Article Per Year (5 Year)
p-Index From 2021 - 2026
3.035
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JALL (Journal of Applied Linguistics and Literacy) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Frasa: English Education and Literature Journal
Muhammad Handi Gunawan
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search
Journal : Indonesian EFL Journal

 1 
IDENTIFYING TEACHER PROFESSIONAL IDENTITY IN THE CONTENT OF PRE-SERVICE TEACHERS’ REFLECTION ON TEACHER’S TEACHING PRACTICUM Martina Mulyani; Muhammad Handi Gunawan; I Putu Indra Kusuma
Indonesian EFL Journal Vol 8, No 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5584

Abstract

 Teaching practicum is believed to be a program crucial for pre-service teachers to gain their teacher professional identity (TPI). The pre-service teachers (PST) who are able to fit the context and be reflective to cope with challenges in the program are believed to have the sense of TPI. Hence, a PST o pre-service teachers is expected to have deeper focus of reflection after experiencing teaching practicum. One of the tools to identify the TPI among PSTs is Onion Model, the model containing the five phases of structured reflection. Even though there are a large number of researches that examine the reflection of teaching practicum through the eyes of PSTs using a number of different tools, few are concerned with the focus of PST’s reflection to determine their TPI. This research employed case study and Onion Model as the tool of analysis, the study scrutinized the TPI among six PSTs who possess different intentions in joining the teacher college. The finding showed that, as a training session, teaching practicum is able to sharpen the TPI among PSTs. However, it cannot change those with multiple identities and fixed personalities who may think that conflicts in identities can lead to diminished well-being.Keywords: pre-service teacher; teacher professional identity; teaching practicum.
FOSTERING STUDENTS’ CRITICAL THINKING SKILLS THROUGH HIGH-LEVEL QUESTIONING IN ANALYTICAL EXPOSITION TEXT Muhammad Handi Gunawan; Erma Rahmawati; Didi Suherdi; Anni Kristanti Yunandami
Indonesian EFL Journal Vol 8, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i2.6437

Abstract

This study employed classroom action research and was conducted in two cycles. The main data were students’ written texts taken from the first cycle and the second cycle, and the teacher’s field notes. The texts were analyzed by examining the schematic structure and the linguistic features of an analytical exposition text. To measure students’ critical thinking, the texts were examined using the Critical Thinking Value Rubric developed by the Association of American Colleges and Universities (AACU). The findings showed that there are positive implications for the application of high-level questioning in students’ critical thinking skills. Furthermore, in comparison between the data gained in the first cycle and the second cycle, it shows that after the implementation of high-level questioning there are some improvements in all aspects of the critical thinking criteria such as issue, evidence, the influence of context, and conclusion based on the value rubric. Although there are some improvements, in terms of delivering the issue, and showing evidence, the students still have difficulties in explaining and elaborating their ideas clearly.Keywords: analytical exposition text; critical thinking; high-level questioning. 
EXPLORING EFL STUDENTS' PERCEPTIONS OF THE USE OF PODCAST/TED TALK IN EXTENSIVE LISTENING CLASS Muhammad Handi Gunawan; Indra Cipta Putra Mandiri; Didi Suherdi; Eisha Sabila Dieni Hanifa; Aninda Putri Gunawan
Indonesian EFL Journal Vol 9 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i1.7486

Abstract

Podcasts and TED Talks are currently the most widely used resources to facilitate extensive listening activities. Students can benefit greatly from the scaffolding provided by podcasts/TED Talks as they practise extensive listening. In light of the demographics of Indonesian EFL students, this article aims to perform a qualitative analysis of EFL students' perceptions on the usage of podcasts/TED Talks as resources for their extensive listening activities. The primary information of the analysis comes from a post-course reflection questionnaire that was given out. The experiences that the students had during the course are the main focus of this reflective questionnaire. Five of the 23 students were picked for an interview to further discuss their questionnaire responses. The findings of the study revealed that students have largely positive views of using podcasts/TED Talks inside and outside the classroom. The students perceived that listening to podcasts/TED Talks gives them freedom of choosing the topics, flexibility in strengthening their listening skills, and motivation to learn more about listening.Keywords: extensive listening; podcast; TED Talks
ENHANCING EFL LEARNING THROUGH PODCAST AUDIO-ASSISTED LISTENING Gunawan, Muhammad Handi; Damayanti, Hemalia; Hanifa, Eisha Sabila Dieni; Gunawan, Aninda Putri; Suherdi, Didi
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8782

