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All Journal 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 JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies 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 Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni JALL (Journal of Applied Linguistics and Literacy) JL3T (Journal of Linguistics, Literature and Language Teaching) International Journal of English and Applied Linguistics (IJEAL) Journal of Education Research Academic Journal Perspective : Education, Language, and Literature Edukasia: Jurnal Pendidikan dan Pembelajaran 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 People and Behavior Analysis (PBA) Pedagogy Review English Review: Journal of English Education Indonesian EFL Journal
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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A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers Husain, Balqis; Yusuf, Fazri Nur; Sukyadi, Didi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1166

Abstract

This qualitative study aims to assess the experiences of EFL teachers teaching online regarding TPACK. Four EFL teachers from various school levels were interviewed, observed, and had documents retrieved. The data analysis revealed that EFL teachers from secondary schools were competent in TK, CK, and PK but struggled in TPK, TCK, and TPACK. Despite being competent in TK, they struggled to integrate technology into learning instruction. However, Tertiary EFL teachers were competent in integrating technology into content and learning strategies, which distinguished them from EFL teachers at the secondary school level. The framework for Secondary EFL teachers showed no proportionality between the three core components of TPACK, particularly TK toward PK and CK. In comparison, the framework for tertiary EFL teachers demonstrated that technological, pedagogical, and content knowledge components shared a comparable mastery of competencies.
Literary genres in English textbooks for Senior High School Aulia, Dhini; Yusuf, Fazri Nur; Sukyadi, Didi; Aziz Lubis, Azhar
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1876

Abstract

While the potential of literary works in English as a Foreign Language (EFL) education is often discussed, limited research exist on their integration into Indonesian senior high schools English textbooks. The present study investigates how literary genres are incorporated into English textbooks in Indonesian senior high schools by investigating (1) the literary genre described in the textbooks and (2) the tasks that describe the language skills and the literary - specific knowledge to recognize the critical role of such content in fostering students' language development, cultural and intercultural awareness, and engagement in EFL education. The data sources of this study were three levels of senior high school English student textbooks published by the Indonesian government. The study combined a quantitative approach to examine the presence of literary works with qualitative content analysis to unpack the language skills and literary-specific knowledge included in the textbooks. The framework utilized literary genre terms and literary-specific knowledge. Among the 31 chapters in the textbooks, 12 chapters (39%) addressed literary works from various cultures, with 53% of the texts derived from the Indonesian context. In addition to language skills activities and tasks, there were literary knowledge activities. These findings implied that improving students' cultural and intercultural awareness may pose challenges. Moreover, these results highlight the importance of incorporating more authentic English literary works into English textbooks to prepare students for real - world English cultures. HIGHLIGHTS: The literary genres represented in these textbooks include fiction, nonfiction, and poetry. The authors of the analyzed textbooks predominantly utilized the term “genre-based text”,including narrative and recount texts, without introducing the term “literary" or "sastra". Over 53% of the literary content in these textbooks consists of texts or stories in anIndonesian context, so educators should include learning materials that feature originalliterary works to increase students' exposure to Western culture.
Examining Mobile-assisted Language Learning as an Autonomous Writing Tool for Indonesian Secondary EFL Students Purwaningrum, Adriani Yulia; Lengkanawati, Nenden Sri; Yusuf, Fazri Nur
Register Journal Vol. 17 No. 2 (2024): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v17i2.328-351

Abstract

The integration of technology into education has illuminated new dimensions of English Language Teaching (ELT) practices.  Although technology-assisted language learning has been introduced in the EFL context for some time, its application as an autonomous learning tool for teaching writing skills remains underdeveloped. This study aims to examine the impact of Mobile-Assisted Language Learning (MALL) when employed as an autonomous learning tool on EFL students’ writing skills. Utilizing a qualitative case study design, data were collected through observations, interviews, and document analysis. The findings were categorized into two main themes; the degree of autonomy achieved and the students’ learning behaviors. The results indicate that the advantages of MALL significantly contributed to enhancement of students’ autonomous writing skills, as evidenced by an increase in the average writing score from 57.25 to 67.7. This study concludes that both the benefits and limitations of MALL implementation must be considered, as they present significant impacts and potential challenges in achieving a high-quality ELT classroom. Finally, the insights from this study may provide valuable guidance for teachers seeking to incorporate MALL into their writing classroom.
STUDENTS' PROBLEMS IN WRITING ANALYTICAL EXPOSITION TEXT IN EFL CLASSROOM CONTEXT Nurlatifah, Lala; Yusuf, Fazri Nur
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.v10i3.6633

