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Content Analysis of English Textbook for 11th Grade of Senior High School on HOTS Criteria Chintara Mentari Putri; Atti Herawati; Mursidah Rahmah
Pedagogia: Jurnal Ilmiah Pendidikan Vol 13, No 2 (2021): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

The newest curriculum or well known as national curriculum has four goals in education of Indonesia. One of them is Higher Order Thinking Skills which means the output of teaching and learning process is required to have higher level of thinking. Thus, the Ministry of Education provides textbook for all level of schools; one of them is for Senior High School. This research aimed to investigate if HOTS is accommodated in English textbook provided by the Ministry of Education; focuses on the content of the textbook, in terms of questions and instructions provided and in relation to HOTS criteria which covers C4 (analyze), C5 (evaluate), and C6 (create). This research applied a qualitative method and used documentation and interview as the instruments. There are four respondents consisting of three English teachers from different schools, and one evaluation expert. The finding shows that HOTS have already been accommodated in English textbook. There are 116 of 211 HOTS questions with frequency 55%, 74 of 252 HOTS instructions with frequency 30%, and factual knowledge as the most dominant knowledge dimension in questions which have 90 of 211 with frequency 43%, and conceptual knowledge as the most dominant knowledge dimension in instructions which have 81 of 252 with frequency 32%. All questions and instructions provided are more about recalling information, guidelines or studies of concepts, describing a factual information and explaining the answer.

Extensive Reading from Students’ Perspective Adwind Abrar; Atti Herawati; Tina Priyantin
Pedagogia: Jurnal Ilmiah Pendidikan Vol 13, No 2 (2021): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

Extensive reading is broadly known as reading for enjoyment and is beneficial for EFL students. However, nowadays, the growth of technology has become a matter for students to be reading less than they should be. Thus, this research focused on the online extensive reading as the course program the students had experience in Pakuan University to find out their perspective. The respondents were 15 students from sixth-semester students who had experienced the Online Extensive Reading subject. The research was conducted by using qualitative method and using questionnaires and one-on-one interviews as the instruments. Data collected were separated into three indicators, which included the learning process, students’ skills improvement, and personal factors. Based on the result, the students’ perspective on the Online Extensive Reading helped them improve, especially in vocabulary gained, reading interest and reading comprehension. On the other hand, most students perceived that the learning process was effective for them to learn in this Online situation. However, they suggested that they needed more virtual meeting sessions instead of using chat forum to discuss or share. Furthermore, there were a few students that didn’t feel the effectiveness of the Online Extensive Reading because they had a problem in their personal characteristic such as, procrastinating, unmotivated to read, unmanageable time, and their lack of reading interest.

Mengidentifikasi dan Memecahkan Masalah Pembelajaran yang Dihadapi Oleh Mahasiswa Melalui Strategi Lesson Study Atti Herawati; Asih Wahyuni
Pedagogia: Jurnal Ilmiah Pendidikan Vol 7, No 2 (2015): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

Starting from the dissatisfaction with the outcomes of English learning in a subject matter, this study aims at investigating the main problems of students on learning in Research on ELT subject. In it, the writers find that students face difficulties in clustering their thought while learning. It can be seen from the results of evaluation given to the students. Woefully, it has not been identified yet since the lectures seem run smoothly through. Dealing with the problems identified, this study thus employs a lesson study towards sixth semester students of English Education Study Program in Bogor. The study covers four cycles in the implementation. The cycle then applies three stages; which are plan, do, and see. The data of this study are gained from the result of the individual post-test conducted after the topic was lectured. The data are also gained from the results of classroom observation, questionnaire distribution, and guided interview. First observation identifies that students are difficult to take a note from what the lecturer has explained. The students are rigid in clustering ideas from the materials driven. Some of them do a note in a limited handwriting. In the second classroom observation, lecturer chunks video learning into several segments. In doing so, it is intended to space the students for making a note easily. Having chucked the video learning throughout the activity, still, the students are unable to be forced out of shape. Limited number of students are making a note. In the third cycle, the lecturer provides a rubric for helping the students to analyse the video, still, they are unable to make an appropriate note taking. Thus, in the fourth cycle, the video is chunked into several segments. While watching the video, students are accompanied by a video observation rubric. Results based on the video observation rubric show that how students’ ability to make a note are influenced by guiding statements/questions provided on the rubric. From the results based on the four cycles of lesson study; thus, it can be concluded that students have difficulties in clustering ideas and making a note throughout the teaching and learning activity. Attempts have been made to solve the students’ problems of clustering ideas and making a note. The attempts to scaffold the students are providing a rubric and uttering guided questions while they are learning.

