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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education Journal of English and Education Lingua Cultura ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language Studies ELT Forum: Journal of English Language Teaching Indonesian Journal of Curriculum and Educational Technology Studies Tell : Teaching of English Language and Literature Journal POLYGLOT Indonesian EFL Journal UICELL Conference Proceeding Linguistic, English Education and Art (LEEA) Journal English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Voices of English Language Education Society Humaniora PROJECT (Professional Journal of English Education) ELT in Focus Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Inspiring: English Education Journal J-REaLL Journal of Educational Experts (JEE) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Linguistic, English Education and Art (LEEA) Journal ALLURE JOURNAL Journal of Nusantara Education Studies in English Language and Education TELL - US JOURNAL ICONESTH NaCoLET
Purnawarman, Pupung
Indonesia University Of Education
Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Providing teaching resources for young learner classes: Best practices in efl context Isry Laila Syathroh; Bachrudin Musthafa; Pupung Purnawarman
ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v2i2.3054

Abstract

The availability of teaching resources is one of important factors to create successful lessons in teaching English to young learners (TEYL). Teachers can use flashcards, toys, songs, rhymes, books, audio visual materials, digital recourses and others to support teaching and learning process. Ready-made materials are available in stores, however they are usually expensive. The aim of this article is to share one of the best practices in providing resources for young learners in learning English. In the academic year of 2018, 40 students of English Department of IKIP Siliwangi took English for Young Learners (EYL) course for two credit hours. This is the second subject which is related to teaching young learners after they learned TEYL subjects as the perquisite subject in the previous year. In this course, students re-learned the concept of TEYL and the concepts how to provide teaching materials and resources for TEYL classes. At the end of the course, they should show their projects and demonstrate how to use them in TEYL. The findings reveal that students’ are very creative in designing resources for TEYL classes. This ability is very crucial in order to create child-friendly pedagogy in EYL classrooms.
COMPREHENSION PROCESSES AND CRITICAL THINKING SKILLS IN TWO UNIVERSITY ENTRANCE EXAMS IN INDONESIA: A CONTENT ANALYSIS OF THE SBMPTN AND THE SIMAK UI 2008-2019 Bernard Richard Nainggolan; Pupung Purnawarman; Didi Sukyadi
Polyglot Vol 18, No 1 (2022): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v18i1.4908

Abstract

Language testing development intervened with cognitive processes and higher-order thinking skills (HOTS) has impacted the English tests, included Indonesian university entrance exams within a decade. State universities in Indonesia which are in demand to the high quality of their candidates have conducted a highly reputable entrance exams to select their best candidates. However, less research was conducted to investigate the trend of English questions in the scope of university entrance tests. This study aimed to investigate trends of English questions tested in both the SBMPTN (national university entrance exams) and the SIMAK UI (Universitas Indonesia’s entrance exams) in a decade (from 2009 to 2018). The study design was a mixed-method employing content analysis to English questions (quantitatively and qualitatively).  The findings revealed; 1) types of questions tested, 2) comprehension processes, 3) and higher-order thinking questions, and 4) construction MCQs to promote critical thinking skills in both entrance exams. Finally, implications of the findings were elaborated.Bahasa Indonesia Abstrak: Ujian Saringan Masuk (USM), khususnya soal bahasa Inggris, dipercaya dapat mengambarkan pemahamanan dan kemampuan berpikir kritis para kandidat. Oleh karena itu, penelitian terhadap USM menjadi sangat signifikan. Nyatanya, penelitian tentang USM sangat jarang dan tren terhadap soal-soal bahasa Inggris terbatas. Penelitian ini bertujuan untuk menyelidiki tren dalam proses pemahaman dan kemampuan berpikir tingkat tinggi yang termanifestasi dalam Ujian Seleksi Masuk UI (SIMAK UI) dalam satu dekade belakangan (2009-2018). Dengan menggunakan metode campuran content analysis, pertanyaan-pertanyaan dianalisa secara kualitatif dan kuantitatif dan menghasil beberapa temuan seperti 1) jenis pertanyaan yang diuji, 2) proses pemahaman, 3)  pertanyaan  untuk kemampuan berpikir tingkat tinggi, dan 4)konstruksi pembuatan pertanyaan pilihan ganda yang bertujuan meningkatkan kemampuan berpikir kritis. Implikasi dari temuan ini juga dijelaskan. 
The Relationship between Indonesian Online Learners’ Learning Strategies and Learner-Instructor Interaction in Massive Open Online Course (MOOC) Elysa Ratna Astuti; Marco Alexandro; Pupung Purnawarman
Humaniora Vol. 8 No. 3 (2017): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v8i3.3737

