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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal Studi Guru dan Pembelajaran
Nida Husna
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Education Languange, Linguistic, Communication & Media

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Teachers' perspective of English learning models amidst pandemic: Online and offline learning Farida Hamid; Dhila Nurul Azmi; Muhammad Sabaniyah; Nida Husna; Dinnisa Haura Zhafira Hidayat
Jurnal Studi Guru dan Pembelajaran Vol. 5 No. 3 (2022): September - Desember 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.5.3.2022.1678

Abstract

The purpose of this study is to find out the teacher's perspective on online learning and offline learning. With the advancement of technology, a new trend in the classroom has developed primarily during the Pandemic. This qualitative descriptive study investigates teachers’ perspectives regarding online and offline learning; Two ninth-grade English teachers from SMPN 3 Cisauk, Banten, were involved in this study. The researchers used direct observation and interviews with two English teachers to obtain the data. The result showed that English teachers are more comfortable teaching students offline than online. Besides that, English teachers feel the maximum capacity to deliver the material chosen directly in the classroom. Meanwhile, in carrying out online learning, which is different from face-to-face learning, teachers must implement appropriate methods and media according to student needs. Finally, four recommendations are provided. Those are related to teachers’ efforts to improve the quality and suitability of the learning materials, institutional support (e.g., internet stipend), teachers’ readiness for Information and Technology, and attention to students’ difficulties in learning.
High School Students’ Difficulties in Writing Descriptive Text Wardah Hafizah; Nida Husna; Neneng Sunengsih; Maulidya, Reza Anis
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 8 No. 1 (2024): Maret 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v8i1.66730

Abstract

Difficulty in writing descriptive text is still a problem experienced by high school students. The aim of this research is to find out the mistakes and difficulties that students most often experience in writing descriptive texts. The method used in this research is a qualitative descriptive method. The sample for this research consisted of 36 tenth grade students from a state high school and was selected using a purposive sampling technique. The instruments used in this research were writing tests and interviews with data analysis techniques using descriptive statistics. The research results showed that 0.1% of students made mistakes in the content aspect, 0.1% in the organizational aspect, 8.3% in vocabulary, 23.5% in language use, and 68% in mechanics. The results of the analysis show that the largest number of errors is in the mechanical aspect with a total of 1085 errors. The difficulties experienced by students in writing descriptive texts lie in the aspects of vocabulary, language use, and mechanics. This is due to lack of vocabulary, grammar skills, and writing in a hurry. To overcome this problem, students can learn and practice English through online platforms such as Google Translate and YouTube. Students must also increase their focus on writing practice and always proofread their writing. Through this research, it is necessary to develop a learning program that focuses on increasing vocabulary, grammar skills, and applying appropriate mechanics in writing descriptive texts for high school students.
Assessing the Authenticity and Validity of Tests in CLT-Based English Classrooms in West Java's Formal Education Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7625

Abstract

This study investigates the effectiveness of classroom tests in formal West Java, Indonesia, secondary learning centers that claim to offer Communicative Language Teaching (CLT). Because CLT places significance on fostering communicative competence that contains grammatical, sociolinguistic, discourse, and strategic dimensions, there are concerns that the testing protocols employed may not adequately reflect the communicative goals. The data were collected from four English as a Foreign Language (EFL) instructors through the use of a qualitative multiple case study design by way of document analysis and semi-structured web survey. It was found that, while respondents demonstrated satisfactory theoretical knowledge of communicative testing and the use of performance tasks such as interviews, role-plays, and spoken tasks incorporated into videos, full compliance with the tenets of CLT is restricted. Principal impediments to successful implementation are restricted professional development opportunities, large classes, restricted instructional hours, and institutional policies favoring grammar-based tests. It is the finding of this research that, despite professed adherence to CLT, test validity is inconsistent. It is its recommendation that teacher assessment literacy must be upgraded, wide-ranging training needs to be implemented, and institutional policies need to be redesigned to bring communicative test practices into closer correspondence to CLT ideals.
Teachers’ Perception on Bilingualism and Bilingual Education Nurmaya, Krisma; Nida Husna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6502

Abstract

This study examines teachers’ perceptions of bilingualism and bilingual education in Indonesia, focusing on their conceptual understanding as well as perceived challenges and opportunities for implementation. Employing a qualitative descriptive design, data were collected through questionnaires from 16 teachers and in-depth interviews with five teachers across elementary, secondary, and inclusive education settings. The findings indicate that while teachers generally acknowledge the cognitive and social benefits of bilingualism, several barriers impede effective bilingual education. Notably, 68.8% of teachers identified inadequate training as a major challenge, and 62.6% pointed to limited instructional resources and curriculum misalignment. Despite these obstacles, teachers recognized substantial opportunities to strengthen bilingual education, including enhanced professional development, greater community involvement, and increased use of technology to support language learning. These insights underscore the need for targeted policy support and capacity-building initiatives to improve the quality and sustainability of bilingual education in Indonesia.
Assessing Communicative Competence: Validity of Tests in CLT-Based English Classrooms Across Formal in West Java Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7612

Abstract

This research examines the validity of classroom tests in formal secondary schools in West Java, Indonesia, which purport to practice Communicative Language Teaching (CLT). Although CLT calls for the development of communicative competence encompassing grammatical, sociolinguistic, discourse, and strategic components, concerns arise that classroom testing procedures may fail to represent these communicative objectives. Data were gathered from four EFL teachers using a qualitative multiple case study design through document analysis and a semi-structured online questionnaire. Results show that although the participants exhibit firm theoretical grasp of communicative assessment and include performance tasks like interviews, role plays, and video-based speaking tasks, complete alignment with CLT ideals is limited. A number of challenges impede implementation, such as lack of professional development, large class sizes, limited instructional time, and institutional requirements for grammar-dominated tests. This study concludes that despite claimed allegiance to CLT, the validity of tests utilized in these classrooms continues to be inconsistent. It suggests enhancing teacher assessment literacy, instituting prolonged training, and reforming institutional policy to accommodate communicative assessment practices more in accord with CLT.
Co-Authors Dhila Nurul Azmi Dinnisa Haura Zhafira Hidayat Farida Hamid Maulidya, Reza Anis Muhammad Farkhan Muhammad Sabaniyah Neneng Sunengsih Nurmaya, Krisma Rosy, Fella Ummi Kulstum Wardah Hafizah