A Descriptive Study of English Language Teaching for The Students of Faculty of Science and Mathematics and Faculty of Law Jessica Setiawan; Istiqlaliah Nurul Hidayati; Atti Herawati
Pedagogia: Jurnal Ilmiah Pendidikan Vol 7, No 1 (2015): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

The English learned by university students is supposed to be different from faculty to faculty or from study program to study program. The aim of the research is to describe English Language Teaching process in the Faculty of Science and Mathematics and the Faculty of Law.There are two research questions in this study: 1) What materials do the lecturers teach to the students in Faculty of Science and Math and Faculty of Law? Is it General English (GE) or English for Specific Purposes (ESP)? 2) What method do the lecturers use in teaching English to the students in Faculty of Science and Math and Faculty of Law? In conducting this research, descriptive method is used to portray the phenomenon factually. The data were obtained through interview, observation, and documentation. The research was conducted to the first semester students of Pharmacy Study Program, Computer Sciences Study Program, and first semester students of Faculty of Law. Three English lecturers were taken as the participants. Triangulation was used to check the validity of the data. As the result, the writer found out from the result of the interview, observation and documentation that the materials taught in Faculty of Science and Mathematics and Faculty of Law was English for Specific Purposes (ESP). Discussion and lecturing were the methods applied by the English lecturer in Faculty of Law. Presentation and discussion were applied by the English lecturers in Pharmacy Study Program and Computer Sciences Study Program.

The C.O.O.K.I.E acronym strategy: a mnemonic approach to English verb learning Marisol Márquez Martínez; Atti Herawati; Octa Pratama Putra
Journal of English Language and Pedagogy Vol 9 No 1 (2026): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.22368

This study investigates the implementation of the C.O.O.K.I.E acronym strategy—a food-based mnemonic approach—to facilitate young learners’ acquisition of English verb forms in a joyful and meaningful manner. The research aims to explore how these mnemonic associations can mitigate the abstraction of grammar rules and enhance both cognitive retention and affective engagement. Employing a qualitative descriptive case study, the research involved five purposively selected fourth-grade elementary students in Jakarta. The intervention consisted of three intensive learning sessions where students were introduced to various mnemonic acronyms, such as B.U.R.G.E.R, P.I.Z.Z.A, into I.C.E C.R.E.A.M. Data were triangulated through participatory observation, structured student reflections, and performance-based tasks focusing on verb conjugation. The qualitative data were analyzed using the Miles and Huberman framework, involving data reduction, data display, and thematic verification. The findings reveal that the strategy significantly improved the students' ability to recall and practice English verbs. Beyond cognitive enhancement, the food-related mnemonics fostered high emotional engagement, with students describing the process as ‘fun’ and ‘relatable’. The results suggest that linking linguistic structures to familiar semantic categories (food) reduces learning anxiety and transforms rote memorization into a more intuitive process. This study concludes that the acronym-based strategy promotes ‘brain-friendly’ learning by integrating logical memorization (left brain) with imaginative visualization (right brain). This approach offers a potent pedagogical alternative for elementary EFL classrooms, advocating for a shift from mechanical drills to enjoyable, imaginative grammar instruction.

Navigating pedagogical choices: Teacher decision-making in remote learning environment Atti Herawati; Setiono Sugiharto; Christine Manara
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2132

Decision-making is the fundamental teaching skill that is enacted in practice. The exploration of pedagogical decision-making by teachers in remote instructional settings offers valuable theoretical insights and practical contributions to the field of English Language Teaching (ELT). Thus, this study was aimed at exploring pedagogical decisions teachers make in their remote teaching practices. A qualitative, exploratory approach was employed, and virtual observation through Zoom Meeting or Google Meet served as the main data collection instrument. Five lecturers from five different private universities in West Java, Indonesia participated in this study, a sample size consistent with the in-depth, interpretive nature of qualitative inquiry. Observation notes and video transcripts were analysed using grounded theory through three coding stages. The study revealed that the majority of instructional decisions were strategically oriented toward maintaining student engagement and promoting seamless lesson progression. Translanguaging was dominant and employed by all participants. Among five decision types (rational, intuitive, dependent, avoidant, and spontaneous), spontaneous decision-making emerged as the most commonly utilized, in contrast to dependent and avoidant decisions, which occurred with considerably lower frequency. These findings contribute theoretically to the understanding of teacher cognition in digital contexts and practically to the preparation of teachers for responsive, reflective decision-making in remote ELT.

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