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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Review: Journal of English Education Early Childhood Research Journal (ECRJ) Journal of English Language Teaching and Linguistics Suar Betang SAGA: Journal of English Language Teaching and Applied Linguistics Mozaic : Islam Nusantara Jurnal Pengabdian Masyarakat Bhinneka Room of Civil Social Development
Mas Muhammad Idris
Universitas Nahdlatul Ulama Indonesia, Jakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta Idris, Mas Muhammad
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23213

Abstract

Intercultural competence (IC) is a concept whichthat has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and the Kruskal Wallis test, along with a prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.
Does Gender Influence The Intercultural Competence (IC) of Indonesian English Teacher? Mas Muhammad Idris
SUAR BETANG Vol 16, No 1 (2021): Juni 2021
Publisher : Balai Bahasa Kalimantan Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/surbet.v16i1.237

Abstract

This study is set out to see the intercultural competence (henceforth IC) degree of English teachers and determine whether gender influences their IC or not. This study is conducted due to the reason that the need of IC becomes essential part both in education and life context in which the societies’ changes in communication and developing mutual aims have always been happened. This study was in the model of descriptive quantitative research that used a sample survey design. Samples of 88 English teachers in Yogyakarta taken by using Morgan’s table (1970). They were asked to complete the instrument comprising 3 factors with 40 items developed by Pestalozzi Programme and Intercultural Cities of the Council of European Commission and the European Wergeland Centre (2008). This study revealed that the degree of IC of English teachers was high and there was no significant relationship between gender and the IC of English teachers. In other words, the gender does not influence their IC accordingly as well as it is recommended that the IC should be had by any individuals respectively.AbstrakPenelitian ini bertujuan untuk mengetahui kompetensi komunikasi antarbudaya (IC) guru bahasa Inggris dan menentukan apakah gender memengaruhinya. Penelitian ini dilakukan dengan alasan perlunya IC menjadi bagian penting dalam konteks pendidikan dan kehidupan ketika perubahan-perubahan pada masyarakat dalam hal komunikasi dan meningkatkan tujuan yang saling menguntungkan selalu terjadi. Penelitian ini adalah penelitain kuantitatif dalam bentuk survei. Sampel penelitian ini berjumlah 88 guru di Yogyakarta yang diambil menggunakan tabel Morgan (1970). Mereka diminta untuk menjawab sebuah instrumen yang telah diadaptasi yang terdiri atas 3 faktor dengan 40 butir pertanyaan. Instrumen ini dikembangkan oleh Pestalozzi Programme and Intercultural Cities of the Council of European Commission and the European Wergeland Centre (2008). Analisis mununjukkan bahwa tingkat IC guru bahasa Inggris dikategorikan tinggi dan tidak ada hubungan yang signifikan antara gender dan kompetensi interkultural guru bahasa Inggris. Dengan kata lain, gender tidak memengaruhi kemampuan IC mereka.
The Proposed Elements of Intercultural Communicative Competence (ICC) For Indonesian EFL English Teachers Mas Muhammad Idris
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 1 (2021): February 2021
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2020.21.43

Abstract

The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.
The Utilization of Picture Booklets to Cultivate The Young – Indonesian Slow Learners’ English Speaking Ability Mas Muhammad Idris; Dyah Setyowati Ciptaningrum
Early Childhood Research Journal (ECRJ) Vol.1, No.1, December 2018
Publisher : Department of Early childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ecrj.v1i1.6579

Abstract

In post-modernity era, the English communication skill must be highlighted as a vital item to attain one’s own target of language learning process gained not only from formal education but also non-formal one. Hence, it may lead all of the educators around the world to strengthen the English speaking proficiency which can be employed through many activities in their language regular classrooms and Indonesian educators are no exception as well to do so. Consequently, the roles of educators become very important due to their challenges to find out a means of teaching approaches that enable stimulating the slow and normal learners to comprehend the materials given by their educators. However, this paper solely focuses on the Young-Indonesian slow learners who need special treatments in their language learning process to at least catch up the average point of their study by using the picture booklets (PBs) to develop their English speaking competence. And therefore, the five core characteristics of slow learners have also been discussing in it in order to facilitate the educators easy to indicate and educate them properly. In addition, the two teaching strategies namely the compensatory teaching (CT) and remedial teaching (RT) are indeed as fundamental approaches too to cultivate the Young-Indonesian slow learners’ English speaking ability.
Intercultural Communicative Competence (ICC): What Should Indonesian EFL Teachers Have Related to ICC’s Elements? Mas Muhammad Idris; Agus Widyantoro
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(1), April 2019
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v4i1.184

