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The Relationship between Authentic Materials and Cooperative Learning Strategy towards EFL Students’ Reading Comprehension Nurlela, Siti; Suryoputro, Gunawan
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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EFL (English as a Foreign Language) students of vocational high schools are requested to have skillful reading strategies to comprehend specific texts in English. To have a good comprehension, they utilize not only their strategies but also interesting and suitable texts. Therefore, this current study investigated the correlation between students’ perception of the authentic materials and cooperative learning strategy towards students’ reading comprehension. The data of the reading comprehension tests and the students’ perception were analyzed using the multiple regression. The result revealed that (1) there was positive correlation between students’ perception of the authentic materials and students reading comprehension, (2) there was significant positive effect of cooperative learning strategy towards reading comprehension, and (3) there was significant positive effect of reading materials towards cooperative learning strategy. These findings suggested that the choice of authentic materials could motivate students to comprehend ESP texts. Besides this, by doing cooperative learning strategy, the scaffolding could happen so that they could share their comprehension. In spite of its limitation, this study could have certain pedagogical implications to reading classroom activities.

Case Study: The Use of Recast in the EYL Classroom Shandra, Dede; Suryoputro, Gunawan
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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This paper reports the use of recast technique in correcting students’ errors in the EYL (English for Young Learners) classroom. Observation and interview methods were conducted to collect the data. While observation was implemented to find out the role of recast in teaching-learning processes, interview to ten teachers and twenty-four students was conducted in order to answer teachers and students’ perceptions of recast technique. Findings showed that teachers and students gave positive perceptions of recast. Recast can encourage students’ language awareness, motivation, and independence. The findings of this study suggest that recast technique can be used as an alternative feedback in giving correction to students’ errors. The study confirms literature showing that recast is an effective corrective feedback.

The Comparison of The Phonological Features of Sikka Language and English Darmawan, Darmawan; Suryoputro, Gunawan
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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The paper is aimed to find out: (1) the similarities and the differences of segmental features of Sikka language and English, and (2) the appropriate way to solve the problem of phonological teaching in Maumere. The data was collected from EFL participants who were their mother tongue are Sikka language, one of local languages in Maumere East Nusatenggara Island, Indonesia. To collect the data, theAural Phoneme Discrimination test, the Phoneme Recognition tes, andReading test were used. The findings revealed that errors were largely limited to final stops and sibilants, initial and final affricates, and interdentals. The error data did not completely accord with previous findings. A language transfer viewpoint offers an explanation as to why these particular sounds were found difficult for the participants. Patterns in the error data showed that stops were mostly devoiced, and these processes were developmental. The affricates and interdentals were frequently generalized to a stop or sibilant found in the first language. Overgeneralization of these articulatory difficult sounds is a common developmental process. Both transfer and developmental factors and their interaction explain much of the error data, though other factors such as hypercorrection and spelling interference also seem to play a role. An implication of the study is that these systematic, specific errors, dependent on first language, should be taken into account when teaching pronunciation to English learners from these local language groups.   Keywords: Contrastive analysis, phonetic features,  Sikka language

Construction of an Indonesian Biographical Novel: Based on Reader Reception of Buya Hamka’s Biographical Novel Abimubarok, Achmad; Hikmat, Ade; Suryoputro, Gunawan
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 2 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i2.61359

Abstract. Research on biographical novels is mostly focused on how novelists represent figures as protagonists, but they have not explored what the contents of the novel would be like if they used the same figure. In addition, there is no research that constructs the characteristics of biographical novels in Indonesia. This study aims to answer the assumption whether biographical novels present different characteristics even though they emanate from the same figure. Through the Buya Hamka’s biographical novel, this study also leads the efforts to delineate the characteristics of the biographical novel in Indonesia. In order to obtain more objective evidence and constructs, readers’ reception is used as an analytical perspective. In addition, netnography is adopted as a research method because the utilized data comes from social networks. Netnography is expected to facilitate more structured reception results. Our results show that biographical novels still present different characteristics even though they use the same figure. The logical assumption related to these differences is that the novel has a fictitious nature and the novelist has a creative way of interpreting figures as protagonists. This proof also conveys that the characteristics of biographical novels are closely related to their figures/protagonists; the figure as the protagonist, the historical content as the context of the event, the protagonist who is inspiring, the events that are attached to the protagonist, and the style of writing as the personal representation of the protagonist. Through these characteristics, it is possible to distinguish between biographical novels and other novels, including historical novels.Keywords: Biographical Novels; Buya Hamka; Reader’s Reception; Indonesian Literature

FACEBOOK APPLICATION AS ELECTRONIC PORTFOLIO IN SPEAKING ASSESSMENT OF ENGLISH AS A FOREIGN LANGUAGE: A Case Study of Indonesian Junior High School Students: Aplikasi Facebook sebagai Portofolio Elektronik dalam Penilaian Berbicara Bahasa Inggris sebagai Bahasa Asing: Studi Kasus pada Siswa Sekolah Menengah Pertama di Indonesia Wulandari , Dwi Siska; Suryoputro, Gunawan; Mulyono, Herri
Jurnal TEKNODIK Jurnal Teknodik Vol. 28 No. 1, Juni 2024
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/teknodik.vi.1119

