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The Implementation of Teaching Assistant Through MBKM Program: Pre-Service Teachers’ and Host Teachers' Perceptions Miftahul Fadhila, Rendra; Abdul Karim, Sayit; Winarna; Matas, Gordan
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 2 (2024): Volume 11 No 2 October 2024
Publisher : Universitas Cokroaminoto Palopo

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Pre-service teachers are urged to broaden their perspectives through interactions with school residents, students, and direct exposure to real-world situations. This study aims to explore the perceptions of pre-service teachers at the Universitas Teknologi Yogyakarta (UTY), and the host teachers from SMKN 1 Godean regarding teaching assistants through the Merdeka Belajar Kampus Merdeka (MBKM) program, and further identify challenges encountered during its implementation. Qualitative descriptive research was utilized, and the data were obtained through open-ended questions, and a semi-structured interview. 18 respondents participated in the present study, including 5 students from ELESP, 5 students of Technology and Information Education, 5 students from guidance counseling, and 3 host teachers from SMKN 1 Godean. The data analysis in this research is based on Miles & Huberman's interactive model theory (1994). The researchers discovered that pre-service teachers from UTY and host teachers from SMKN 1 Godean have similar perceptions of teaching assistants in the MBKM program. Teaching assistants are opportunities for pre-service teachers to get teaching and administrative experience out of campus. Their perceptions of these programs include gaining new knowledge, and experience, being ready for teaching, and using teaching methods appropriately. Pre-service teachers countered challenges regarding pedagogical issues, subject-matter knowledge, and communication skills

Elevating Students’ Narrative Writing Ability Through Local Legend Picture Series Syailendra, Axel; Karim, Sayit Abdul; Matas, Gordan; Ramli, Ramli; Ismail, Hijril
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12446

This research aimed to detect students' ability to write narrative text using local legendary picture series and further explore their perceptions of using picture series in writing narratives. A descriptive quantitative research design was employed, and 30 students (10 males and 20 females) participated as respondents in the present study. Furthermore, the students were asked to write a narrative text based on a series of pictures from the local legend of Danau Toba. The findings indicated that picture series significantly enhanced students' narrative writing skills. The average scores revealed that the organization, vocabulary, and grammar were 3.19, 3.43, and 2.92 respectively, categorized into the "Good" level. Meanwhile, the average score for mechanical ability was 2.46, categorized as "Enough". Furthermore, the majority of students viewed positively to the use of picture series, with 46.67% strongly agreeing and 46.67% agreeing that picture series enhanced their ability to absorb and retain information. Thus, the picture series used are effective media for learning narrative writing skills. This study may serve pedagogical implication to the teaching of writing skills. Therefore, the researchers recommend that teachers integrate picture series in their teaching strategies and next researchers could explore the use of picture series in other text types and across various English language skills to provide broader insights and potentially more robust pedagogical strategies.

Boosting Vocabulary Mastery Through TED Talks Video: Students’ Perceptions and Challenges Anggoro Jati, Tri; Karim, Sayit Abdul; Matas, Gordan
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4122

Audio-visual content has emerged in the current digital era as a powerful tool for enhancing students’ vocabulary mastery. This study explores the perceptions and challenges students encounter when using TED Talks as a medium of learning English vocabulary. Employing a qualitative research design, this study collected the data through open-ended questions. Fifteen students in the third-grade XII of MAN 2 Yogyakarta participated as the respondents. The data was qualitatively analysed by explaining every respondent's answers based on each theme. Furthermore, the respondents ‘answers were analysed using the interactive model theory proposed by Miles and Huberman (1994). The finding revealed that students perceived positive view on the TED Talks video by appreciating their engaging content and authentic language exposure available. However, several challenges were identified including difficulties in understanding various accents, the fast pace of some talks, and the complexity of specific vocabulary. Despite these obstacles, students found strategies to overcome these challenges such as repeated viewing of videos, using subtitles, and additional vocabulary practice. This study inferred that TED Talks can be a valuable resource for enhancing learning vocabulary, and provides adequate support and supplementary learning materials for learners. This study offers insights for educators on effectively integrating TED Talks video into classroom practice, and language curricula, and suggests directions for future similar studies.

ENHANCING ENGLISH VOCABULARY AMONG STUDENTS WITH INTELLECTUAL DISABILITIES THROUGH FLASHCARD-BASED INSTRUCTION Sudiro, Suryo; Abdul Karim, Sayit; Nur Fadillah, Laely; Nur Istiqomah, Annisa; Nur Hasanah, Reni; Matas, Gordan
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.v13i2.11816

