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ENGLISH TEACHERSâ€™ PERCEPTION IN DESIGNING WRITING TECHNIQUES TO IMPROVE STUDENTSâ€™ WRITING ABILITY Ayudhia, Honesty Yonanda
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Teaching writing in senior high school is one of an interesting issue since teachers see writing as one of the hardest skill to teach. Some consideration is needed in teaching writing. Since teachers are the important aspect in writing class, this paper will examine senior high school teachers' perception in designing writing techniques that can help the students in improving their writing ability. The techniques will be measured based on some principles that are adapted from Brown (2001). There will be 30 teachers from all of the English teachers in Indonesia that were taken as participants of this research. These participants would beÂ taken by using random sampling technique. The instrument of this descriptive research was set of close ended and open ended questionnaire. The result of this research showed that teachers' have positive perception on designing writing techniques but it needs some changes in its practice in the classroom.Keywords: teachersâ€™ perception, techniques, writing ability

Teachers’ Perception toward the Quality of Writing Assessment Honesty Yonanda Ayudhia; Didi Sukyadi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Writing assessment in senior high school is one of an interesting issue since assessing writing is not a simple task for the teachers. It requires some consideration for the teachers when comes to writing assessment, such as the limited time to let the students write, and even how to give a score to the students’ writing. Some researchers in their research about writing assessment argue about the issue such as validity and reliability of the writing assessment, yet it did not describe the other main points that build a good writing assessment. So, this paper will examine senior high school teachers’ perception toward the quality of writing assessment. The quality was based on five criteria; they are practicality, reliability, validity, authenticity, and washback factor. The population of this research was English teachers in Indonesia, and the respondents were taken by using random sampling technique. This descriptive research used open-ended questionnaire as an instrument. The result showed that the assessment that were usually used by teachers in writing class were reliable, valid and had washback effects. However, the assessment had not practical and authentic yet.

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers Dwi Bayu Saputra; Honesty Yonanda Ayudhia; Reci Muswari
JOALL (Journal of Applied Linguistics and Literature) Vol 7, No 1: February 2022
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i1.18855

The abrupt change from a traditional classroom to online learning must have produced some issues, and many scholars were drawn in to investigate the reported challenges during online learning. There is, however, a paucity of research on secondary EFL teachers' perceptions of online learning challenges, notably in four major areas: technology use, instruction, assessment, and students. Therefore, the purpose of this descriptive quantitative study is to examine secondary EFL teachers' perspectives of the challenges they encounter in dealing with the aforementioned issues. The participants included 73 upper and lower secondary English as a foreign language (EFL) teacher. A closed-item questionnaire was deployed, with a total of 38 items addressing issues related to online learning challenges. The findings reveal that secondary EFL teachers in Indonesia reported medium-level challenges in teaching EFL online in terms of technology use, instruction, assessment, and students, whilst challenges in assessing students in online learning were identified as the highest. The results contribute to the advancement of English language education by providing literature on the development of EFL teachers.

Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies Honesty Yonanda Ayudhia; Dwi Bayu Saputra; Rahmi Fadilah
EDULANGUE Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i2.6020

Despite its prominence, research on asynchronous learning addressing students' issues and coping strategies, particularly in Indonesian EFL context remains sparse. This study aimed to address the research gap and uncover the students' issues in an asynchronous English class and how they cope with these challenges. The data were collected through questionnaire distributed to 67 students at an Indonesian university. The findings indicated certain issues that arise during asynchronous English lesson. The students found that a poor internet connection, social media distraction, a lack of interaction between students and the teacher as well as among students, and a lack of opportunities to practice English as their primary learning barriers. The findings also revealed that the activities that students took to deal with these problems, making a smart move in asynchronous English class, was effective. Despite the numerous distractions, the students strove to maintain their focus on the materials. However, as their strategies in asynchronous English class, students did not attempt to contact their teacher to inquire about the materials, and they did not establish a timeframe and learning objective. Limitations and recommendation for future research are discussed.

Teachers’ Teaching Reflection: English Teachers’ Challenges in Rural Areas of Indonesia Rahmi Fadilah; Honesty Yonanda Ayudhia; Vischa Mansyera Pratama; Violintikha Harmawan
LET: Linguistics, Literature and English Teaching Journal Vol 13, No 1 (2023)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v13i1.8923

Issues about education in the urban areas and rural areas are crucial in the Indonesian context. The reason is the differentiation of the quality of the Indonesia education across the country because of those areas. During their practice, English teachers in that area face many limitations that hinder the process of teaching and learning. This case study aimed to explore two English teachers’ challenges in teaching in rural areas of Indonesia and how they overcome those challenges to maximize their role as a teacher through their teaching reflection on interview and document analysis. This is significant for giving the teachers’ views on facing the challenges in every condition of teaching English and for giving a picture to the government about the real condition of teaching English in the rural areas. The result showed that English teachers tried to deal with their own teaching condition and institution, their students, and socio-cultural conditions around them. As the solution, teachers overcome those problems by strengthening their roles as a teacher and understanding social pedagogy. However, there is still a need for English teachers to get more training related to their job in teaching English in rural areas.