Abstract

In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global world-wide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC’s elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students’ ICC.
Students' Insight: The Importance of English Lesson for MA (Madrasah Aliyah) Students in Islamic Boarding School, Bogor Idris, Mas Muhammad
Jurnal Pengabdian Masyarakat Bhinneka Vol. 3 No. 4 (2025): Bulan Juli
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v3i4.134

Abstract

Pembelajaran bahasa Inggris kini menjadi sangat penting di era digital yang semakin maju ini dan harus dikuasai oleh setiap orang, termasuk para siswa. Bahasa Inggris dikenal sebagai salah satu bahasa internasional yang digunakan secara luas untuk berkomunikasi, tidak terkecuali oleh masyarakat Indonesia, dengan orang-orang dari berbagai negara. Namun, dalam konteks kegiatan belajar siswa di Indonesia, terutama di pesantren, tidak semua siswa memanfaatkan kemampuan bahasa Inggris mereka dengan baik dalam berinteraksi, baik dengan guru bahasa Inggris maupun dengan teman sekelas. Hal ini sebagian besar disebabkan oleh kurangnya pemahaman mereka terhadap bahasa Inggris sebagai pelajaran yang sangat penting. Untuk itu, kegiatan sosialisasi ini dirancang untuk memberikan pemahaman lebih dalam mengenai betapa pentingnya belajar bahasa Inggris bagi siswa MA jurusan sosial di pesantren di Bogor. Diharapkan dengan kegiatan ini, mereka dapat lebih termotivasi untuk menguasai bahasa Inggris dan menyadari nilai penting pelajaran tersebut. Metode yang digunakan dalam kegiatan ini mencakup sosialisasi dan pengisian kuesioner oleh 26 siswa MA. Hasil kegiatan menunjukkan bahwa 85% siswa memiliki antusiasme tinggi untuk belajar bahasa Inggris dan menggunakannya sebagai langkah awal untuk melanjutkan studi. Sebaliknya, 15% siswa kurang memperhatikan pentingnya bahasa Inggris, karena lebih fokus pada jurusan mereka.
Eksplorasi Persepsi Siswa terhadap Pembelajaran Bahasa Inggris di Pesantren: Studi Kasus di Bogor, Indonesia Mas Muhammad Idris; Wijayanti, Sheila; Rahmawati, Septi
Room of Civil Society Development Vol. 4 No. 1 (2025): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.510

Abstract

Pembelajaran bahasa Inggris di pesantren memiliki peran penting dalam meningkatkan kompetensi siswa di era globalisasi. Penelitian ini bertujuan untuk mengeksplorasi persepsi siswa terhadap pembelajaran bahasa Inggris di Madrasah Aliyah yang berlokasi di pesantren di Bogor, Indonesia. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan melibatkan 26 siswa dari kelas ilmu sosial sebagai responden. Data dikumpulkan melalui kuesioner tertutup yang terdiri dari 10 pernyataan terkait minat dan persepsi siswa terhadap pembelajaran bahasa Inggris. Data dianalisis menggunakan statistik deskriptif untuk mengidentifikasi tingkat antusiasme dan hambatan belajar siswa. Hasil penelitian menunjukkan bahwa 85% siswa menunjukkan antusiasme terhadap pembelajaran bahasa Inggris, sementara 15% lainnya kurang tertarik, terutama karena tantangan dalam memahami materi. Temuan ini menggarisbawahi pentingnya penggunaan metode pembelajaran yang lebih menarik dan interaktif untuk meningkatkan minat belajar siswa. Penelitian ini memberikan implikasi praktis bagi guru bahasa Inggris dan pengelola pendidikan di pesantren untuk mengadopsi strategi pembelajaran inovatif yang relevan dengan kebutuhan siswa. Dengan demikian, penelitian ini dapat berkontribusi pada peningkatan efektivitas pembelajaran bahasa Inggris di lingkungan pesantren.
Intercultural Communication Competence among Indonesian Pre-Service Teachers: a Quantitative Study Idris, Mas Muhammad; Ningsih, Masnia
SUAR BETANG Vol 20, No 1 (2025): June 2025
Publisher : Balai Bahasa Kalimantan Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/surbet.v20i1.30784