Abstract

This study investigates students’ experience in using podcasts to support their learning in the classroom. This research involves 18 private senior high school students in West Java province. There are three instruments used in this study. Classroom observations from recorded videos are used to capture the listening activities conducted in the classroom and students’ responses. Students' opinions on the usage of podcasts are collected through a questionnaire that includes closed-ended questions with dichotomous (Yes/No) questions and elaborated answers on the choices. The interview session exposes the students' reactions to the podcast application, which aids students' listening skills. The study results show that students can use podcasts to scaffold their language-learning listening experiences. Furthermore, students find that listening to podcasts helps them focus and explore various intriguing topics.Keyword: Podcast; listening comprehension; listening skill. 
INVESTIGATING EFL LECTURERS’ ATTITUDES TOWARDS YOUTUBE AS A TOOL FOR EXTENSIVE LISTENING Alvina Salsabiela; Sri Setyarini; Muhammad Handi Gunawan
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10275

Abstract

Abstract: In Indonesia, teaching English, especially listening, is barely knowledgeable to be taught in teaching-learning activities. Furthermore, some obstacles come along with teachers’ competencies on how to conduct listening skills in teaching-learning activities to support the obstacles solved. YouTube is a knowledgeable tool and one of the motivating and collaborative learning resources that can promote extensive listening activities. Lecturers can utilize it since extensive listening provides an engaging listening practice in line with the usage of YouTube. The article aims to investigate the EFL lecturers' attitudes towards using YouTube as a tool for extensive listening. Open-ended questionnaires and semi-structured interviews collect the leading information to grasp the lecturers' experience during the course implementation. Two of three lecturers were selected to be interviewed for further information from the answers to the open-ended questionnaire. The study employs thematic analysis with supporting Nvivo 12 to organize the data. The findings revealed that lecturers have positive opinions about using YouTube as a tool for extensive listening. The lecturers admitted that implementing YouTube as extensive listening promotes the enjoyment and exposure input by students for lecturers, amounts of learning materials used, accessibility of learning materials is effortless, and high motivation about teaching listening.Keywords: YouTube; extensive listening; lecturers; attitude 
EXPLORING STUDENTS’ PERCEPTIONS OF INTENSIVE LISTENING IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION Aliya Hana Latifa; Deddy Suryana; Ari Arifin Danuwijaya; Muhammad Handi Gunawan
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11336

Abstract

Abstract: Intensive listening has gained significant attention in enhancing listening skills among students. While its benefits have been well documented in primary and secondary education, there is a notable gap in research regarding its implementation among university students. This study aims to address the gap by investigating the implementation of intensive listening at a higher education level, particularly exploring the students’ perceptions towards its implementation. By using a qualitative case study design, this study involved first-year students from English language education at one public university in Bandung, Indonesia. Data were collected using open-ended questionnaires, interviews, and classroom observation and analyzed thematically using NVivo software. Findings revealed that the students reported their positive perceptions regarding the implementation of intensive listening in the classroom which enhanced their listening skills, vocabulary, and pronunciation. Nevertheless, they encountered challenges with unfamiliar vocabulary, accent, and rate of speech. Several strategies to cope with the challenges were implemented, and it suggests the critical role of the lecturer in supporting the success of the implementation of intensive listening in the classroom.Keywords: Intensive listening; listening comprehension; listening strategies; university students. 
Co-Authors Aliya Hana Latifa Alvina Salsabiela Aninda Putri Gunawan Anni Kristanti Yunandami Ari Arifin Danuwijaya Atikah, Ade Lia Damayanti, Hemalia Deddy Suryana Didi Suherdi Dzul Rachman, Dzul Eisha Sabila Dieni Hanifa Erma Rahmawati Farhan Sila, Sava Fazri Nur Yusuf Fitri, Sherly Annisa Gunawan, Aninda Putri Gustine, Gin Gin Hanifa, Eisha Sabila Dieni I Putu Indra Kusuma Indra Cipta Putra Mandiri Indra Cipta Putra Mandiri Iyen Nurlaelawati Kennisa Tazkiya Hidayah Maharani, Nabilla Martina Mulyani Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Purnawarman, Pupung Rojab Siti Rodliyah Ruswandi, Syilva Adisty Siti Kayla Almira Minerva Sri Setyarini Sudarsono, Sudarsono M. I. Suharno Suharno Suherdi, Didi Suminar, Ririn Yunitasari, Devi