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OPTIMIZING SCAFFOLDING TO IMPROVE STUDENTS' WRITING ANALYTICAL EXPOSITION IN AN EFL CLASSROOM CONTEXT [MENGOPTIMALKAN SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN MENULIS EKSPOSISI ANALITIS SISWA DALAM KONTEKS KELAS EFL] Nurlatifah, Lala; Yusuf, Fazri Nur
Polyglot Vol 20, No 2 (2024): JULY 2024
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8139

Abstract The preliminary study of the present research showed that students faced problems in writing English analytical exposition text. Framed in classroom action research, this study aims to investigate how using scaffolding as a strategy in teaching writing can improve students' writing in analytical exposition text. This qualitative study employed document analysis and interviews to answer the research questions. The participants of this study were 26 EFL students in a senior high school in Bandung, and six students participated in interview sessions. The result indicated that the scaffolding process implemented in two action research cycles improved students' skills in writing analytical exposition text in all aspects of writing: content, organization, grammar, vocabulary, and mechanics. Besides, students also showed a positive perception toward implementing scaffolding through various activities in the classroom. This study recommends that scaffolding writing be applied using multiple online tools in more diverse educational settings since the rapid progress of information technology enables learners to acquire knowledge and improve skills online. Bahasa Indonesia Abstrak Studi pendahuluan dari penelitian ini menunjukkan bahwa siswa menghadapi masalah dalam menulis teks eksposisi analitis menggunakan bahasa Inggris. Dibingkai dalam penelitian tindakan kelas, penelitian ini bertujuan untuk menyelidiki bagaimana penggunaan scaffolding sebagai strategi dalam pengajaran menulis dapat meningkatkan kemampuan menulis siswa dalam teks eksposisi analitis. Penelitian kualitatif ini menggunakan analisis dokumen dan wawancara untuk menjawab pertanyaan penelitian. Partisipan dari penelitian ini adalah 26 siswa EFL di sebuah sekolah menengah atas di Bandung, dan enam siswa berpartisipasi dalam sesi wawancara. Hasil penelitian menunjukkan bahwa proses scaffolding yang diterapkan dalam dua siklus penelitian tindakan meningkatkan kemampuan siswa dalam menulis teks eksposisi analitis di semua aspek penulisan: konten, organisasi, tata bahasa, kosakata, dan mekanik. Selain itu, siswa juga menunjukkan persepsi yang positif terhadap penerapan scaffolding melalui berbagai kegiatan di kelas. Penelitian ini merekomendasikan agar penulisan scaffolding dapat diterapkan dengan menggunakan berbagai alat online dalam lingkungan pendidikan yang beragam karena kemajuan teknologi informasi yang pesat memungkinkan siswa untuk memperoleh pengetahuan dan meningkatkan keterampilan online.

Students' Voices on E-Portfolio-Based English Listening Assessment Using Google Sites Hanifa, Eisha Sabila Dieni; Yusuf, Fazri Nur; Gunawan, Muhammad Handi
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 1 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i1.12639

As assessment becomes more important in education, teachers must be advanced in both assessment and teaching course materials. The most recent way of assessing the performance of students in listening classrooms is value-added assessment using Google Sites as e-portfolios, one of among the strongest instruments used to assess the efficacy of teachers as well as recognise growth in students. Nonetheless, the use of e-portfolios in EFL students' listening classrooms and how it influences their learning enjoyment remains undetermined due to neither researchers nor students have addressed these issues in depth, and studies on using Google Sites as an e-portfolio-based assessment for teaching listening comprehensions have also been underutilised. Thus, this research aims to gain insight towards EFL students' views on using Google Sites as an e-portfolio-based value-added assessment tool in listening classrooms. It made use of a qualitative case study and included second-year university students. Students' course reflections and semi-structured interviews were both utilised to collect data, which was thereafter analysed qualitatively using coding and thematic analysis. The results of the study revealed that creating e-portfolios with Google Sites proves helpful in assessing students' learning achievement, tracking and measuring students' progress, and diagnosing deficiencies that need to be addressed. This study renders a recommendation for the use of other well-developed assessment tools in future studies.