Abstract

The concept of intercultural communication competence (ICC) has become increasingly important in both formal and informal language learning contexts. ICC refers to the ability to communicate effectively with individuals from diverse cultural, linguistic, and normative backgrounds. Despite its significance, there is a gap in the literature regarding the assessment of ICC, particularly in the context of Indonesian teachers. The  aim of this study is to assess the level of ICC among pre-service teachers in Indonesia. The study involved 66 randomly selected participants from three Indonesian private universities. Data were collected using a valid and reliable questionnaire and analyzed through descriptive statistics and a one-way ANOVA test, with normality as a prerequisite. The results revealed that pre-service teachers exhibited a high level of ICC, with strong intercultural attitudes, knowledge, and skills. Furthermore, no significant differences were found based on the universities attended, indicating that the institution did not influence ICC levels. These findings underscore the importance of assessing ICC in pre-service teachers and suggest that they are well-equipped to engage with individuals from diverse backgrounds in language learning contexts. The study highlights the need for further exploration of ICC in educational settings.
PSYCHOMETRIC PROPERTIES OF SELF-EFFICACY SCALE FOR ENGLISH LANGUAGE LEARNERS IN INDONESIA Karimah, Syahadah Albaqiyatul; Yundianto, Devie; Idris, Mas Muhammad; Zulha, Hani Fatimah
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.10954

Abstract

This study explores the psychometric properties of the Indonesian version of the Self-Efficacy Scale for English Language Learners (SES-ELL). With the growing importance of English proficiency in Indonesia, understanding learners’ self-efficacy beliefs—defined as confidence in their ability to perform language tasks—is crucial. The study examines the validity and reliability of the SES-ELL, utilizing a cross-sectional, quantitative approach with a sample of 165 undergraduate English language students from public and private universities. Data were collected via the adapted 32-item Questionnaire of English Self-Efficacy (QESE), measured on a 7-point scale. Results showed that the SES-ELL meets unidimensionality requirements, with Principal Component Analysis of Residuals explaining 68.6% of the variance. Reliability indicators were robust, with an Item Separation Reliability (ISR) of 0.96 and a Person Separation Reliability (PSR) of 0.97, suggesting strong differentiation among learners' self-efficacy levels. Item analysis identified four items needing revision due to fit inconsistencies. The study confirms SES-ELL as a reliable tool for measuring self-efficacy among Indonesian English learners, offering insights into their confidence across language skills. Future research should refine the scale further to ensure optimal measurement accuracy and support targeted interventions to improve learners' self-efficacy and performance in English
What Every Educator Should Teach to Their Learners to Confront the 21st Century Life and Career? Mas Muhammad Idris
Mozaic : Islam Nusantara Vol. 11 No. 1 (2025): Mozaic: Islam Nusantara
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Nahdatul Ulama Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47776/mozaic.v11i1.1569

Abstract

In the context of 21st-century education development, educators are increasingly designing instructional methods aimed at equipping students with essential competencies to meet the unique demands of this era. Core skills such as expert thinking, effective communication, exploratory collaboration, and creative learning activities are fundamental for navigating the complexities of modern life and the global workforce. However, these competencies alone are insufficient for future readiness. This article argues that deeper cognitive and socio-cultural stimulation is necessary for students’ success in the 21st century. Drawing from relevant literature, this study proposes that educators should emphasize three interrelated capabilities: strengthening philosophical literacy as a foundational skill; enhancing the ability to comprehend and respond to social environments; and cultivating cross-cultural understanding. Furthermore, this article recommends a structured pedagogical approach that includes brainstorming activities, fostering life wisdom, and promoting intercultural information exchange among students. These strategies are expected to better prepare learners for global educational and professional challenges in the 21st century.
Co-Authors Agus Widyantoro Devie Yundianto Dyah Setyowati Ciptaningrum Karimah, Syahadah Albaqiyatul Ningsih, Masnia RAHMAWATI, SEPTI Sheila Wijayanti Zulha, Hani Fatimah