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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education BAHASA DAN SASTRA Journal of English and Education English Review: Journal of English Education Mimbar Sekolah Dasar Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Penelitian Pendidikan Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics Academic Journal Perspective : Education, Language, and Literature JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JALL (Journal of Applied Linguistics and Literacy) International Journal of English and Applied Linguistics (IJEAL) Journal of Education Research Academic Journal Perspective : Education, Language, and Literature English Journal Literacy Utama Studies in English Language and Education TELL - US JOURNAL Metathesis: Journal of English Language, Literature, and Teaching REGISTER JOURNAL Journal of Educational Technology Innovation and Applications Indonesian Journal of English Language Teaching and Applied Linguistics
Fazri Nur Yusuf
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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INTERACTIONAL MODIFICATIONS FOR COMPREHENSIBLE INPUT: A CASE STUDY OF TWO EFL TEACHERS Naila Karima; Didi Suherdi; Fazri Nur Yusuf
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

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

Abstract

This study aims to investigate the use of interactional modifications proposed by Long (1982) by two English teachers and language learning opportunities obtained. The study found out the distribution and the form of interactional modification in two different levels of English proficiency, elementary and pre-intermediate. To answer the research questions, case study was adopted. The main data were six transcribed classroom interactions of six sessions with audio-video recording. From the analysis, it was found that elementary teacher modified more interactions compared to pre-intermediate teacher due to less capability of lower student to comprehend the information delivered. The form of interactional modification used was other-repetition strategy, where both of the teachers repeated student`s utterances frequently in order to clarify, confirm, or emphasize the initial utterances. Besides, the occurrences of interactional modifications were considered to be determined by several factors, such as student`s level of proficiency, material delivered, and teacher`s knowledge. As for the question of language learning opportunities, the findings revealed by modifying the interactions there were gap noticing where the teacher noticed the mistakes of student`s language used by bringing that gap into awareness. Besides, modified interactions also gave the student the chance for meaning negotiation where the understanding of information was obtained through resolving the communication breakdown in the classroom. Therefore, it is paramount for teachers to acknowledge, believe, and aware that modified interaction is important not only to provide comprehensible input but also to make student comprehend the information and are triggered to be able to participate in the conversations.
Investigating digitized authentic materials: Pre-service teachers’ voice Adriani Yulia Purwaningrum; Fazri Nur Yusuf
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.422 KB) | DOI: 10.30659/e.5.2.225-239

Abstract

Over past few decades, research on authentic materials has been focused on helping teachers provide their learners’ teaching materials. Most of the researches in this area explore the benefits and drawbacks of authentic materials utilization in the classroom. This multiple case study aims at investigating benefits of and barriers in using authentic materials presented as a digital media used in their EFL classrooms. Document and an interview were employed to reveal the teachers’ perception. The findings indicate although it was considered difficult to find and organize, digitized authentic materials helped teachers in teaching English as a Foreign Language for learners with various levels and backgrounds. Its use could help teachers motivate and promote their students’ interest in learning. However, disselection and misuse of it might not meet students’ needs and interest in learning. Good teachers’ capacity in finding and using the digitized authentic materials could encourage better learning process and students’ better learning achievement. Therefore, it is recommended that for the further study, learners’ perception also need to be explored.
EFL Teachers’ Perspectives on Learner Autonomy Irza Yuzulia; Fazri Nur Yusuf
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (862.642 KB) | DOI: 10.33603/perspective.v7i1.2107

Abstract

Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.
STUDENTS' PROBLEMS IN WRITING ANALYTICAL EXPOSITION TEXT IN EFL CLASSROOM CONTEXT Lala Nurlatifah; Fazri Nur Yusuf
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7088

Abstract

Writing is perceived as the most challenging skill among other productive skills in English language learning. This preliminary study aims at revealing problems encountered by secondary EFL students writing analytical exposition. Employing students' writing and interviews in qualitative manner, 25 second-year EFL secondary students in Bandung, Indonesia, were purposefully involved. Result indicated that students encountered three major problems in writing their analytical exposition; cognitive, linguistic, and psychological problems. Cognitively, most students had limited knowledge of the topic, problems with the structure of the text, the mechanism for capitalization, punctuation, and spelling, and difficulties in sharing ideas due to limited English vocabulary. Linguistically, students frequently encounter the two most challenging areas: vocabulary and grammar. Psychologically, students often found difficulties starting writing, lack of interest, laziness, and confusion in deciding sentence structures. Further discussion of the results is recommended to take into consideration to determine the appropriate treatment for the follow-up research.
Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia Anggi Angraeni; Fazri Nur Yusuf
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.49815

Abstract

In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness.
Psychologically ready? Cases of EFL Elementary School Teachers’ Readiness to Teach English in Indonesia Anggi Angraeni; Fazri Nur Yusuf
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.54861

Abstract

In the implementation of Kurikulum Merdeka in Indonesian schools, there is a fundamental change related to the position of English as a subject. When previously English was considered a local content subject at elementary schools, in today's curriculum, it becomes compulsory for both primary to secondary levels of elementary. The policymakers should be intrigued whether elementary school teachers in Indonesia are ready to respond to this change. Accordingly, this study intends to investigate to what extent the participated teachers are ready to teach English in elementary school. The psychological dimension of readiness was the main concern. To address this issue, a narrative inquiry involving three elementary teachers, all teaching in fourth grade, served as the participants of this study. They wrote their personal stories with guiding questions comprising their experiences dealing with English, how they had responded to changes, and their educational backgrounds. Through deductive coding and data analysis, it revealed that the participants had different ways of responding to change, such as: conducting preparation, worrying, being optimistic. They had different educational major, that was predicted as a factor influence self-efficacy. They also had different experiences in dealing with their English proficiency. However, they believed that they were psychologically ready to teach English at Elementary schools. Result indicates that there is importance to further investigate more in-depth investigations that include other dimensions of readiness: behavioural and situational readiness. 
GAMIFICATION-ASSISTED FLIPPED LEARNING IN EFL READING CLASSROOM: A CASE OF SECONDARY SCHOOL IN INDONESIA Riani Noor Yoshania; Fazri Nur Yusuf; Hanna Sundari
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.v9i1.7265

