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The development of an online-based TPACK questionnaire for ELT teachers Surayya, ST Ayu; Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17364

The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.

EFL Obstacles in Writing Thesis Proposal Prasetyaningrum, Ari; Wati, Laila; Ayu Surayya, Siti; Asrobi, Maman
Jurnal Bahasa Inggris Vol 4 No 2 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i2.102

This study aimed to analyze the students’ obstacles when writing a thesis proposal. Subjects of this study were 20 learners in the English Language Education Study Program at Hamzanwadi University in the academic year 2020-2021. The data were collected by using a questionnaire with 27 items to obtain students’ opinions about their problems in writing a thesis proposal. A descriptive quantitative design was used in this research. Having revealed the research analysis, it was found that the participants experienced four types of obstacles: 1) describing data analysis (40 %), 2) finding relevant references (60 %), 3) lack of vocabulary (50 %), and 4) writing theoretical and framework (45 %). To solve the learners’ problems in accomplishing the thesis proposal, there are some suggestions. Students should learn more about grammar and practice how to arrange qualified thesis and read various books to get new vocabulary. The advisors should give a detailed and specific explanation to make sure the students understand the explanation.

Voices of Indonesian EFL Learners on Synchronous Learning amidst COVID-19 Pandemic Maman Asrobi; Siti Ayu Surayya; Ari Prasetyaningrum
Register Journal Vol 14, No 2 (2021): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v14i2.225-242

To ensure that the learning process during the COVID-19 pandemic runs smoothly, all universities in Indonesia have implemented online learning. However, based on the observations made, online learning, especially when carried out synchronously, appears to still be not as optimal as offline learning. This study aims to find out the voices of Indonesian EFL learners on synchronous learning during the covid-19 pandemic. Designed as descriptive qualitative, this study examined 50 students who voluntarily participated as the sampled group. In collecting the data, the researchers used a self-written reflection and questionnaire with four scales that were distributed using Google Form to the participants. The questionnaire was related to respectful attitude, benefits, and obstacles of synchronous learning. All collected data were then analyzed using the sequential explanatory processes. The result of data analysis revealed that Indonesian EFL learners still showed a good respectful attitude during the synchronous learning process, although they agreed that learning synchronously faces a few obstacles, such as unsupported devices and unfavorable learning environments. In addition, they also feel that the teaching and learning process synchronously during the COVID-19 pandemic provided them with several benefits, especially those related to safety, efficiency, and effectiveness.Keywords: EFL learners; synchronous learning; COVID-19 pandemic

Measuring EFL students’ self-efficacy levels in online learning Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.14773

The rapid development of technology and the integration of technology into the education system have made several educational institutions begin to introduce and begin to apply it in their teaching and learning processes, one of which is by applying distance/online/remote learning methods that are considered flexible and convenience. The purpose of this study was to measure the level of self-efficacy that EFL students in higher education have regarding the use of online learning methods in their teaching and learning activities. The data in this study were taken through an online survey technique of 60 higher education EFL students. The instrument used is Self-Efficacy for Online Learning (SeQoL) which contains 20 statements with 3-point Likert-type scale. The findings in this study found that the level EFL learner self-efficacy in online learning was in moderate level (M= 2.22; SD= .59). Based on this result, EFL students need to adapt more to online learning methods so that they are able to master online learning experiences to get high self-efficacy.

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE Surayya, Siti Ayu; Asrobi, Maman; Farizi, Zukhruf
Journal of Education Technology Vol. 5 No. 4 (2021): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i4.40986

During this pandemic, all countries focused on the issue of transforming the education system, media, teaching strategies, and materials, from face-to-face teaching and learning to teach in a Virtual Environment (TVE)-based, including in Indonesia. However, this sudden change of situation made all education systems change in a hurry. The fact that English teachers are more proficient at applying their content and pedagogical knowledge than technological knowledge makes this study aim to determine how willing teachers are to add and apply their TPACK, particularly in TVE at the moment, and also to reveal the effect of willingness to increase TPACK with a willingness to apply TPACK. The respondents in this survey were 43 EFL teachers. The instrument used in collecting data is a questionnaire. Descriptive statistics, normality and homogeneity tests, and independent t-tests were used in the quantitative data analysis. The data shows that most Indonesian EFL teachers are at the median level of readiness to learn and practice TPACK. However, there is no relationship between willingness to understand and willingness to apply TPACK among English teachers. This finding influences the perspective of educators and researchers on how external pressures need to be reduced and teachers in Indonesia to need internal motivation towards technology-based education.

EFL Obstacles in Writing Thesis Proposal Prasetyaningrum, Ari; Wati, Laila; Ayu Surayya, Siti; Asrobi, Maman
Jurnal Bahasa Inggris Vol 4 No 2 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i2.102

This study aimed to analyze the students’ obstacles when writing a thesis proposal. Subjects of this study were 20 learners in the English Language Education Study Program at Hamzanwadi University in the academic year 2020-2021. The data were collected by using a questionnaire with 27 items to obtain students’ opinions about their problems in writing a thesis proposal. A descriptive quantitative design was used in this research. Having revealed the research analysis, it was found that the participants experienced four types of obstacles: 1) describing data analysis (40 %), 2) finding relevant references (60 %), 3) lack of vocabulary (50 %), and 4) writing theoretical and framework (45 %). To solve the learners’ problems in accomplishing the thesis proposal, there are some suggestions. Students should learn more about grammar and practice how to arrange qualified thesis and read various books to get new vocabulary. The advisors should give a detailed and specific explanation to make sure the students understand the explanation.