Teachers’ Teaching Reflection: English Teachers’ Challenges in Rural Areas of Indonesia Rahmi Fadilah; Honesty Yonanda Ayudhia; Vischa Mansyera Pratama; Violintikha Harmawan
LET: Linguistics, Literature and English Teaching Journal Vol. 13 No. 1 (2023)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v13i1.8923

Issues about education in the urban areas and rural areas are crucial in the Indonesian context. The reason is the differentiation of the quality of the Indonesia education across the country because of those areas. During their practice, English teachers in that area face many limitations that hinder the process of teaching and learning. This case study aimed to explore two English teachers’ challenges in teaching in rural areas of Indonesia and how they overcome those challenges to maximize their role as a teacher through their teaching reflection on interview and document analysis. This is significant for giving the teachers’ views on facing the challenges in every condition of teaching English and for giving a picture to the government about the real condition of teaching English in the rural areas. The result showed that English teachers tried to deal with their own teaching condition and institution, their students, and socio-cultural conditions around them. As the solution, teachers overcome those problems by strengthening their roles as a teacher and understanding social pedagogy. However, there is still a need for English teachers to get more training related to their job in teaching English in rural areas.

Assessment of English Language Teaching for 21st Century: Teachers’ Perspectives on Traditional and Alternative Assessment Fadilah, Rahmi; Ayudhia, Honesty Yonanda; Chairani, Vici Syahril; Afni, Fauza
JADEs Journal of Academia in English Education Vol 4 No 1 (2023): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v4i1.6023

There is a debatable issue about the use of traditional and alternative assessment in ELT in the 21st century. The issue comes from the effectiveness of using traditional and alternative assessment to help teacher to assess the students in classroom situations in ELT. The problem is the teachers do not have better perspective in the challenges of assessment of ELT in the 21st century through alternative assessment or using both traditional and alternative assessment in classroom situation. That problem makes the use of assessment is not really effective to assess specific skill (listening, reading, writing, and speaking) of the students. This study aims, therefore, to investigate teachers’ perspective on the use of traditional and alternative assessment in ELT. The methodology of the research is using survey research with fifty English teachers as samples of this research. The data was collected by using questionnaire combine with open-ended questions relate with teachers’ perspective on traditional and alternative assessment. The results show that many teachers are really comfort with traditional assessment rather than alternative assessment since they claimed that traditional assessment is easier and more familiar to conduct in classroom situation. However, those perspectives have to be changed, the teacher should use both traditional and alternative assessment based on appropriate purposes and skills because there are challenges in assessment of ELT in 21st century to make the assessment process become more effective to improve students’ performance in English. It will be helpful by knowing the advantages and disadvantages of using traditional and alternative assessment in classroom situation to help the teacher to use them balance in the teaching and learning process.

The Investigation of Students’ Motivation in Learning English at SMAN 3 Payakumbuh Nazfa, Salsa bila; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.129957

This study investigates the level of motivation of eleventh grade students at SMAN 3 Payakumbuh in learning English. It also aims to identify what students need in order to increase their motivation. As motivation plays an important role in language learning, fostering desire and enthusiasm for the subject is crucial. This study used a survey method, a quantitative research type. A questionnaire with a five-point Likert scale was used to measure students' motivation. The study involved 101 eleventh grade students selected through total sampling. The results showed an average intrinsic motivation score of 3.16, which was categorized as moderate. Similarly, the mean extrinsic motivation score was 2.67, also indicating a moderate level. Based on the overall score of 2.91 and the Likert scale interpretation, showed moderate to low levels of motivation overall. To address this, this study explored potential students' needs to increase motivation. The results shows that the most preferred approach (with an average score of 3.23 of students choosing it) involved teachers incorporating various learning media such as songs, movies and English learning apps.

The Effect of Kahoot! Platform on Eleventh Grade Students’ Reading Comprehension: A New Fun Media at Sport Senior High School Fellecia, Yolanda; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.130323

This research used quantitative research method with quasi-experimental research. Examining the potential impact of the Kahoot! Platform on students' ability to understand what they read was the primary goal of this research. Sport Senior High School eleventh graders made up the study's population. The population consist of 168 students who are classified into six classes. XI MIPA 2 was chosen using the cluster sampling method to serve as the experimental class. The eight meetings that this investigation was conducted over during school hours. For both the pre- and post-tests, the researcher used multiple-choice exams to collect data. The exam questions are drawn from hortatory exposition texts and narrative texts. A two-tailed independent sample t-test with a significance level of 0.000 (i.e., less than 0.05) was found in the results of the data analysis. To sum up, we accept (H1) and reject the null hypothesis (H0). Finally, our study demonstrated that the Kahoot! Platform improved students’ reading comprehension.

The Perception of Non-English Major Students on Joining English Speaking Club to Support Their Speaking Practice Rahmawati, Rahmawati; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.130295

Speaking is an important but difficult skill to master in English. One of the popular ways for non-English major students at UNP to practice their speaking skill is joining the speech division at UKBA. This research uses descriptive design and qualitative approach by involving 5 non-major English students to be interviewed in depth. The purpose of this study is to find out how students’ perception about the speech division and how activities in this division can support speaking practice. The results of this study indicate that the majority of non-major English students have a positive perception of the speech division. Based on the interviews, the activities in the speech division can support and help students to improve their speaking skills. The speech division also can help students to overcome their problem in speaking. However, in order to be more effective in helping students to learn to speak English, the speech division needs to do some evaluations such as upgrading classroom conditions and developing learning materials such as grammar. In addition, further research is recommended to examine students' perceptions of other divisions in UKBA related to grammar or other English skills.

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