This qualitative study investigates the use of Facebook as an electronic portfolio (e-portfolio) for assessing English as a Foreign Language (EFL) speaking proficiency. It investigates whether Facebook as an e-portfolio helps students assess their speaking skills due limited time in the class. In particular, the focus is on the students' engagement in speaking tasks and their views on the e-portfolio-based evaluation. The study took place for three months in a private junior high school in Jakarta which consisted of 20 students. Classroom observations, questionnaires, and reflective journals were employed to collect the data. Using Kose's coding strategy (2006), the data was transcribed and coded. This unveiled the students' strategies for using Facebook to document speaking activities, with most relying on memorization (54%). The research also affirmed the effectiveness of Facebook as an e-portfolio instrument and found that Facebook is integrated well, giving positive results in operational descriptions, compatibility, and evaluative judgments. While some students perceived the benefits of adopting the e-portfolio via Facebook, the overall feedback tends to be favorable acceptance and appreciation of the tool. The feedback highlights the significance of teachers' digital proficiency in guiding students, given the lack of a comprehensive scoring system, so that emphasizing the necessity for a structured-speaking rubrics for consistent evaluations. This study highlights the use of Facebook as an e-portfolio tool by providing useful insights into students' strategies, motivation, and perceptions, suggesting implications for language learning through technology-mediated assessment. Penelitian kualitatif ini menyelidiki penggunaan Facebook sebagai elektronik portofolio (e-portofolio) untuk menilai kemahiran berbicara Bahasa Inggris sebagai Bahasa Asing (EFL). Penelitian ini bertujuan untuk membuktikan apakah aplikasi Facebook sebagai e-portofolio dapat menilai kemampuan berbicara Bahasa inggris siswa yang bermasalah dalam keterbatarasan waktu dalam kelas Secara khusus. Fokus penelitian ini adalah keterlibatan siswa dalam tugas-tugas berbicara dan pandangan mereka terhadap evaluasi berbasis e-portofolio. Penelitian ini berlangsung selama tiga bulan dan dilakukan di sebuah sekolah menengah pertama swasta di Jakarta yang terdiri dari 20 orang siswa. Observasi kelas, kuesioner, dan jurnal reflektif digunakan untuk mengumpulkan data. Dengan menggunakan strategi pengkodean Kose (2006), data ditranskrip dan diberi kode. Hal ini mengungkap strategi siswa dalam menggunakan Facebook untuk mendokumentasikan kegiatan berbicara, dengan sebagian besar mengandalkan hafalan (54%). Penelitian ini juga menegaskan keefektifan Facebook sebagai instrumen e-portofolio dan menemukan bahwa Facebook terintegrasi dengan baik, memberikan hasil yang positif dalam deskripsi operasional, kompatibilitas, dan penilaian evaluatif. Meskipun beberapa siswa merasakan manfaat mengadopsi e-portofolio melalui Facebook, umpan balik secara keseluruhan condong ke arah penerimaan yang baik dan apresiasi terhadap alat tersebut. Umpan balik tersebut menyoroti pentingnya kemahiran digital guru dalam membimbing siswa, mengingat kurangnya sistem penilaian yang komprehensif, sehingga menekankan perlunya rubrik penilaian yang terstruktur untuk evaluasi yang konsisten. Studi ini menyoroti penggunaan Facebook sebagai alat e-portofolio dengan memberikan wawasan yang berguna tentang strategi, motivasi, dan persepsi siswa, serta memberikan implikasi untuk pembelajaran bahasa melalui penilaian yang dimediasi oleh teknologi.

The Role of Digital Metacognitive Prompts Assisted by Gen-AI and Ethnopedagogical Approaches to Improve Writing Skills Apriyadi, Hendra; Suryoputro, Gunawan; Tarmini, Wini
Jurnal Pendidikan Indonesia Vol 14 No 3 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i3.95320

Developing students' writing skills, particularly in the context of 21st-century education, demands critical, reflective, and creative thinking. Practical writing skills depend not only on technical language skills but also require metacognitive awareness. However, many students still struggle to develop structured and reflective writing strategies. On the other hand, advances in artificial intelligence technology, particularly Generative AI (Gen-AI), provide significant opportunities to create adaptive and personalized digital learning environments, including providing metacognitive prompts that can stimulate students' deeper thinking awareness. This study aimed to explore the impact of Gen-AI-assisted digital metacognitive prompts and an ethnopedagogical approach to collaborative and individual learning processes on writing skills and metacognitive awareness. This study used a quasi-experimental approach with 200 high school students. Data analysis included MANOVA, two-way ANOVA, and multiple regression to investigate the impact of the intervention on the four groups. The research findings indicate that integrating Gen-AI-assisted digital metacognitive prompts and an ethnopedagogical approach in collaborative writing significantly improved metacognitive knowledge and regulation compared to other intervention groups. The implications of this study suggest that integrating Gen-AI-assisted digital metacognitive prompts and an ethnopedagogical approach can be an effective learning strategy in improving students' writing skills.

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