Abstract

World Bank's report in Program for International Student Assessment, found that during the first four years of school closures in Indonesia due to the Covid-19 pandemic, school students experienced an 11-point decline in reading skills and learning outcomes. This research focused on gamification-assisted flipped classrooms and how they improved EFL students' reading comprehension. A total of 20 third-year students from a secondary school were chosen purposefully as research participants, since they had the required characteristics. This research designed for qualitative data collection and analysis methodologies in a case study. The learning outcome scores obtained from tests that include questions about micro and macro reading comprehension skills revealed, the average score of pretest was 54, and the post-test was 87, this indicated that gamification assisted-flipped classrooms improved learning reading comprehension skills. According to findings of interviews, questionnaires and observation based on the Technology Acceptance Model regarding students' perceptions of gamification-assisted flipped classrooms, has a relatively high acceptance scale in terms of perceived usefulness, perceived ease of use, behavioral intention, and actual usage. The perceived usefulness has the highest scale, 85.82% of students believe that using Gamification in a flipped classroom improved their performance in reading comprehension. Further research is needed to determine the gamified flipped classrooms can be utilized to improve other english skills.Keywords: EFL students; flipped classroom; gamification; reading comprehension; technology acceptance model.
UTILIZING THE FLIPPED LEARNING TO PROMOTE EFL STUDENT’S ENGAGEMENT; A PRELIMINARY STUDY Silvina Yuza; Fazri Nur Yusuf
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.v7i2.206

Abstract

Flipped learning (FL) has been a popular approach for it’s potential in promoting student’s engagement in EFL context particularly. Although it is considered applicable in higher and K-12 education, researches in the latter category are still scarce, especially that reported its implementation in detail. This preliminary action research is involving 14 secondary school students. It focuses on how utilizing FL engage EFL student in learning and what challenges teacher faces during the implementation. Findings indicate that FL implementation combined with teacher’s approach has not yet promoted student’s engagement in learning English. During in-class session, even though the students participated in playing board game in a speaking activity, only few of them kept practicing enthusiastically. Student’s commitment for outclass activities as instructed by the teacher and task completion were still low. The problems identified were that students got less frequent mobile device use after school and their minimum parent’s support. Further action plans are recommended for the follow-up research.
MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE Fazri Nur Yusuf; Utami Widiati; Teguh Sulistyo
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8126

Abstract

Studies on potentials of feedback over English language teaching seem to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.
Reading Material-Based Content Analysis in Senior High School English Textbooks in Indonesia Cicih Nuraeni; Didi Sukyadi; Fazri Nur Yusuf
Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v7i1.480

Abstract

English textbooks play a vital role in providing students with language learning input in class activities. Unfortunately, the selection and evaluation of English textbooks has often received insufficient attention and thought. Content such as reading material receives less attention than layout analysis, design, and cultural understanding. The purpose of this study is to investigate the extent to which reading material cover the genres and skills presented in senior high school English textbooks in Indonesia. The qualitative-based content analysis method was used in this study. There were three English textbooks observed, namely those for grades 10, 11, and 12 published by Ministry of Education and Culture in Indonesia. The aspects observed in reading materials include reading genres and skills based on Brown's theory. The study discovered textbooks are dominated by personal reading with 17 reading material and 14 academic materials. Meanwhile, job-related reading is limited to class 10 textbooks. When it comes to reading skills, macroskills take precedence over microskills. Furthermore, based on these findings it can be concluded that the textbooks need to be developed to provide a balanced portion of reading genres and skills in each chapter. The limitations and suggestions are further discussed.
Co-Authors Adriani Yulia Purwaningrum Ainun, Nabila Hasri Anggi Angraeni Aziz Lubis, Azhar Azizi, Faniah Nur Bachrudin Musthafa Cicih Nuraeni Denarti, Rizki Dhini Aulia Didi Sukyadi Eri Kurniawan Fadilla, Suci Fuad Abdul Hamied Hanifa, Eisha Sabila Dieni Hanna Sundari Harlina, Hariya Hitimala, Hardianto Husain, Balqis Iasya, Lydia Kusdyanti Ika Lestari Damayanti Ilham Ilham Irza Yuzulia Juhana, Juhana Julinar Julinar Lala Nurlatifah Listiana, Ineng Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Norhasanah Norhasanah, Norhasanah Novita, Ophelia Elisa Nurlatifah, Lala Purwaningrum, Adriani Yulia Putri, Yolanda Rahayu, Nurti Rahman, Eny Yuniati Riani Noor Yoshania Ridha Aska Amanda Rofiawati, Oti Sari, Ratih Apri Silvina Yuza Simatupang, Nurul Namira Siregar, Renol Aprico Sri Lestari Suci Madiarti Isman Suci Nur Asyifa Yuniawati Sudana, Dadang Sudarsono Muhammad Ihrom SUGIANTO, AHMAD Suharti, Dwi Sloria Suherdi, Didi Teguh Sulistyo Utami Widiati Yanty Wirza Yuzulia, Irza Zainurrahman, Zainurrahman Zuhrufi Latifah