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All Journal Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat AL-ISHLAH: Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Lectura : Jurnal Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC TLEMC (Teaching and Learning English in Multicultural Contexts) JALL (Journal of Applied Linguistics and Literacy) Journal of Appropriate Technology for Community Services Getsempena English Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Studies in English Language and Education
Fuad Abdullah
Pendidikan Bahasa Inggris, Universitas Siliwangi
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Social Sciences

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Attitudes towards Thai English: Indonesian Pre-service Teachers Lenses During Teaching Practicum in Thailand Firda Fauziyah; Arini Nurul Hidayati; Fuad Abdullah
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.382 KB) | DOI: 10.35445/alishlah.v13i3.809

Abstract

Over the last few decades, World Englishes have shifted the paradigm of how both native and non-native speakers view English as a lingua franca. This paradigmatic shift has attracted scholars to conduct a plethora of investigations on the roles of English as an international language. However, scrutinizing the pre-service teachers’ attitudes towards Thai English amid their teaching practicum in Thailand remains under-explored, notably viewed from Indonesian perspectives. This study investigated Indonesian pre-service teachers’ attitudes towards Thai English within their teaching practicum in Thailand to fill this gap. Four Indonesian pre-service teachers performing teaching practicum at diverse Thai schools were recruited as the participants. The data were garnered through semi-structured interviews and analyzed with qualitative data analysis framework. The findings revealed that Thai English was less intelligible. Besides, they contended that Thai English enables them to experience emotional shifts. Eventually, Thai English has adapted from the English and Thai language. With these in mind, understanding and employing Thai English practically offers the Indonesian pre-service teachers another variety of English to communicate in the classroom.
A Narrative Inquiry of an Indonesian Prospective Teacher’s Teaching Experiences: Probing Language Teaching Awareness Zehan Agustia Ainussamsi; Arini Nurul Hidayati; Dede Pertamana; Fuad Abdullah
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (745.428 KB) | DOI: 10.35445/alishlah.v13i3.842

Abstract

This narrative inquiry aims at exploring the development of language teaching awareness experienced by a prospective teacher during teaching practicum. In this respect, the study provided insight for student-teachers to have a better understanding of their language teaching practice under certain kinds of circumstances. The participant of this study was a student-teacher majoring in English Education Department at Siliwangi University, Indonesia. She had already conducted a teaching practice in one junior high school in Tasikmalaya, West Java, within 2 months of teaching. The collected data from personal diaries written during the period of teaching, semi-structured interviews, and open-ended questionnaires were being processed qualitatively. The findings reported four primary themes emerging throughout the scrutiny of the development in language teaching awareness, namely (1) the dynamic feeling towards the language teaching practice, (2) the adaptability towards the language teaching activities in certain kinds of circumstance, (3) the ability to adjust with diverse teaching circumstances, (4) realization of the pedagogical implication of teaching beliefs and practices. Briefly stated, language teaching awareness explored through self-awareness can promote self-reflection, self-regulation, and self-evaluation.   
THE REFLECTION OF PRONUNCIATION TEACHING MATERIALS: AN OLD PARADIGM IN A NEW ERA Agis Andriani; Fuad Abdullah; Yuyus Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i2.391

Abstract

Ideally, pronunciation teaching materials should be developed based on the equal proportion of segmental and suprasegmental features and the employment of innovative pronunciation learning task types (e.g. awareness-raising tasks, rhyme and verse, ear training, etc.) (Goodwin, 2013). Unfortunately, such a reasonable breakthrough apparently has not responded by the effective use of pronunciation teaching materials. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at a university in Tasikmalaya, Indonesia. The data were analyzed with Tergujeff’s data-driven classification (2010), namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training. The findings revealed that the existing pronunciation teaching materials only accentuated on fostering the students’ segmental features. Besides, the traditional task types still dominated the tasks in such a module, such as phonetic training, reading aloud, listen and repeat and rules and instructions. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.
PROFILING LEARNING ACTIVITIES IN EXTENSIVE READING COURSE: A CASE OF INDONESIAN UNIVERSITY LEARNERS Rufaidah Al Anshoriah; Soni Tantan Tandiana; Fuad Abdullah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1066

