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All Journal International Journal of Evaluation and Research in Education (IJERE) Lembaran Ilmu Kependidikan EDULITE: Journal of English Education, Literature and Culture English Education Journal English Language and Literature International Conference (ELLiC) Proceedings Journal of English Language Teaching and Linguistics Jurnal Pemberdayaan Masyarakat Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Panjar : Pengabdian Bidang Pembelajaran
Faridi, Abdurrachman
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Voices of EFL Student Teachers toward Task-Based Activities Model in a Collaborative Virtual Learning Environment Agatha Lisa; Abdurrachman Faridi; Dwi Anggani Linggar Bharati; Mursid Saleh
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The provision of social space for students to engage actively and meaningfully in the ongoing virtual teaching-learning environment is an essential part of the language classroom during the COVID-19 pandemic. Furthermore, the society of group and peers’ life creates effective learning experiences where students can learn from each other. Therefore, the current study aims to investigate the voices of student teachers towards the implementation of the task-based activities model in a collaborative virtual learning environment (VLE) over the course of a semester. To achieve this, 105 EFL students were randomly recruited from an English elective course at a private university in Yogyakarta, Indonesia. The participants worked together (both in pairs and in a group) to achieve a common goal by finishing five digital projects. In addition, qualitative data were gathered from classroom observation, interviews, documentation, and online class surveys. The results demonstrate that most participants responded positively within collaborative remote learning through task-based activities circles in terms of cooperation, time management, problem-solving, task strategies, shared decision-making, and behavior. However, some students encountered problems and suggestions were then proposed to improve the learning model in the present study. Finally, pedagogical implications were addressed and further work for educators interested in replicating the study was proposed.
The Implementation of Curriculum Development in Indonesian Context Mazulfah Mazulfah; Abdurrachman Faridi; Dwi Anggani Linggar Bharati; Januarius Mujiyanto
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

This article explains the development curriculum implementation in an Indonesian context. The curriculum formulation is one of the most significant of implementation of education componen. A curriculum is defined as a set of plans and systems that describe the goals/objectives, contents, materials, and instructional techniques—a direction in order to prepare for change. In national education, the teaching and learning process plays an essential part in achieving specific educational goals. The curriculum is a dynamic component of education that is constantly changing over time. It is critical to change to keep up with societal advancements, student demands, and scientific and technological advancements. The evolution of an education curriculum in a particular country, such as Indonesia, might represent the country's progress. Indonesia's national curriculum has undergone numerous revisions. However, Pancasila and the 1945 Constitution serve as the foundation for the whole national curriculum.
Students’ Emotional Engagement in Learning English Vocabulary through Multimodality of Graffiti Art in ESP Class Isnaini Eddy Saputro; Abdurrachman Faridi; Mursid Saleh; Frimadhona Syafri
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

