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Moh. Hilman Fikri
Universitas Kristen Cipta Wacana
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Do Indonesian Students Favour Native English Speakers Teachers in Their Classes?: A Survey Study on Indonesian EFL Students Moh. Hilman Fikri; Abd. Syakur; Gigih Dwi Ananto
Electronic Journal of Education, Social Economics and Technology Vol 6, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i1.475

Abstract

The creativity of English L2 speakers exploiting the language provoked the researcher to explore students' preference for having native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) in their classes. Thus, the current study aimed to explore EFL students' perceptions of native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) teaching English in a class. The study recruits a hundred EFL students across Malang, East Java, piloting survey design on the basis of a convenience sampling technique. In general, the study unpacked the students' positive attitudes toward NNESTs. They agreed that they should have NNESTs at primary, secondary, and university levels. However, they suggested that NESTs should teach speaking and pronunciation. In addition, the respondent preferred having both NESTs and NNESTs in a class to be more engaging and stress-revealing. Therefore, initiating a class team teaching between NESTs and NNESTs is paramount for the stakeholders to be taken into account.
Beyond the Textbook: Pedagogical Challenges and Curriculum Opportunities in Designing an ESP for Business Course at a Private Indonesian University Abd. Syakur; Yulianto Sabat; Ika Rahmania; Lailatul Musyarofa; Moh. Hilman Fikri
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2471

Abstract

Despite the expanding scholarship on English for Specific Purposes (ESP), insufficient attention has been given to the pedagogical and curricular consequences of developing ESP for Business courses in contexts where textbooks are unavailable, unsuitable, or intentionally excluded. Much of the existing literature remains anchored in textbook-dependent models, thereby overlooking how curriculum design, instructional practices, and learning coherence are negotiated in textbook-free settings. Addressing this gap, this study investigates the pedagogical challenges and curriculum opportunities emerging from the design of an ESP for Business course at Universitas Cipta Wacana, a private Indonesian university. Adopting a design-oriented qualitative research approach, the study examined iterative processes of course planning, materials development, and instructional enactment over one academic semester. The participants comprised 38 undergraduate Business Administration students and two ESP instructors, selected through purposive sampling. Data were generated from instructional design artifacts, teaching reflections, learner feedback instruments, and focused interviews with instructors, and were subjected to systematic qualitative analysis. The findings indicate that the absence of a prescribed textbook fostered curricular adaptability, contextual authenticity, and closer alignment with disciplinary communication practices, while simultaneously generating tensions related to instructional consistency, assessment benchmarking, and increased cognitive and temporal demands on instructors. These findings highlight the dual pedagogical implications of textbook-free ESP design and suggest the need for institutionally supported frameworks to sustain innovation while ensuring curricular coherence.
THE EFFECTIVENESS OF PPP (PRESENTATION, PRACTICE, PRODUCTION) METHOD IN TEACHING ENGLISH VOCABULARY Moh. Hilman Fikri; Ali Shohibul Umar; Mohammad Ilham Yasin; Wahyu Sudrajad
EDUCATUM: Scientific Journal of Education Vol. 1 No. 3 (2023): Educatum : Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v1i3 September.64

Abstract

The scattered of English throughout the world signaled the language significance. Thus, the current study aims to improve junior high school vocabulary mastery in TEFL. A random sampling technique under pre-experimental design was employed to select one class out of the eight classes. The study then recruited 21 students. Vocabulary test in the form of multiple choices was implemented as the instrument of the study, consisted of 50 items. The test was administrated twice. The first test was pre-test and the second test was post-test to see the method significance difference. Moreover, the results of the pre-test and post-test were analyzed by using t-test. Based on the study, the data analysis on the students’ score in pre-test unpacked that the mean score of the pre-test was 45.61, the mean score of post-tests was 67.52, the t-value was 79.56, and the t-value in the table was 17.25. Therefore, the finding of the research showed that the use of PPP method may increase EFL vocabulary mastery, indicating accepted hypothesis.
DEVELOPING A SUPPLEMENTARY ENGLISH READING MATERIAL USING TASK-BASED LANGUAGE TEACHING FOR THE EIGHT GRADE STUDENTS Zakiyah Aulia Putri; Muhammad Luthfi Abdillah; Moh. Hilman Fikri; Wahyu Sudrajad
EDUCATUM: Scientific Journal of Education Vol. 2 No. 2 (2024): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v2i2.68

Abstract

This study aims to develop English reading materials based on a task-based language teaching approach for the eighth-grade students of SMP Muallimat Gresik. This study was conducted to solve the problem faced by the eighth-grade students of SMP Muallimat Gresik in reading interest and how to develop reading materials for the eighth-grade students of SMP Muallimat Gresik. This research uses a research method in the form of a research and development method {R&D}, this research and development design includes several stages. Need analysis, studied theories related to reading problems, the result of the needs analysis was developed into a textbook, and expert validation was conducted to determine the quality of the product again until the writer felt confident that the product could be published perfectly. The final product of this study is the textbook of Reading material which focuses on increasing students’ reading skills; this reading material is developed based on the students' needs and students’ interests.
HELP ME CHATGPT! WHAT WAYS DOES CHATGPT INFLUENCE STUDENTS' PRODUCTIVITY AND CREATIVITY IN ENGLISH ACADEMIC WRITING? Wahyu Sudrajad; Moh. Hilman Fikri; Rizky Perdana Bayu Putra
EDUCATUM: Scientific Journal of Education Vol. 2 No. 2 (2024): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v2i2.65

Abstract

. This study explores the influence of ChatGPT, an AI-powered writing tool, on academic writing among Indonesian university students. Utilizing survey data from 120 participants and qualitative insights from interviews, it examines students' perspectives on ChatGPT's impact on writing productivity, quality, and creativity. Findings indicate that ChatGPT is widely used for organizing ideas and accelerating the drafting process. However, opinions differ regarding its effectiveness in reducing wordiness and maintaining originality. Ethical considerations surrounding plagiarism and the integration of AI in education are scrutinized. While some students appreciate the efficiency and structure ChatGPT provides, others express concerns about over-reliance and diminished personal input. The study highlights the importance of balanced AI integration in education to enhance learning outcomes while fostering critical thinking and ethical reasoning. Recommendations include incorporating discussions on ethical AI use into curricula and conducting further research on long-term impacts and strategies to optimize AI’s educational utility. This research contributes to the understanding of AI's role in academic writing, suggesting pathways to leverage its benefits while mitigating potential drawbacks. By promoting a nuanced approach, it aims to maximize AI’s positive impact on education, ensuring that students not only improve their writing skills but also develop essential critical thinking and ethical awareness. Overall, the study underscores the need for thoughtful integration of AI tools like ChatGPT in academic settings, balancing technological advancements with the cultivation of independent thinking and originality in student work.
Co-Authors A. Taufiq Hidayat Abd Syakur Abd. Syakur Abd. Syakur Ali Shohibul Umar Fauziah Khairani Lubis Gigih Dwi Ananto Ika Rahmania Khairani Lubis, Fauziah Lailatul Musyarofa Maharani, Dewi Mohammad Ilham Yasin Muhammad Ilham Yasin Muhammad Luthfi Abdillah R. Nugraha Kusuma Wardhana Rahmad Rafid Riski Febria Nurita Rizki Prasetya Rizky Perdana Bayu Putra Setia Sari, Winda Sri Wahyuni Supriadi Supriadi Supriadi Tambunan, Anna Riana Suryanti Wahyu Sudrajad, Wahyu Widya Andayani WIDYA ANDAYANI Winda Setiasari Yulianto Sabat Yulianto Sabat Zakiyah Aulia Putri