Abstract

Extensive Reading (hereafter, ER) has been discussed and deployed as a prevalent approach to enhance EFL/ESL learners’ reading skills in language classroom for several decades. However, insufficient attention has been devoted to the students’ learning activities in Extensive Reading course, notably in Indonesia. For this reason, this study accentuated on profiling the learning activities in Extensive Reading course in such a country. The data were collected through semi-structured interview and analysed with thematic analysis (Braun Clarke, 2006). The findings designated that the students performed two main learning activities in Extensive Reading course, namely inside and outside classroom activities. Viewed from inside classroom activities, they conducted classroom presentations to develop not only reading skills but also speaking skills, self-confidence and self-responsibilities. On the other hand, they selected and read literary works based on their interests and abilities, completed reading logs, created powerpoint slides, made a written reports, produced a poster for presentations and posted their works on their own blogs. Given these facts, ER learning activities enable the EFL/ESL learners to foster and sustain their reading strategies and become more strategic readers.
Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration Dewi Rosmala; Arini Nurul Hidayati; Fuad Abdullah
J-SHMIC : Journal of English for Academic Vol. 8 No. 1 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(1).6305

Abstract

Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences.
‘Another Place, Another Feeling’: Narrating the Emotional Geography of an Indonesian English Teacher Rizky Apriliyanti; Arini Nurul Hidayati; Yusup Supriyono; Fuad Abdullah
J-SHMIC : Journal of English for Academic Vol. 8 No. 2 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(2).7535

Abstract

Commencing his teaching career as a university students’ English teacher in a religious surrounding, Harry, with his free-will and open-minded personality, has experienced a turbulent feeling. He was sometimes confused to situate himself in certain situations which turned him out to be a little bit more clunky. Within the framework of Hargreaver’s (2001) emotional geography, this present study explores the life of Harry amidst his two years teaching experience at one university in Tasikmalaya, West Java, Indonesia. This scrutiny was geared by employing in-depth interviews. Utilizing narrative inquiry as the research methodology, the researchers share the stories of Harry when updating into a novel teaching and cultural circumstance and delving into his emotional ups and downs. The findings of this study revealed five major issues, namely (1) Harry needs to be more careful when engaging with the students (2) teaching is the work of the soul, no matter what (3) exhaustion is very human, (4) experienced-based teaching practice, and (5) having supportive colleagues truly help.
Managing English Young Learners’ Classroom Activities through Gestures: A Multimodal Perspective Widia Yunita; Fuad Abdullah; Meli Mellan; Arini Nurul Hidayati; Havid Ardi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 6, No 4 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i4.2007

Abstract

Managing classroom activities in children has become a challenge for English as a Foreign Language (EFL) teachers. Teachers usually use gestures in class activities, such as giving directions and pointing at students. This study explores the multimodal representation of the teacher's gestures when managing classroom activities in the EYL context. Data were collected through non-participant observation and analyzed by Systemic Functional Multimodal Discourse Analysis (SFMDA). The findings show that four meanings are multimodally represented in teacher gestures, namely (1) building student-teacher relationships through clapping and thumbs up, (2) emphasizing instruction through raising hands, pointing and lifting class objects, (3) encouraging involvement of students in academic tasks through finger pointing and counting down, and (4) warning of disruptive behavior of students through pulling gestures. Pedagogically, this research provides a paradigm shift that classroom-based communication does not have to use a single semiotic source but also a combination of other semiotic sources to help students understand teacher instructions easily.
Whatsapp in the Indonesian Online EFL Learning Milieu: How Do the Students Engage? Arini Nurul Hidayati; Melisa Sri; Fuad Abdullah; Tenia Ramalia; Widia Yunita; Fera Sulastri
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i1.4136

