Investigate the implementation of online assessment of speaking skills in vocational schools; (3) Research the gaps and solutions to overcome the gaps in the implementation of online voice assessment in the pandemic era with 21st century skills. This study uses a qualitative model description to investigate the case design. The researcher collects data through interviews. The interview was conducted with an English teacher who teaches grade 12 of one of the SMKN in Kota Cirebon. The results of this study showed that the implementation of online speaking skills assessment is using WhatApp as a means of communication in the learning and assessment process, and speaking tasks are guided by using video dialogues and video presentations. The problems experienced by teachers in carrying out online speaking assessment are students' ability to think critically and responsibility to perform and fulfil the tasks; the limited media used in the online speaking skills assessment which is just WhatsApp, the kind of speaking task that is not compatible with 21st century skills. Then there are solutions to counter those problems are by teachers motivating students, guiding students in critical thinking and last but not least the role of government in developing and introducing how to use online platforms.
Exploring the Use of Mobile-Assisted Language Learning (Mall) for EFL Learning at A Junior High School in Cirebon shofwaturrahmah, shofwaturrahmah; Rohadi, Tedi; Yavani, Zakky
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.307

Abstract

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.
Analysis of entrepreneurship core competency and curriculum integrated with local culture and products Djubaedi, Dedi; Rohadi, Tedi; Hidayat, Abas; Kodama, Yayoi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28147

Abstract

Incorporating entrepreneurship into education is an alternative solution to improve the quality of school graduates. This study aims to deeply analyze some of the components of entrepreneurship core competency and curriculum integrated with several local cultural advantages and local products. The method used to analyze in depth the components used the structural equation model (SEM). The total sample was 180 respondents, with the details being Indonesian public and private high school teachers, curriculum experts, and professional entrepreneurs from Kitakyushu University Japan and IAIN Syekh Nurjati Indonesia. The results show that the entrepreneurial core competencies are significantly related to a curriculum integrated with local culture and products. Path analysis shows that each indicator of entrepreneurial core competence and integrated curriculum with cultural advantages and local products are interrelated and significantly influence each other. Entrepreneurship education is relevant for creating graduates with additional abilities. Curriculum integration of the advantages of local culture and products can also foster students' love for local culture and products as a national identity. The research contributes to providing information and recommendations to teachers and schools about the importance of entrepreneurship core competencies. Besides that, it proves that entrepreneurship learning for high school students is more accessible through the local culture and product approaches.
The Implementation of Advocacy Method on Learning English Speaking at Senior High School Anida, Ai Siti; Rohadi, Tedi; Rifai, Ahmad
English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 1 (2024): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v17i1.18524

Abstract

In a classroom learning environment, appropriate learning methods are essential for success. Effective methods help teachers deliver material optimally and enable students to absorb it effectively. The advocacy learning method, which is student-centered and debate-based, fosters critical thinking, increases confidence in speaking English, and deepens students' insights. This study aims to: 1) describe the implementation of advocacy methods in classroom learning, and 2) gather students' opinions on the advocacy method used during lessons. A descriptive qualitative research design with a case study approach was employed. Data were collected through observation, interviews, and documentation. Findings indicate that: 1) the advocacy method is effectively implemented in senior high school English classes, fulfilling all necessary elements of debating activities and encouraging students to speak English more confidently, and 2) students' responses to the advocacy method are generally positive, as evidenced by their enthusiasm and data from interviews, observations, and documentation
Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design Rohadi, Tedi; Anugrah, Imani; Dedi, Sulaeman; Muhammad, Aminuddin; Shofia, Mardhiyah; Geng, Hui; Khan, Mohammad Ekramul Islam
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.97197

Abstract

This study investigates the extent to which EFL students demonstrate agency in deep learning processes during academic writing tasks, using an explanatory sequential mixed-methods design. Situated in the academic writing course at an Islamic university in West Java, Indonesia, the study involved 35 fourth-semester ELT students. Phase one utilized a self-report questionnaire to measure learners"™ perceived agency in planning, reflecting, making choices, transferring knowledge, and interacting with others. In phase two, semi-structured interviews explored students"™ lived experiences and behaviors across these dimensions. Quantitative results revealed generally high levels of perceived agency, particularly in goal-setting, strategy use, and reflection. Qualitative data enriched this picture, portraying that learners actively engaged with feedback, exercised autonomy in rhetorical decisions, and applied writing strategies across disciplines. The integration of findings highlighted that learner agency in writing is both intentional and developmental manifesting through personal effort, relational dialogue, and contextual adaptation. This study provides new insights by framing agency as both an intentional and developmental construct within deep learning processes"”an area that remains underexplored in EFL writing research. By explicitly linking learner agency with the mechanisms of deep learning, the study advances current understanding and calls for pedagogical approaches that scaffold autonomy, reflection, and knowledge transfer in EFL writing instruction. Keywords: academic writing, deep learning, EFL writing, learner agency, mixed-methods research How to cite this paper: Rohadi, T., Imani, A., Sulaeman, D., Aminuddin, M., Mardhiyah, S., Geng, H., & Khan, M. E. I. (2025). Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design. Journal of English Language Teaching Innovations and Materials, 7(2), 1"“20. https://doi.org/10.26418/jeltim.v7i2.97197
Co-Authors Ahmad Rifai Anida, Ai Siti Anugrah, Imani Arofah, Fidella Nur Dedi, Sulaeman Dini Avida Ulfi Dini Utami Djubaedi, Dedi Fadillah, Ega Nur Fauziyyah, Gesha Lailatul Geng, Hui Hendi Hidayat Hidayat, Abas Imani, Anugrah Khan, Mohammad Ekramul Islam Kodama, Yayoi Kuraesin, Cicin Listiana Ikawati Muhammad Aminuddin, Muhammad Muhammad, Aminuddin Muhsiyana Nurul Aisyiyah Ruminda Ruminda Shofia, Mardhiyah shofwaturrahmah, shofwaturrahmah Sulaeman, ⁠Dedi Try Oktaviani Shalehah Ulfi, Dini Avida Waloyo, Edy zakky yavani zakky yavani, zakky