A key to enhance students’ engagement in learning English Vocabulary (LEV) is applying efficient ways to use in teaching process. By using graffiti arts that created by government as the art wall in Sorong are media to engaged students in learning English Vocabulary. The language used in graffiti art is two languages, Indonesia and English and also the contents are about the social issues of health environment occasioning in Sorong City that is suitable used in teaching English vocabulary for students in public health study program. There are 33 students of public health study program in second semester. This research used more than 20 graffiti arts to engage students in LEV. This research used descriptive case study to answer the research question through observation. Observation checklist, Class-related Emotions Questionnaire (CEQ, and Manipulation Check Questions are used as research instrument for data collection. The students of public health program are enjoyable learning English by using graffiti. The students’ emotional engagement are found such as interact with other students and lecturer by vocabulary boosting, asking and answering the questions, giving opinion, explaining, spelling the word, writing the complete sentence, argument to give solution relating to the content social of graffiti.
Integrating Maluku Local Wisdom as English Teaching Material to Build Students’ Character in Globalization Era Natalia Manuhutu; Abdurrachman Faridi; Frimadhona Syafri; Zulfa Sakhiyya
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Integrated teaching with cultural content has become an interesting issue. However, academic circles have not received much attention regarding the integration of Maluku’s local wisdom in teaching English. Education offers students the best opportunity to get in touch with foreign cultures. However, teaching a foreign language is challenging because teachers not only teach vocabulary and grammar, but teachers also need to teach students how and when to use that language. In other words, learning a language also involves learning about culture. It is important to realize that teaching materials must balance the culture of the target language. It would be useful if it could be used in situations where language is required. One of the things in teaching English that must be considered is material that is relevant to the cultural background of our students because that will make the learning process more meaningful. This paper offers a description of ‘papeda’ as one of Maluku's local wisdom that can be used as teaching material to build students’ character with the principles and moral values from their culture that will prepare them to face the era of globalization. It ends with practical examples and technical guidelines for integrating Maluku’s local wisdom into English teaching materials.
Learners’ Diary In The Implementation of Project - Based Learning Strategy In English Instructional Technology Class Novita Eka Tristiana; Rudi Hartono; Abdurrachman Faridi; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Learners ‘diary used to build good relationship and communication between lecturer and students on the implementation of Project-Based Learning Strategy in teaching English Instructional Technology Class. This research aims to describe about the students experience in the implementation of Project-Based Learning Strategy in teaching English Instructional Technology through learners’ diary. The descriptive qualitative is used in this research. The data collecting techniques used are learners ‘diary, observation, and interview. The participants of the research are ten pre-service teachers who take English instructional technology class in English department at one of the University in Pringsewu Lampung. The result of the study shows that the pre-service teachers know about the project topic and want to know more about the topic in implementing the project. Moreover, pre-service teachers also encounter some problems in doing the project, but they have tried to solve their problems by group discussion. Learners’ diary is important to be used in implementing project-based learning to control the students in doing the project and as the communication media for the pre-service teachers to share their experience and activities in doing the project.
Comparing pedagogical competence performances of English and non-English educational background teachers in teaching English at an elementary school Dewi, Isna Rafika; Haryanti, Rahayu Puji; Faridi, Abdurrachman
EduLite: Journal of English Education, Literature and Culture Vol 8, No 2 (2023): August 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.8.2.295-311

Abstract

Regulation of the Minister of National Education number 16 of 2007 stated that Teachers at the Elementary school level (SD/MI), or other equivalent forms, must have a minimum educational academic qualification of diploma four (D-IV) or bachelor (S1) in the field of Primary Education (D-IV/S1 PGSD/PGMI) or psychology obtained from an accredited study program. Thus, there are many schools that have English teachers from non-English educational backgrounds (NEB) rather than English teachers from English educational backgrounds (EEB). This condition will affect the quality of English teaching in Elementary schools. In order to evaluate further the suitability of government regulation regarding teachers’ criteria in teaching Elementary students, this study was to compare the pedagogical competence of English and non-English educational background teachers in teaching English at the elementary school level. The design of the study is qualitative research with a case study approach. The researcher took four English teachers consisting of two English teachers with EEB and two English teachers with NEB. This study used interviews, observation, and questionnaires to collect the data. This study used 10 indicators from the Ministry of Education, 2007. The results showed that from the 10 aspects, it can be highlighted that English teachers from EEB and English teachers from NEB have similarities and differences in implementing the indicators of pedagogical competence established by the Ministry of Education, 2007. It showed that the English teachers from EEB are more dominant in implementing indicators 1,2,8,9,10. Furthermore, the English teachers from NEB are more dominant in indicators 6 and 7. Thus, they have similarities in the rest of the indicators (3,4,5).
English for specific purposes curriculum evaluation from the social semiotic perspective Sari, Latifa Ika; Rukmini, Dwi; Faridi, Abdurrachman; Mujiyanto, Januarius
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28014

Abstract

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam’s context input process product (CIPP) model for evaluation, Kaewpet’s ESP program evaluation, and Tsou and Chen’s ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed. 
Developing Introverted and Extroverted Students’ Descriptive Writing through Kalesang Values and FRESH Technique Manuhutu, Natalia; Hartono, Rudi; Faridi, Abdurrachman; Sakhiyya, Zulfa
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.435

Abstract

This study examines the role of Maluku local wisdom, specifically "Kalesang" values, in enhancing students' descriptive writing competence through the FRESH technique among introverted and extroverted learners. This research aims to develop a culturally responsive and personality-sensitive pedagogy that integrates linguistic skills, cultural identity, and individual learning styles. Hence, this qualitative case study enlisted eight ninth-grade students from a junior high school in Masohi, Maluku, Indonesia. The data were collected through students’ writing products, in-depth interviews, and classroom observations. Afterward, the data were analyzed using a thematic analysis through the theoretical lens of sociocultural theory, differentiated instruction, and multiple intelligences theory. The results indicate that combining structured writing strategies with local values enhances coherence and elaboration in student texts, while also deepening cultural awareness and learner motivation. This study contributes to language education research by offering a replicable model for integrating indigenous knowledge with evidence-based pedagogy, promoting inclusive and meaningful learning in diverse EFL classrooms.
Exploring attitudes towards reading through a multimodal approach: Students’ conative attitudes perspective Maharani, Mega Mulianing; Fitriati, Sri Wuli; Faridi, Abdurrachman; Rukmini, Dwi
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.395-409