Abstract

WhatsApp has been extensively used by many English as a Foreign Language (EFL) teachers in Indonesia as a near synchronous online learning platform. This program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. Some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. Therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using WhatsApp. To collect the data, this study employed observation and semi-structured interviews. An observation was completed in one class at a state university in Tasikmalaya, West Java, Indonesia to perceive how the students responded to the teacher's instructions during the learning process. Meanwhile, the interviews were conducted with nine students in a similar class. The data were analyzed using thematic analysis. The findings revealed that students engaged behaviourally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. Implications for teaching and further studies are discussed.
International Short Course in Pictures: Utilizing Photovoice to Promote an Indonesian Student's Intercultural Awareness Arini Nurul Hidayati; Widia Yunita; Fuad Abdullah
Lectura : Jurnal Pendidikan Vol. 13 No. 1 (2022): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v13i1.9287

Abstract

Capturing moments through photos has now become a common phenomenon in various circles, including academics. It aims to perpetuate every historical value in the life of an individual. In this article, the authors attempt to explore how an Indonesian student experienced her inaugural intercultural journey during a two-month short course program in Ireland, a pathway program to prepare prospective Ph.D students with academic and social skills, through photographs that she took amid the program. This perspective of intercultural travel is embedded in the personal and cultural identities of the participant. This article uses photovoice analysis to exemplify how the participant negotiated her natural identities, institutions, discourses, and affinities during intercultural interaction. The data used in this study are photographs taken by the participant and her voices on those photos guided by the SHOWeD model. The authors employed Pierce’s semiotic approach to scrutinize the symbols, icons, and indexes contained in the Photovoice. The results of the analysis indicate that the participant experienced a plethora of moments that aroused her intercultural awareness, starting from managing the initial self-conflicts, adjusting in the fast-paced academic culture by interacting with cultural actors, and responding positively to all stimuli that came during intercultural interactions. Needless to say, challenges are also present as self-development reinforcement. However, this constraint was considered as a self-defense mechanism and an attempt to respect the self, not as a failure of intercultural interaction. In conclusion, the student is currently no longer a cultural observer and imitator, but rather a cultural actor.
STUDENT’S IDENTITIES IN SCHOOL LITERACY MOVEMENT: TOWARD A DISCURSIVE PERSPECTIVE FOR LITERACY EDUCATION IN INDONESIA Deris Nurjamiliatul Afifah; Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5620

Abstract

The School Literacy Movement (hereafter, SLM) has become a predominant investigative issue recently. This program supports students (e.g. secondary school students) to cultivate their literacies and enables them to invigorate their reading habits. However, empirical attempts accentuating types of the student’s identities represented in the School Literacy Movement remains under-explored. Thus, this study aimed at filling the void. The data were collected from a student’s reflective journals outlining her experiences amid participating in SLM. Technically, the data were analyzed discursively through Socio-Semantic Inventory Analysis (van Leuween, 1996). The findings designated that types of the student’s identities represented in School Literacy Movement encompass an observing student, an idealistic student, a self-restraint student, an active reader, a melancholic student, and a technology-oriented student. Pedagogically, this study suggests that SLM should not only be viewed as an auxiliary program fostering students’ literacies but also a bridge connecting students to possess learning awareness and autonomy in English language learning.   
Co-Authors Agis Andriani Andi Nur Rachman Arini Nurul Hidayati Betanika Nila Nirbita Dea Silvani Dede Anwar Dede Pertamana Deris Nurjamiliatul Afifah Dewi Rosmala Edi Fitriana Afriza, Edi Fitriana Fera Sulastri Firda Fauziyah Havid Ardi M. Rifqi Romdoni Anwari Meli Mellan Melisa Sri Nina Lisnawati Nita Sari Narulita Dewi Rizky Apriliyanti Rufaidah Al Anshoriah Ruslan Ruslan Sitti Syakira Soni T. Tandiana Soni Tantan Tandiana Sri Mulyani Tenia Ramalia Widia Yunita, Widia Yusup Supriyono Yuyus Saputra Zehan Agustia Ainussamsi