Articles
<![CDATA[ Indonesian ESL Teachersâ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing ]]>
<![CDATA[Rahmani, Bita Dwi]]>;
<![CDATA[Mulyono, Herri]]>;
<![CDATA[Novitasari, Ratih]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacherâs Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacherâs perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacherâs competences which is not only relying on the result of teacher competencies test/UKG.]]>
<![CDATA[Developing Native-Like Listening Comprehension Materials Perceptions of a Digital Approach ]]>
<![CDATA[Mulyono, Herri]]>;
<![CDATA[Vebriyanti, Devi Nur]]>
<![CDATA[ Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
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DOI: 10.22236/JER_Vol1Issue1pp1-20
<![CDATA[This paper reported the attempt teachers did in developing native-like (NLS) listening materials for their EFL learners using a text-to-speech (TTS) technology. Observation was carried out to record teachers’ procedures for developing NLS materials. Interview with teachers were undertaken to explore their’ perceptions towards the NLS listening materials and the benefits they gained from developing instructional media using technology. In addition, a questionnaire was distributed to 65 eight-grade pupils to gather information related to their opinions regarding the listening materials developed and used by their teachers. The findings show that teachers and pupils responded positively towards the NLS materials for listening comprehension. In addition, teachers were found to have more confidence in teaching listening skill while using the technology. There are three conditions which endorse this teaching confidence: the suitability of instructional materials used with the learning curriculum and pupils’ level of English proficiency, teachers’ self-efficacy to the teaching task, and the integration of technology in classroom teaching. The study suggests that TTS system can be used as computer assisted language learning (CALL) application particularly in the development of listening comprehension materials. The study also confirms earlier studies that teacher professional development can be promoted through integrated training on technology for classroom use.]]>
<![CDATA[Student’s Perceptions of Using TED Talks to Improve EFL Speaking Skill ]]>
<![CDATA[Kusumastuty, Patria Erry]]>;
<![CDATA[Mulyono, Herri]]>;
<![CDATA[Ekawati, Anita Dewi]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 (on progress) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[This quantitative study investigated the students? perception of using TED Talks to improve their speaking skill. The study drew upon 210 in-service EFL scholar across universities in fourteen provinces in Indonesia. These student participants were asked to complete seventeen items of close-ended questionnaire. Statistical data analysis using reliability, descriptive analysis and One-Way ANOVA were performed using SPSS software. The findings revealed two students? perceptions about using TED Talks, there were positive and negative perceptions. The results were performed with differences between gender and age as demographic. Keywords: TED Talks, Speaking Skill]]>
<![CDATA[GEOMETRY EXPLORATION ACTIVITIES ASSISTED WITH DYNAMIC GEOMETRY SOFTWARE (DGS) IN A TEACHER EDUCATION CLASSROOM ]]>
<![CDATA[Samsul Maarif]]>;
<![CDATA[Wahyudin Wahyudin]]>;
<![CDATA[Muchamad Subali Noto]]>;
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Herri Mulyono]]>
<![CDATA[ Jurnal Infinity Vol 7, No 2 (2018): Volume 7 Number 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v7i2.p133-146
<![CDATA[The aims of this study were conducted to investigate the effectiveness of pre-service teachers’ geometric exploration activities assisted by Dynamic Geometry Software (DGS) Cabri II Plus computer application in constructing geometry proofs in a teacher education classroom. To these ends, mix-method design. A total of 72 pre-service teachers taking geometry course participated in the study. Findings of the study show that students who participated in geometric exploration activities assisted by DGS Cabri II Plus computer application had better achievement compared to their counterpart. The use of DGS Cabri II Plus computer application was observed to enable the students to present diagrams of verification problems appropriately, determine the valid conjectures, and make justification regarding the statements in the written proof. More importantly, participating in geometric exploration activities assisted by DGS Cabri II Plus computer application provide students with opportunities to explore alternative proofs related to geometry.]]>
<![CDATA[Investigating the Contributing Factors to Teaching Anxiety during Teaching Practicum: A Case of Indonesian Pre-Service EFL Teachers ]]>
<![CDATA[DINDA PERMATASARI]]>;
<![CDATA[HERRI MULYONO]]>;
<![CDATA[FERAWATI FERAWATI]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.7422
<![CDATA[A body of literature has shown that teaching anxiety is one among other critical issues encountered by pre-service teachers when performing classroom teaching during a teaching practicum program. The current study attempted to examine the contributing factors to this anxiety among pre-service teachers performed the teaching of English as a foreign language (EFL) during their practicum in primary and secondary schools in Indonesia. To this end, 202 pre-service EFL teachers were asked to complete Teaching Anxiety Scale (TCHAS) questionnaire. Statistical analyses were performed to the collected quantitative data. Findings of the study revealed that there was statistical difference between male and female on the anxiety factor of ‘being unable to answer students’ question’ (F = 6.724, p < .05) but not on other factors of ‘incompetent in classroom’ (F = 3.568, p>.05), ‘dislike teaching’ (F = .001, p>.05), ‘career uncertainty’ (F = 1.238, p>.05), and ‘the negative attitude of the students’ (F = 3.713, p>.05). Findings of the study also showed that teaching anxiety was experienced by pre-service EFL teachers teaching at primary school, lower secondary school and upper secondary school during the teaching practicum with similar level of anxiety.]]>