Abstract

This study aimed to expose the Indonesian online learners’ learning strategies used in MOOC and investigated the relationship between the learning strategies and learner-instructor interaction in MOOC. The method employed was quantitative research and used the correlational study. The data for this study were collected from 500 Indonesian online learners (359 females and 141 males) who enrolled in Sekolah TOEFL, one of the MOOCs in Indonesia. This study used translated and modified version of Motivated Strategies for Learning Questionnaire (MSLQ), students’ experience in e-learning questionnaire, and learner-instructor interaction in the online course. The three questionnaires were distributed through an electronic survey site, Google FormTM. The data were analyzed using descriptive statistics and Pearson Product Moment Formula to correlate both learning strategies and learner-instructor interaction. The findings enrich our understanding of learners’ learning strategies that are used in MOOC and reveal the relation of the learning strategies and learner-instructor interaction in MOOC.
EXPLORING AN ONLINE LANGUAGE TEACHING TASK DESIGN AND ITS IMPLEMENTATION: A CASE STUDY IN AN ONLINE COURSE Romadhon Romadhon; Didi Sukyadi; Pupung Purnawarman
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

During the outbreak issues, English online courses become an alternative for students to deepen and strengthen their English proficiency. Task-based language teaching (TBLT) in an online environment requires a framework that teachers or developers follow. As in schools, online courses also have a task design to guide teaching and learning. Hence, it is essential to investigate an online language task design and also its implementions whether based on any framework or not. This study conducted a qualitative case study design focusing on a newly established English online course as the main resource for collecting detailed and in-depth data. Since it was recently established, it has provided relevant data on how a task design was developed. Therefore, this study explores a task design in a recently established online course using Hampel's an online language teaching framework (2006), consisting of three levels: approach, design, and procedure. Data collections were taken from an open-ended questionnaire of all tutors using a google form, document analysis of the syllabus of the beginner class level, and classroom observation from recorded videos of the learning process. Those data were analyzed using Hampel’s framework to present approach, design, and procedure the online course embodied. The findings show that the online course followed the Hampel's online language teaching framework from the task design to implementations. Even though implicitly implemented, the online course incorporated second language acquisition, sociocultural and medium, mode, and affordance. Its design and procedure only consisted of the content's organization and objectives without further information about instructional teaching and medium, modes, and affordance. This study is appropriate as a recommendation for online English language teaching provided by online courses or formal schools to rethink their task design.
Teachers’ Perspectives of Strategies on Managing Students’ Misbehavior during Synchronous Online Learning Refi Aksep Sativa; Didi Sukyadi; Pupung Purnawarman
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

The worldwide pandemic has compelled the teaching and learning process to be conducted entirely online. Having expertise in teaching in a face-to-face setting does not ensure success in dealing with students’ misbehavior in synchronous online classrooms. The behavior issues that arose during virtual learning have increased both teachers’ and students’ stress levels and disrupted the flow of the lessons. The purpose of this paper was to collect examples of students’ misbehavior and the strategies employed by the teachers to address them in an online class. A phenomenology case study was used to study the participants’ experience. An online survey was used to ask open-ended and closed-ended questions, with an interview following to discuss the results in more significant detail. This study enlisted the help of twenty-two English teachers who taught synchronous online classes. The findings offered some practical solutions for dealing with behavior issues in online learning and suggestions for further research.
A STUDY ON INDONESIAN TEACHERS’ USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING Isry Laila Syathroh; Bachrudin - Musthafa; Pupung - Purnawarman
Journal Of Educational Experts (JEE) Vol 3, No 1 (2020): Journal of Educational Experts (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v3i1p01-12

Abstract

Since 1960, technology has been used as one of educational tools to help teachers in teaching learning process. In the context of foreign language teaching, technology is utilized for various reasons and purposes. A questionnaire was distributed to 150 English as foreign Language (EFL) teachers in West Java to investigate the use of technology in their EFL classroom. Specifically, this paper reports the type of technology which teachers usually use in teaching English and also elaborate the reasons why teachers apply technology in their classrooms. Finally, this paper explores teachers’ attitudes on the use of technology in language teaching.
THE USE OF GOOGLE CLASSROOM FOR DISTANCE LEARNING IN THE CURRENT COVID-19 SITUATION AT THE VOCATIONAL SCHOOL CONTEXTS IN INDONESIA Lia Novita; Pupung Purnawarman; Didi Suherli
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6276

Abstract

The aims of this study are to find out how to implement optimization using Google classroom in the distance learning process at vocational school, students’ response towards it, and whether it can achieve the learning objectives at vocational school. This qualitative study used exploratory sequential mixed methods with observation and questionnaires, analyze the results and then strengthen it with quantitative research (test) by using two groups consisting of the experimental group and the control group. This research was carried out in one of the existing Vocational Schools in West Java and used the 184 twelfth grade students of the academic year 2020/2021 using purposive sampling technique. The sample was the students from Computer and Network Engineering program, each subject taken from the population is chosen intentionally based on the class group selection. For data collection techniques, this study used observation, questionnaire with closed ended question, and test. Based on the data, the results of this research that have been carried out, that: (1) application of optimization using Google classroom in the Distance Learning process shows that the Distance Learning process carried out which run well and in accordance with classroom learning procedures starting from making classes, changing the old class themes, making general information about subjects, making subject matter, making and starting assignments, students working on assignments, until the teacher evaluates the results of the assignment. (2) Student responses to the use of Google classroom for Distance Learning were very good. (3) Distance Learning using Google classroom can achieve the learning objectives. 
Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism Hasbie Felayabi; Pupung Purnawarman; Didi Sukyadi
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.
LOW ENGLISH PROFICIENCY STUDENTS’ ORAL INTERACTION WITH NATIVE SPEAKER THROUGH SKYPE Imelda Wahyuni Husein; Pupung Purnawarman
Edusentris VOL 6, NO 2 (2019): JULI
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (312.815 KB) | DOI: 10.17509/edusentris.v6i2.466