Abstract

There has to be a new way of thinking about reading in this technological age. This approach is called a multimodal approach. It is an approach that contributes to several modes in the reading sources. To explore students' attitudes towards reading through a multimodal approach in terms of their conative attitudes’ perception, this study employs this approach. This study used a descriptive quantitative method to fulfill the purpose. Fifteen students were purposively selected as the sample. They had the same characteristics, such as having completed the previous reading class. Ten steps were involved in conducting the study. The data were collected using a closed-ended questionnaire. A statistical analysis using SPSS was performed on the collected data. According to the numbers, four out of the eight categories are significantly high, accounting for 46.7%. It can be concluded that students have a pleasant impression. The statements made by the students demonstrate that they remained focused on reading through the channel informed by the teacher, participated in class, avoided procrastination with classmates, and engaged in reading. It can be concluded that based on the quantitative data, the students’ conative attitude perception towards the implementation of the multimodal approach in their reading class is positive.  
The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing Khasanah, Nur; Faridi, Abdurrachman; Wahyuni, Sri
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.77331

Abstract

Writing is one of the six elements of English in the Emancipated Curriculum that must be mastered by Phase E (10th-grade) students. It is a productive skill that proves challenging for students. Considering this, a genre-based approach and project-based learning will be the best techniques for the teacher and students to achieve the learning target. This study aimed to explain the implementation of a genre-based approach through project-based learning in teaching writing. The research design was a qualitative case study conducted at SMKN 1 Temanggung. The participants of this study were thirty-six students and one English teacher. The instruments used in this study were observation class, interview, questionnaire, and document review. The data were analyzed using an interactive analysis model based on Miles and Huberman (1994). The results show that the planning stage of using a genre-based approach through project-based learning was found in the teaching documents (the syllabus, lesson plan, and learning materials), the practice of using a genre-based approach through project-based learning was manifested in the teaching and learning activities, and the assessment of using it was conducted through formative assessment by giving the written test and work performance. So, it was concluded that the use of a genre-based approach through project-based learning was implemented in teaching writing. This holistic study contributes significantly to the understanding of effective pedagogical practices, providing a unique perspective on combining these approaches to enhance students' writing skills. It underscores the potential of this combined approach, offering a valuable contribution to the field of language education, especially in teaching writing skills.
Co-Authors Adhi Kusumastuti Adi Susanto Agatha Lisa Agatha Lisa Ajeng Hidayatul Maghdalena Atika Atika Atika Azarine Shafa Milannisa Bayu Ariwibowo Damar Isti Pratiwi Delta Apriyani Dewi, Isna Rafika Dwi Anggani Linggar Bharati Dwi Rukmini Endang Sulistianingsih Endang Susilowati Fajriyati Waibah Mosambonga Frimadhona Syafri Frimadhona Syafri Hartono, Rudi Hendi Pratama Imam Adi Nugroho Isnaini Eddy Saputro Isnaini Eddy Saputro Issy Yuliasri Januarius Mujiyanto Januarius Mujiyanto, Januarius Lenita Eka Mayasari Manuhutu, Natalia Mazulfah Mazulfah Mazulfah Mazulfah Mega Mulianing Maharani Muhammad Zaiim Muhtadi Mursid Saleh Mursid Saleh Mursid Saleh Natalia Manuhutu Novita Eka Tristiana Nuansa Kinanti Sabda Gusti Nur Khasanah Perwari Melati Akmilia Rahayu Puji Haryanti Rudi Hartono Salamatul Chasanah Sari, Latifa Ika Sayyidatul Fadlilah Seftika Seftika Sena, Banggala Puja Sita Nurmasitah Sita Nurmasitah Siti Nurhidayah Sobah Al Falah Sri Wahyuni Sri Wuli Fitriati Surti Milarisa Testiana Deni Wijayatiningsih Ummi Mukhoyyaroh Yan Mujiyanto Yentri Anggeraini zulfa Sakhiyya Zulfa Shakiyya