Genre-Based Approach in Writing Explanation Text: A Systematic Literature Review Hitimala, Hardianto; Damayanti, Ika Lestari; Yusuf, Fazri Nur
EduLite: Journal of English Education, Literature and Culture Vol 9, No 1 (2024): February 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.9.1.32-49

This paper presents an analysis of a systematic review based on published studies on the genre-based approach (GBA) in writing explanation texts. The studies reviewed were from 2019-2023 with a total of ten studies. The objective of this review is to show how GBA enhances students’ writing skills in explanation texts, as well as the research trends related to GBA in the context of explanation texts. This review used thematic analysis to categorize the main themes that emerge in the selected studies. The findings show that the genre-based approach to writing explanation texts is very effective and enables students to understand and produce coherent, cohesive, and well-organized written works, as well as to improve their awareness and creativity skills, as they learn to examine, evaluate, and produce explanation texts, especially with the support of media or other techniques such as images, and jigsaw. These findings confirm that the genre-based approach improves students’ skills in writing explanation texts. Regarding the publication trends by year, there has been a limited number of research on GBA in the genre of explanation texts in the last 5 years, with the peak of publication in 2023 and 2020 (3 articles each), and the lowest in 2019 and 2022 (1 article each). In addition, most of the publications on this topic in the last 5 years came from Asian countries, with Indonesia leading the list, followed by Thailand.

OPTIMIZING SCAFFOLDING TO IMPROVE STUDENTS' WRITING ANALYTICAL EXPOSITION IN AN EFL CLASSROOM CONTEXT [MENGOPTIMALKAN SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN MENULIS EKSPOSISI ANALITIS SISWA DALAM KONTEKS KELAS EFL] Nurlatifah, Lala; Yusuf, Fazri Nur
Polyglot Vol 20 No 2 (2024): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.8139

Abstract The preliminary study of the present research showed that students faced problems in writing English analytical exposition text. Framed in classroom action research, this study aims to investigate how using scaffolding as a strategy in teaching writing can improve students' writing in analytical exposition text. This qualitative study employed document analysis and interviews to answer the research questions. The participants of this study were 26 EFL students in a senior high school in Bandung, and six students participated in interview sessions. The result indicated that the scaffolding process implemented in two action research cycles improved students' skills in writing analytical exposition text in all aspects of writing: content, organization, grammar, vocabulary, and mechanics. Besides, students also showed a positive perception toward implementing scaffolding through various activities in the classroom. This study recommends that scaffolding writing be applied using multiple online tools in more diverse educational settings since the rapid progress of information technology enables learners to acquire knowledge and improve skills online. Bahasa Indonesia Abstrak Studi pendahuluan dari penelitian ini menunjukkan bahwa siswa menghadapi masalah dalam menulis teks eksposisi analitis menggunakan bahasa Inggris. Dibingkai dalam penelitian tindakan kelas, penelitian ini bertujuan untuk menyelidiki bagaimana penggunaan scaffolding sebagai strategi dalam pengajaran menulis dapat meningkatkan kemampuan menulis siswa dalam teks eksposisi analitis. Penelitian kualitatif ini menggunakan analisis dokumen dan wawancara untuk menjawab pertanyaan penelitian. Partisipan dari penelitian ini adalah 26 siswa EFL di sebuah sekolah menengah atas di Bandung, dan enam siswa berpartisipasi dalam sesi wawancara. Hasil penelitian menunjukkan bahwa proses scaffolding yang diterapkan dalam dua siklus penelitian tindakan meningkatkan kemampuan siswa dalam menulis teks eksposisi analitis di semua aspek penulisan: konten, organisasi, tata bahasa, kosakata, dan mekanik. Selain itu, siswa juga menunjukkan persepsi yang positif terhadap penerapan scaffolding melalui berbagai kegiatan di kelas. Penelitian ini merekomendasikan agar penulisan scaffolding dapat diterapkan dengan menggunakan berbagai alat online dalam lingkungan pendidikan yang beragam karena kemajuan teknologi informasi yang pesat memungkinkan siswa untuk memperoleh pengetahuan dan meningkatkan keterampilan online.