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.
NOVICE STUDENTS’ EXPERIENCE OF TAKING TOEIC PREPARATION CLASS: A PHENOMENOLOGICAL CASE STUDY Rahayu, Nurti; Hamied, Fuad Abdul; Sukyadi, Didi; Yusuf, Fazri Nur
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.v10i3.6648

Abstract

This study aims to investigate how novice non-English department students in Indonesia describe their lived experiences of EFL learning in a TOEIC preparation class. The study included eighteen novice students from one vocational higher education in Jakarta who enrolled in a TOEIC preparation class using purposive sampling. Prior to the course, the participants took prediction tests, and their scores fell to the novice learners, and they were required to take a forty-hour preparation class. The participants have taken part in forty-hour TOEIC preparation classes. The primary source of data was semi-structured, in-depth phenomenological interviews. The data were analyzed using thematic analysis. According to the findings, several themes were elaborated. The findings uncovered what students gained and learned from the class, their learning difficulties, their learning strategies, and their plan to improve their English. In this study, the themes were broken down into several sub-themes to better elaborate on the participant's lived experiences and how they made meaning of their experiences. The findings strongly suggest policymakers such as EFL teachers, program and curriculum developers, and other stakeholders pay more attention to the students' voices stating that EFL learning goes to a unique and complex process. Thus, successful English learning cannot be achieved unless their needs and voices are taken into consideration.
DOES SYSTEMIC FUNCTIONAL LINGUISTICS GENRE PEDAGOGY FACILITATE ISLAMIC SCHOOL STUDENTS' WRITING? Yusuf, Fazri Nur; Rofiawati, Oti
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9304

Abstract

This study aimed at investigating how systemic functional linguistics genre pedagogy facilitates Islamic school students' writing exposition text. Grounded in qualitative approach, this study was in a case study employing three instruments; written documents, classroom observations, and interviews. Results revealed systemic functional linguistic genre pedagogy facilitated and enhanced students' exposition text writing on context, discourse, grammar, and graphical features. Compared to their diagnostic writing, the students could develop their first draft to the final draft through constructing genre-based schematic structures and using a more comprehensive range of lexico-grammatical resources. The enhancement between the diagnostic writing and final draft were indicated by the knowledge of the topic written, the knowledge of the exposition writing including the stages, phases, vocabularies, and grammar aspects. Along with the teachers' step-by-step guidance, the students were engaged in individual writing, their writing progress was demonstrated throughout the teaching and learning activities where students seemed to be more motivated and engaged and could grasp meaningful knowledge better. This also supported their writing in the final draft of their written works. Results also indicated that the teaching and learning processes, from building knowledge to independent construction, were all crucial to facilitate the Islamic secondary school students to improve their knowledge of writing and the writing product. It recommends that these stages can help students gain a deep understanding of the holistic concept of exposition text writing.Keywords: exposition text; Islamic secondary school; systemic functional linguistics genre pedagogy; teaching writing
Text-Based Approach & The Students’ Writing Skill: Case at Different Proficiency Levels Rahman, Eny Yuniati; Yusuf, Fazri Nur; Juhana, Juhana
Journal of Education Research Vol. 5 No. 1 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i1.426

Abstract

Tujuan penelitian ini adalah untuk menemukan permasalahan siswa, apa yang dilakukan siswa untuk mengatasi permasalahannya, dan pengaruh TBA dalam menulis. Metodologi yang paling efektif untuk menerapkan silabus berbasis teks. Permasalahan dalam menulis adalah penggunaan huruf kapital, tanda baca, pengorganisasian, ejaan, dan tata bahasa. Metodologi dalam penelitian ini dalam bingkai penelitian deskriptif kualitatif. Peneliti mengambil tiga puluh dua siswa SMP sebagai objeknya. Untuk menganalisis data peneliti menggunakan rumus Kuartil dan tampilan data. Itu dicatat menggunakan program Excel. Hasil penelitian menunjukkan  permasalahan yang paling dominan dalam menulis teks recount adalah mekanika. Sarannya bagi peneliti lain untuk menyelidiki teks lain dengan menggunakan TBA atau teks yang sama dengan menggunakan pendekatan lain.
Text readability: its impact on reading comprehension and reading time Zainurrahman, Zainurrahman; Yusuf, Fazri Nur; Sukyadi, Didi
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21724