Vocabulary acquisition is fundamental to English language fluency, enabling comprehension in reading and listening, which subsequently facilitates speaking proficiency. Flashcards offer an engaging learning medium for vocabulary development, particularly beneficial for students with intellectual disabilities who often experience boredom and disinterest in traditional English instruction. This study investigated the effectiveness of flashcards intervention in enhancing vocabulary mastery of nine students with intellectual disabilities enrolled at SLB Rela Bhakti II Wates, Yogyakarta. Employing a pre-experimental, one group pre-test-post-test research design with a quantitative approach, assessed vocabulary gains following the flashcard-based intervention. The pretest established baseline vocabulary knowledge, followed by targeted flashcard instruction, and concluded with a posttest to measure improvement. Data analysis compared pretest and posttest scores to determine the impact of the intervention. The results of the study demonstrated a significant increase in vocabulary mastery. The average pretest score was 6, while the average posttest score rose to 44.4. Furthermore, the lowest pretest score was 0, increasing to 26 in the posttest, and the highest pretest score of 32 improved to 76 in the posttest, indicating substantial vocabulary growth across all participants. These findings suggest that flashcards are an effective tool for improving speaking vocabulary among students with intellectual disabilities.

The Impact of Teacher Professional Development on EFL Teachers’ Instructional Practices and Students’ Academic Achievement Karim, Sayit Abdul; Ermawati , Novi Ayu; Anggraini, Adellia Dinta; Radjaban, R. Yohanes; Matas, Gordan
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.877

This study investigates the influence of Teacher Professional Development (TPD) on EFL teachers’ instructional practices and their perceived effects on students’ academic achievement in the Indonesian context. Drawing on Guskey's model of teacher change, this quantitative research involved three English teachers at SMA BOPKRI 2 Yogyakarta who participated in a structured TPD initiative. Data were collected using a Likert scale questionnaire, and analyzed descriptively on the impact of Teacher Professional Development and their perceived effect on students' academic achievement. The findings revealed consistent positive changes across five indicators: professional growth, instructional practices, student-centered adjustment, student engagement, and academic achievement. The respondents reported that TPD may enhance their self-confidence, increase innovative teaching strategies, and improve responsiveness to student needs. Furthermore, the study found that instructional improvement had a clear motivational effect on students; previously passive learners became more engaged, confident, and enthusiastic about learning English. Teachers also perceived improvements in students’ academic performance across key skill areas, including speaking, writing, and comprehension. This shows that TPD programs not only enhance teachers' pedagogical capabilities but also lead to meaningful gains in the students' engagement and learning achievement.

Empowering an Exemplary English Teacher’s Teaching Quality: The Holy Grail of Teacher Professional Development Karim, Sayit Abdul; Hikmauli R., Taufan; Besma, Meindra; Matas, Gordan
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): SEPTEMBER
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26444

In the evolving education landscape, teacher professional development (TPD) is crucial for enhancing English language teaching. This qualitative study, using a case study approach, explored how TPD programs impact teaching quality, focusing on the experiences of NH, an exemplary female teacher at SMA N 1 Prambanan Klaten, Central Java. The data were collected through semi-structured interviews, and thematic analysis was employed to identify key insights. Data analysis in this study followed the three-stage framework developed by Miles et al. (1988): data reduction, data display, and conclusion drawing/verification, including; first, Data reduction aimed to simplify the raw data by summarizing key points and paraphrasing, thus making it more manageable. Second, Data display focused on organizing and presenting the reduced data for enhanced comprehension. Finally, conclusion drawing/verification involved interpreting the displayed data and deriving meaningful insights. The findings revealed that TPD programs, including the Teacher Educator Program, Teacher Target Program, and Instructor Mover Program, significantly contributed to the teacher's professional growth. Specifically, the teacher highlighted the benefits of collaborative learning, practical application of materials, active learning strategies, and the development of a strong professional community. These elements were perceived as essential for effective TPD. This study recommends future research to investigate diverse TPD approaches across various educational contexts and teacher demographics to further understand their impact on teaching quality. Keywords: Students Learning Outcome, Teaching Quality, Teacher Professional Development

The Correlation Between Studentsâ€™ Vocabulary Mastery and the Ability to Translate English Descriptive Text into Indonesian Pratama, Adimas Jaka; Karim, Sayit Abdul; Matas, Gordan; Sudiro, Suryo
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10424

Vocabulary and translation are two aspects that have a close relationship in learning English as Â to be able to translate a text student should have adequate vocabulary mastery. The presented study aims to figure out the correlation between studentsâ€™ vocabulary mastery and their translation ability, and to explore their problems in translating English descriptive text into Indonesian. This study applied quantitative research by using the correlational method, and the respondents were 32 students of grade X C at SMAN 1 Purwanegara, Central Java. Furthermore, in order to gather the data, researchers used tests and semi-structured interviews. The data were analysed using Pearson-Product Moment correlation using SPSS 26.0. The findings revealed that the mean score of studentsâ€™ vocabulary mastery was 66.72, and the mean score of translation ability was 63.72. Meanwhile, the correlation value (r) between the vocabulary mastery and English-Indonesian translation ability score is 0.786. Thus, based on the interpretation score of correlation proposed by Sugiyono (2018), the correlation between vocabulary mastery and the ability to translate the descriptive text was in the high category (0.786), Furthermore, the result of hypothesis testing revealed that the comparison of the â€œrcountâ€ and the â€œrtableâ€ shows that rcount as much as 0,786 is clearly higher than â€œrtableâ€ value which is 5% or 0,338 and 1% or 0,435. Therefore, there is a high correlation between students' vocabulary mastery and their ability to translate descriptive text into Indonesian.