EFL Students’ Ability and Barriers in Report Text Prasetyaningrum, Ari; Asrobi, Maman; Husnu, Muhammad; Royahin, Saopia
English Language in Focus (ELIF) Vol. 4 No. 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.149-162

The research purposes were to determine the students’ ability along with the barriers in writing report texts of the eleventh graders at MA NWDI Perian. This research adopted a mix method of sequential explanatory analysis (quantitative descriptive-qualitative). The Instruments were written tests and interviews. Students were first asked to write report texts to determine their ability and then they were asked a series of questions related to the data results. Based on the results, the mean score was 52.19 and the passing grade for English was 70. This indicates that the participants’ ability in writing report texts is poor or below standard. There are five components that are assessed, and participants' ability levels in these five components are still relatively low. The percentages of each assessment were as follows: content 21%, organization 21%, vocabulary 18%, language 18%, and mechanic 22%. According to the results of qualitative data analysis, the barriers in writing report texts were content, organization, vocabulary, language, and mechanics. In addition to those students barriers, there are other factors that should be considered in writing tasks, such as motivation, lexicogrammar features, paragraph elements, or three main factors that influence students' writing skill, namely psychological, sociocultural and linguistic. Furthermore, this study was conducted while the pandemic was still widespread and the interaction of teachers and students during the teaching and learning process were only conducted via virtual setting. This, of course, makes teachers less effective in delivering lessons, particularly in writing, which requires extensive practice, proofreading, discussion, and revision activities. In addition, factors such as space barriers and, in some cases, network restrictions and the use of unappropriate teaching methods or strategies, all have an impact on students' writing skills.

Students' Problems and Coping Strategies in Writing Undergraduate Theses Prasetyaningrum, Ari; Suraya, St. Ayu; Fikni, Zahratul; Lailawati, Lailawati; Asrobi, Maman
English Language in Focus (ELIF) Vol. 7 No. 2 (2025): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.7.2.131-140

ABSTRACT This study investigates the factors contributing to students' challenges in undergraduate thesis writing within the English Education Study Program at Hamzanwadi University, Nusa Tenggara Barat, Indonesia. It further explores the strategies students employ to overcome these challenges. A mixed-methods approach was adopted, involving 36 eighth-semester students as participants. Data were collected through a close-ended questionnaire and semi-structured interviews to provide quantitative and qualitative insights. The findings indicate that psychological factors were the most significant challenge (78.72%), followed by sociocultural factors (16.51%) and linguistic factors (4.7%). To address these difficulties, students employed coping strategies, including identifying novel research topics and ideas through online books and journals, particularly from recent publications (within five years), and grounding their research in real-world issues. They also reviewed previous undergraduate theses, relevant literature, and methodological texts to strengthen their research framework. Additional measures included attending webinars on research methodology, enhancing internal and external motivation, engaging in intensive discussions with supervisors, and leveraging digital tools such as Grammarly and Quillbot for grammatical refinement and paraphrasing to ensure academic integrity. These findings offer valuable insights into the challenges of thesis writing and highlight practical strategies for students and educators to enhance the thesis-writing experience in higher education.

What is missing in metacognitive instruction: A closer look at Indonesian English Education Research Asrobi, Maman; Suryati, Nunung; Ivone, Francisca Maria; El Khoiri, Niamika
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41340

This systematic review examined the application of metacognitive strategies in English language education in Indonesia, focusing on studies published over the past decade (2014-2024). Following Booth et al.s (2021) model, the review analyzed 50 articles selected from 36 SINTA-accredited journals at levels 1 through 4, each centered on English language teaching or language education. The analysis identified key trends in research design, participant demographics, language skills, data collection methods, and analytical techniques used within the field. Findings revealed a predominant focus on undergraduate learners, while junior high, senior high, and postgraduate students were studied far less frequently. Reading skills emerged as the most extensively explored area, whereas speaking, writing, vocabulary, and translation received comparatively limited attention. Additionally, the review highlighted a strong reliance on quantitative methodologies, particularly questionnaires and tests, with fewer qualitative approaches, including interviews and classroom observations, being utilized. Based on these findings, the review supports a broader range of methodological approaches and expanded research on underrepresented learner groups and language skills to capture a more holistic view of metacognitive strategy applications. Moreover, it emphasizes the potential benefits of longitudinal and qualitative studies in understanding the long-term impacts of metacognitive strategies. These findings provide valuable direction for educators and policymakers, suggesting improvements in research diversity and integrating emerging technologies to strengthen learners metacognitive development and support English language education in Indonesia.

Measuring EFL students’ self-efficacy levels in online learning Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.14773

The rapid development of technology and the integration of technology into the education system have made several educational institutions begin to introduce and begin to apply it in their teaching and learning processes, one of which is by applying distance/online/remote learning methods that are considered flexible and convenience. The purpose of this study was to measure the level of self-efficacy that EFL students in higher education have regarding the use of online learning methods in their teaching and learning activities. The data in this study were taken through an online survey technique of 60 higher education EFL students. The instrument used is Self-Efficacy for Online Learning (SeQoL) which contains 20 statements with 3-point Likert-type scale. The findings in this study found that the level EFL learner self-efficacy in online learning was in moderate level (M= 2.22; SD= .59). Based on this result, EFL students need to adapt more to online learning methods so that they are able to master online learning experiences to get high self-efficacy.

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