EFL LEARNERS’ PREFERENCES AND PERSPECTIVES ON LEARNING STYLES Norhasanah, Norhasanah; Yusuf, Fazri Nur; Suherdi, Didi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i2.6172

Learning styles have become a growing issue in the pedagogical area and have been explored by many studies in recent years. The concepts and theories of learning styles could have significant implications for designing teaching instruction. Thus, this study aims to identify students’ learning styles preferences and their perspectives on learning styles in the English learning context. Particularly, it investigates students’ choices of learning styles and how they perceive their learning styles in learning practice. It was conducted in the survey research using VAK Learning Styles Self-Assessment Questionnaire, followed by some open-ended and close-ended questions to see students’ perspectives on Learning Styles involving 44 respondents. The data were analyzed using descriptive statistical analysis. Results indicate that students’ learning styles varied, but the highest percentage, 39 percent of students preferred to learn through visuals. Related to students’ perspectives, most of them were quite aware of their learning style, but unfortunately, 45.5 percent of them stated that their English learning was not yet suitable with their learning style; this can be a reflection for all of us. With all these results, this study was expected to give little information and description related to students’ learning styles preferences and perspectives.

The Analysis of PPG English Teachers' Knowledge in Implementing Genre-Based Approach in Schools Iasya, Lydia Kusdyanti; Lengkanawati, Nenden Sri; Yusuf, Fazri Nur
Jurnal Pendidikan Humaniora Vol 13, No 1: MARCH 2025
Publisher : Pascasarjana UM

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

This study examines the effectiveness of the Platform of Emancipated Curriculum (PMM) in supporting professional and pedagogical competencies among English teachers participating in the Piloting 2 batch of the Program of Teachers Professional Education (PPG), which notably removed facilitator-led Zoom meetings. Using a survey research design with data collected via Google Forms from 30 English teachers, the study assessed their understanding of genre-based approaches—particularly those informed by systemic functional linguistics and the Derewianka model. Quantitative findings indicate a moderate grasp of these approaches, while qualitative responses reveal significant challenges in their practical application. Participants also expressed a need for enhanced professional development and better instructional materials. The results offer insights for refining the PPG process and underscore the potential benefits of expanding future research to include larger, more diverse samples and to investigate the impact of targeted programs on teachers’ mastery of genre-based strategies.

Aligning Assessment Practices with Learning Objectives: A Case of EFL Classes in Indonesia Lestari, Sri; Yusuf, Fazri Nur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1973

The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg’s constructive alignment framework, the study emphasizes the essential connection among learning objectives, teaching methods, and assessment practices. Involving three selected English teachers, documents comprising lesson plans and assessment instruments, classroom observation, and semi-structured interviews were employed to collect data. Findings indicate that the assessment tasks mostly align with the learning objectives. The assessments focus on the higher level of understanding: extended abstract and relational. However, misalignment between assessment and learning objective is found in this study, based on the missing assessment tasks and incomplete learning objectives stated in the lesson plans. Time constraints, lesson planning issues, and difficulties in designing assessment tasks and rubrics hinder the alignment. It implies that teachers require professional development programs on language assessment literacy and lesson planning, collaborative work with colleagues, and technology integration to maintain alignment, particularly in the context of education reforms. This study contributes to the existing research on constructive alignment in English classroom assessments. It provides insights into how alignment can improve student learning in English classrooms.

DOES SYSTEMIC FUNCTIONAL LINGUISTICS GENRE PEDAGOGY FACILITATE ISLAMIC SCHOOL STUDENTS' WRITING? Fazri Nur Yusuf; Oti Rofiawati
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

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

Literary genres in English textbooks for Senior High School Dhini Aulia; Fazri Nur Yusuf; Didi Sukyadi; Azhar Aziz Lubis
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

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 Adriani Yulia Purwaningrum; Nenden Sri Lengkanawati; Fazri Nur Yusuf
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

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.

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