Abstract

There are many students in Indonesia who are afraid of speaking in English. The lack of vocabulary, fluency, accuracy, and also exposure makes it difficult for students to be confident speaking English. This study aimed to investigate how low English proficiency students interact with a native speaker of English and what they feel following the conversation. This study used qualitative research involving four 10th grade students in one of vocational high schools in Bandung, Indonesia. The sample was taken purposively in order to get the uniqueness. Observations were conducted in this study to observe four low English proficiency students’ interaction with native speaker of English during 10 meetings. An interview was also conducted to find out what students feel when they have a conversation and whether they feel an improvement in their speaking skill. The data were collected based on observation and interview results. According to the observation findings, low English proficiency students experience an improvement in their speaking skill after interacting with a native speaker even if they faced difficulties. The interview results show that they are more confident in speaking English after having a conversation with a native speaker. Therefore, it is suggested that if it is necessary, the teachers make a collaboration or work together with native speakers in order to improve students’ speaking skill.
An evaluation of English e-book ‘Think Globally Act Locally’ for the ninth graders Sri Meiweni Basra; Pupung Purnawarman
Journal on English as a Foreign Language Vol 8, No 1 (2018): Issued in March 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i1.647

Abstract

This research investigated whether the 2013 curriculum English electronic book (e-book) ‘Think Globally Act Locally’ was categorized as a good quality e-book and how the e-book represented the criteria of a good quality e-book. By using the principle of qualitative research, a criteria checklist was used as the research instrument. The result showed that the e-book met 59% out of 66 criteria of a good quality e-book. The strengths of the e-book were in terms of the relation between the content provided and students’ real-life situation, amount of exposure of speaking skills and grammar, and its appealing physical appearance. However, drawbacks such as failures to promote target culture learning, to expose language skills and sub-skills equally and to accommodate supplementary materials and digital features were found. The findings of the research showed that improvements toward the e-book should be made. Hopefully, this research provides insights for e-book writers to create more improved e-books by meeting the criteria of a good e-book and for English teachers to be effective in using learning materials.
Co-Authors Agustin, Fitri Agustrianita, Agustrianita Ahmad Kailani Ai Fatmawati Alexandro, Marco Ari S. Shidiq Arigusman, Anggi Arigusman, Anggi Astuti, Elysa Ratna Atep R. Nurhadi Bachrudin Musthafa Balqis Husain Basra, Sri Meiweni Cicih Nuraeni Delsi Mitra, Delsi Diah Royani Meisani Didi Suherdi Didi Suherli Didi Sukyadi Dini Dwi Apriani Elis Homsini Maolida Elysa Ratna Astuti Emi Emilia Erwin Pohan Fitri Agustin Hasbie Felayabi Hayuni R. Widarti Hidayat, M. Fadhil Iin Inawati Imelda Wahyuni Husein Indri Eka Pertiwi Iranita Sitohang Ismiati Purwaningsih Subiana Isra F Sianipar Isry Laila Syathroh Isry Laila Syathroh Kaniadewi Suci Kiky Soraya Lia Novita Marco Alexandro Maryono, Geby Devtiana Meekaeo, Panusak Muhammad Handi Gunawan Nabung, Adrianus Nahadi Nainggolan, Bernard Richard Nenden Sri Lengkanawati Nur Yusuf, Fazri Nurhaeni Nurhaeni Ode, Muhamad Acep Qurrotu A. Zahran Ramadhani, Fadhil Rani Aryanti Rukmana Refi Aksep Sativa Rojab Siti Rodliyah Romadhon Romadhon Ruswandi, Syilva Adisty Santoso, Nur Amanah Septiya Yuza Sri Meiweni Basra Sri Setyarini Subiana, Ismiati Purwaningsih Suci Utami Armand Sudana, Dadang Sudrajat, Winny Nur Ardy Suharno Suharno Suherdi, Didi Susilawati, Susilawati Syairofi, Ahmad Triannisa Rahmawati Triarisanti, Risa Tsara Desiana Akmilia Uun Muhaji Wachyu Sundayana Wachyu Sundayana, Wachyu Wahyu Permata, Indah Winny Nur Ardy Sudrajat Wiwi Siswaningsih Yudi Lesmana Yuza, Septiya Zulhasmi Abasa