<![CDATA[Postgraduate EFL Students’ Response t o Feedback: What Feedback Do Students Prefer? ]]>
<![CDATA[SITI ZULAIHA]]>;
<![CDATA[AKHMAD HAQIQI MA'MUN]]>;
<![CDATA[HERRI MULYONO]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.9089
<![CDATA[The present study aimed at investigating postgraduate EFL students’ preferences for feedback and reasons behind their preferences. This study employed a qualitative research design with a case study approach. Students at an English study program participated in an in-depth interview. Data were analyzed using a qualitative content analysis. Findings revealed that the majority of postgraduate EFL students in this study preferred written, specific, detailed, regular, constructive, and timely feedback. Students showed interest in the feedback they received and desired to discuss with their lecturers about the feedback. The findings emphasize the need for dialogic feedback where students and lecturers can share an understanding of what feedback is and improve the way the feedback process is done. Suggestions, implications, and limitations are also discussed.]]>
<![CDATA[APPLYING VIDEO-STIMULATED REFLECTION AS A LEARNING STRATEGY TO ENHANCE EFL STUDENTS' SPEAKING PERFORMANCE ]]>
<![CDATA[Dian Safitri]]>;
<![CDATA[Ferawati Ferawati]]>;
<![CDATA[Herri Mulyono]]>
<![CDATA[ Globish: An English-Indonesian Journal for English, Education, and Culture Vol 10, No 1 (2021): Globish: An English-Indonesian journal for English, Education and Culture ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/globish.v10i1.3205
<![CDATA[This qualitative study aimed to examine video-stimulated reflection as a learning strategy to enhance English as a foreign language (EFL) students' speaking performance. The data from six students majoring in English Education, in a private university in Indonesia were collected through students' reflection journals and semi-structured interviews. The results were analyzed using thematic analysis. The findings of the current study indicate that video-stimulated reflection has encouraged students to improve their speaking ability. More specifically, the key targets for enhancing the performance of students' in speaking to others on a daily basis were voice control, body language, and effectiveness.]]>
<![CDATA[Pre-Service Teachers' Online Teaching Readiness: Validation of Paliwal and Singh's Questionnaire ]]>
<![CDATA[Sintia Triana]]>;
<![CDATA[Herri Mulyono]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 3 (2022): June Pages 3201-5000 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v4i3.2749
<![CDATA[The present study aimed to investigate the psychometric characteristic of Paliwal and Singh's questionnaire used to evaluate pre-service teachers' readiness to teach online. Non-probability sampling was used to collect the required data from the participants. Using a suvery design, the study distributed Paliwal and Singh's (Paliwal & Singh, 2021) online questionnaire that was already translated into Indonesian. A total of 116 pre-service teachers took part in this study, but only eighty-eight responses from the participants were analysed due to data appropriateness. Rasch analysis was carried out to examine the unidimensionality aspect, person-item reliability, item statistics, person-item measure, and finally the item-person Wright map. The findings showed that nine-items of OTR developed by Paliwal and Singh questionnaire were valid to collect the data related to online teaching readiness. The Rasch analysis of Online Teaching Readiness revealed that the use of Rasch model to analyze this scale was suitable and produced a high level of reliability both for person and item. Findings of the study also suggest some implications and recommendations for future use of the questionnaire]]>
<![CDATA[LITERASI INFORMASI DAN KRITIS: URGENSI, PERSPEKTIF ISLAM, DAN INTEGRASI DALAM KURIKULUM PENDIDIKAN ]]>
<![CDATA[HERRY MULYONO]]>;
<![CDATA[NURHASANAH HALIM]]>
<![CDATA[ JURNAL TARBIYAH Vol 22, No 2 (2015) ]]>
Publisher : <![CDATA[UIN Sumatera Utara Medan ]]>
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DOI: 10.30829/tar.v22i2.30
<![CDATA[Pesatnya perkembangan perangkat TIK berdampak pada penyebaran informasi yang berlebihan. Sayangnya, respon dunia pendidikan khususnya sekolah masih bertumpu pada akses terhadap informasi dan kemampuan peserta didik dalam menggunakan perangkat teknologi TIK tersebut. Artikel ini membahas tentang pentingnya literasi pendidikan dan kritis, integrasi pendidikan literasi informasi dan kritis dalam kurikulum pendidikan, dan implikasinya dalam kelas pembelajaran. Artikel ini dikembangkan kedalam empat bagian. Bagian pertama berjudul Memahami literasi informasi dan kritis mempresentasikan definisi operasional dari literasi informasi dan kritis yang digunakan dalam artikel ini. Bagian kedua mendiskusikan tentang pentingnya mengenalkan dan memiliki literasi informasi dan kritis. Perspektif Islam terkait literasi informasi dan kritis disajikan dalam bagian ke-tiga. Bagian keempat fokus pada integrasi literasi informasi dan kritis.]]>
<![CDATA[Factors Contributing to EFL Students’ Speaking Anxiety ]]>
<![CDATA[Herri Mulyono]]>;
<![CDATA[Ferawati Ferawati]]>;
<![CDATA[Ratih Novita Sari]]>;
<![CDATA[Sri Kusuma Ningsih]]>
<![CDATA[ Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
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DOI: 10.18326/rgt.v12i1.13-27
<![CDATA[This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety ]]>