Elevating Studentsâ€™ Narrative Writing Ability Through Local Legend Picture Series Syailendra, Axel; Karim, Sayit Abdul; Matas, Gordan; Ramli, Ramli; Ismail, Hijril
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12446

This research aimed to detect students' ability to write narrative text using local legendary picture series and further explore their perceptions of using picture series in writing narratives. A descriptive quantitative research design was employed, and 30 students (10 males and 20 females) participated as respondents in the present study. Furthermore, the students were asked to write a narrative text based on a series of pictures from the local legend of Danau Toba. The findings indicated that picture series significantly enhanced students' narrative writing skills. The average scores revealed that the organization, vocabulary, and grammar were 3.19, 3.43, and 2.92 respectively, categorized into the "Good" level. Meanwhile, the average score for mechanical ability was 2.46, categorized as "Enough". Furthermore, the majority of students viewed positively to the use of picture series, with 46.67% strongly agreeing and 46.67% agreeing that picture series enhanced their ability to absorb and retain information. Thus, the picture series used are effective media for learning narrative writing skills. This study may serve pedagogical implication to the teaching of writing skills. Therefore, the researchers recommend that teachers integrate picture series in their teaching strategies and next researchers could explore the use of picture series in other text types and across various English language skills to provide broader insights and potentially more robust pedagogical strategies.

The Role of Microteaching Course in Enhanching Pre-Service Teachers’ Self-Confidence During the Teaching Practice Istiqomah, Annisa Nur; Karim, Sayit Abdul; Radjaban, R.Yohanes; Matas, Gordan
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16850

Microteaching courses are crucial for equipping pre-service teachers with foundational skills through simulated teaching experiences before they enter actual classrooms. This mixed-methods study investigated how English Language Education Study Program (ELESP) pre-service teachers perceive the influence of microteaching courses on their self-confidence during PLP II teaching practice, and identified contributing factors. The study involved 27 ELESP pre-service teachers (9 male, 18 female) from Universitas Teknologi Yogyakarta, all of whom had completed microteaching courses and PLP II teaching practice. For the qualitative phase, six students were purposively selected for semi-structured interviews based on their high, middle, and low questionnaire scores, ensuring diverse perspectives on self-confidence during PLP II. Quantitative data was collected using a 4-point Likert Scale Scoring Rubric and analyzed, while qualitative interview data was analyzed using the interactive model adapted from Miles & Huberman (1994). Questionnaire results indicated that pre-service teachers' self-confidence related to microteaching courses in PLP II teaching practice was in a "Good" category, with an average score of 78. Interviews revealed that self-concept was the most dominant influencing factor. This was shaped by internal aspects like material preparation and external elements such as peer and mentor-teacher feedback. Additionally, self-esteem was significantly impacted by external factors including student enthusiasm, attention, and mentor appreciation. This study distinguishes itself by focusing specifically on the role of microteaching in fostering pre-service teachers' self-confidence. The implication is study may enhance pre-service teachers' teaching skills and self-cconfidence, and serves as a reflection for the teacher educators to highlight the crucial role of microteaching in preparing pre-service teachers for school-based practice.

English Foreign Language Teachers’ Strategy in Teaching Speaking Classes: A Case Study at the Rumah Inggris Jogja Maura Isanti, Ratri; Karim, Sayit Abdul; Sudiro, Suryo; Matas, Gordan
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23787

This research aims to find out English teachers' strategies in teaching English-speaking classes at the Rumah English Jogja, explore the challenges faced by two English teachers in teaching speaking classes, and how they solve these problems. The present study utilized qualitative design with descriptive analysis, and the respondents were two teachers who teach English speaking classes. Observations and semi-structured interviews were employed to obtain the data. All data gathered were gone through several analysis steps: data reduction, data display, and conclusion. The findings revealed that the teaching strategies used by Mr. A were the question & answer, conversation, drilling, storytelling, and conversation strategy. Meanwhile, Mr. M, applied translation, repeating, group work, drilling, role play, reporting, game, story completion, interview, and question & answer. The result of the interview with Mr. A, and Mr M, revealed that they found it difficult to deal with new students as they were not well prepared to join the speaking class. Mr. A found it hard to stimulate and motivate his students who were not familiar with the topic discussed. Meanwhile, Mr. M, pointed out some of his difficulties, including the difference in learners' characteristics, and the variety of learners' needs, wants, and lacks in the class. Having a personal approach to students, being good friends, and creating an enjoyable learning atmosphere are several good efforts to do.

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