Abstract

Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts. To address this gap, the current study aimed to evaluate the influence of text readability levels (based on the Flesch-Kincaid grade level (FKGL)) on students’ reading comprehension and reading time. Data were collected through reading test and analyzed using SPSS version 22. The Friedman test revealed that the distribution of students' reading comprehension score (X2=197.532, p=0.000) and reading time (X2=215.323, p=0.000) are different in each text, suggesting that the readability of texts has a significant influence on both. This study contributed to the practices of reading instruction and assessment. Limitations and suggestions for further research are briefly discussed.
Language learning strategies employed by proficient EFL students in learning speaking skills Azizi, Faniah Nur; Yusuf, Fazri Nur
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.28519

Abstract

This study investigatres the language learning strategies utilized by two proficient EFL learners in learning speaking skills. The present descriptive case study probes and narrates the accounts of two proficient English speakers related to the language learning strategies they employed in learning speaking skills. The two proficient English speakers were perceived as credible and ellible sources for this study as they possess the required TOEFL score for proficient learners as indicated by the English Testing Service (ETS), which is around 543-627 in range. The data used in this study were obtained through four semi-structured interviews conducted via Zoom meetings with the participats. A document in the form of participants’ detailed learning schedules was also gathered to enhance data trustworthiness. Subsequently, the data collected were analysed thematically, generating seven categories of language learning strategies. Findings indicate that both participants utilized all seven strategies performed as the most frequently used strategy. It implies tht both participants often plan, arrange and evaluate their learning in advance. The study also found that few strategies were employed at the early stage of leanring and are no longer in use at present.
Project-Based Learning: Promoting Student's Engagement in EFL Classroom Simatupang, Nurul Namira; Yusuf, Fazri Nur
International Journal of English and Applied Linguistics (IJEAL) Vol. 4 No. 2 (2024): Inpress: Volume 4 Nomor 2 Agustus 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v4i2.3985

Abstract

The students’ engagement has increasingly become a spotlight in learning, especially in learning English. There are two essential components in engagement which are cognitive and behavioral, which are investments to achieve success in learning. However, the students’ disengagement in EFL classrooms has become a concern in various countries. Therefore, this research was conducted to determine how implementing another learning method, project-based learning, can promote students’ engagement. The writer conducted qualitative research in a senior high school in Medan involving one teacher and students in grade 11. the writer conducted observation and interview. The results from the data obtained concluded that the six steps of project-based learning promoted the students’ engagement, including cognitive and behavioral engagement. This current study contributes to giving the teachers an additional strategy for promoting the students’ engagement using project-based learning. These findings suggest further development related to focusing on various students’ engagement, including cognitive, emotional, and behavioral, to increase the learning outcomes in other schools.
Co-Authors Adriani Yulia Purwaningrum Ahmad Bukhori Muslim Ainun, Nabila Hasri Alamsyah Alamsyah Anggi Angraeni Angraeni, Anggi 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 Ignasia Yuyun Ika Lestari Damayanti Ilham Ilham Irza Yuzulia Juhana, Juhana Julinar Julinar Lala Nurlatifah Listiana, Ineng Meita Lesmiaty Khasyar Muhamad Acep Ode Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Noraini Binti Said Norhasanah Norhasanah, Norhasanah Novita, Ophelia Elisa Nurlatifah, Lala Nurul Evita Istiqomah Purnawarman, Pupung Purwaningrum, Adriani Yulia Raden Hasby Isnaindy Fasa Rahayu, Nurti Rahman, Eny Yuniati Renol Aprico Siregar Riani Noor Yoshania Ridha Aska Amanda Rizky Nugraha Rofiawati, Oti Rojab Siti Rodliyah Sandi Maulana Abdillah Sari, Ratih Apri Silvina Yuza Simatupang, Nurul Namira Skolastika Noe Sri Lestari Suci Madiarti Isman Suci Nur Asyifa Yuniawati Sudana, Dadang Sudarsono Muhammad Ihrom SUGIANTO, AHMAD Suharti, Dwi Sloria Suherdi, Didi Teguh Sulistyo Tina Priyantin Utami Widiati Yanti Wirza Yanty Wirza Yuzulia, Irza Z Zainurrahman Zuhrufi Latifah