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A Narrative Inquiry of English Graduate Students’ Experiences in Writing for Publication Pradhita Ramadhani; Endang Fauziati; Suparno Suparno
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Academic writing in higher education mainly focuses on writing for publication. The success of writing for publication depends on the learners’ ability to access, understand the relevant references, evaluate, and synthesise the ideas, opinions, and sentences to make their academic pattern. Viewed from prior studies, it seems that many EFL learners have faced various problems in writing their academic papers, specifically writing for publication. To respond to this issue, this narrative inquiry aims to investigate (1) how learners acquire their knowledge in writing for publication, (2) the difficulties they face in writing for publication, and (3) how they face those difficulties. This present study intended to dig up the experiences of two graduate students of English Education major in writing for publication. Semi-structured interviews were used to collect the data. Then, the data were analyzed using thematic analysis. This study shows that the participants acquired knowledge and experiences from various sources that were useful for writing their academic papers. Surprisingly, the various difficulties they faced motivated them to learn more and improve their writing skills for publication. Pedagogical and future research implications are further discussed.

Parents’ Perception: Roles and Involvement in Distance Learning Amid the Covid-19 Pandemic Yohana Eva Mau Kasi; Suparno Suparno; Abdul Asib
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The purpose of this study was to ascertain parents' perceptions of their roles in mapping students' English learning achievement and identifying their involvements and strategies for involvement in students' English learning achievement amid the Covid-19 pandemic at a private junior high school in Kupang, East Nusa Tenggara province, Indonesia. The study is qualitative in nature and employs a case study design. The questionnaire and interview were made public in this study. Additionally, a descriptive model was utilized to examine the data. The findings suggested that parents agreed on their roles and responsibilities in mapping their children's English learning achievement. Certain parents considered their duties and involvement were critical, even more so during the Covid-19 epidemic, during which children spent most of their time at home. Parents believed that supporting, motivating, and directing their children's roles might aid the school and their children's English learning. Additionally, English teachers are expected to act like parents, monitoring, guiding, and acknowledging their students' assignments. Additionally, parents actively participated in school activities like teacher-parent online sessions to interact and discuss their children's academic success during the Covid-19 pandemic.

Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching Rija Dwiono; Dewi Rochsantiningsih; Suparno Suparno
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading Muhammad Ansori; Joko Nurkamto; Suparno Suparno
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.

Students’ Perceptions towards Using Mobile Application in Learning Speaking Desika Rinanda; Suparno Suparno; Sri Samiati Tarjana
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information. The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

An analysis of Politeness Strategies in Indonesian English Textbooks Ayu Meiratnasari; Agus Wijayanto; Suparno Suparno
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

The research aimed explores politeness approaches in EFL textbooks, especially Indonesian English textbooks. There were two textbooks which analysed as the sample for this study. The textbooks entitled “Talk Active 1” and “Talk Active 2: Language and Culture Programme”. The researcher limited the analysis on the dialogs which provided as materials in the textbooks. Brown & Levinson's (1987) politeness strategies were applied to categorize the data. The researcher applied content analysis method proposed by Denscombe, (2010) as the research method. The results of the study revealed bald on-record, positive politeness, negative politeness, and off-record were reflected in the Indonesian English textbooks. Both types of bald on-record strategies were found in the Indonesian English textbooks. However, there were only three types of off-records strategies were reflected in the textbooks. The finding revealed 11 types of positive politeness as strategy follows: S1: Notice, attend to hearer; S2: Exaggerate, S3: Intensify interest to hearer; S4: Use in-group identity markers; S6: Avoid disagreement; S7: Presuppose/assert/raise common ground; S8: Joke; S10: Offer, promise; S12: Include both speaker and hearer in the activity; S13: Give (or ask for) reasons; S14: assume or assert reciprocity. The result also presented 8 types of negative politeness as follows: S1: Be conventionally indirect; S2: Question, hedge; S3: Be pessimistic; S4: Minimize the imposition; S5: Give deference; S6: Apologize; S7: Impersonalize speaker and hearer and S10: Go on record as incurring a debt, or as not indebting hearer. The analysis showed positive and negative politeness strategies were central strategies that reflected in the textbooks. It proved that Indonesian English textbooks have pragmatics input for the students.

English Vowels and Diphthongs Problems of Sundanese Learners Kuntum Palupi Setyaningsih; Agus Wijayanto; Suparno Suparno
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

EFL Sundanese learners encounter the difficulties in English pronunciation. The learners are often unable to differ between English vowel sounds long [i:] with short [I] like the word cheese they pronounce it as /ʧIz/ instead of /ʧiːz/, despite they have learned English since elementary school, officially they have learned English for around 5 years. The purpose of this study is to explore the interference of mother tongue in pronunciation field that was made by Sundanese learners dealing with English vowels and diphthongs. The participants were 30 EFL learners with Sundanese background as their mother tongue. The data were collected by recording the students’ pronunciation and analysed using contrastive analysis. The results demonstrate that the learners met obstacles in uttering English vowels [i:],[u:],[ɔ], and diphthongs[eɪ],[əʊ],[æ]. The dominant mispronunciation of the English sounds occurs because of the absence of those English sounds in the learners’ mother tongue. This paper offers some recommendations to the teachers to overcome the phenomenon mother tongue interference.

Reflective Teacher Journal to Develop Teacher’s Professionalism Anjar Nur Cholifah; Abdul Asib; Suparno Suparno
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH
Publisher : Hasanuddin University

To be good a teacher, a teacher must incessantly improve her/his teaching practice and skill/knowledge to produce and keep the academic quality. Mechanically, a teacher requires to concern a particular method/ technique or strategy and use a certain tool/type to fulfill the benchamark of excellence in teaching. Hence, reflection is substantial as one of the indispensable approaches that can be practiced to direct teacher’s performance becomes more experienced. In teaching, the term reflection refers to the opportunity of teachers to think back critically after the teaching-learning process. Previous studies that have been conducted to observe the efficiency of teacher journal in the education field. Conversely, only a few kinds research explored teacher’s perceptions toward the utilization of the teacher’s journal. Likewise, this research was located in Indonesia and engage an in-service EFL teacher of Junior High School to accomplish the gap. It intended at determining the parts reflected from the teacher journal. Moreover, to investigate the research problems, the researcher used an in-depth interview to explore the teacher’s experience in utilizing teacher diary. Consequently, this study employed a qualitative method since it was considered as the appropriate design to accomplish the research. The researcher concluded that the teacher has a positive perceptions related to the teacher’s diary/teacher’s journal. It gives precious involvement for English teachers to be more experienced and professional to help students in mastering English skills and help the teacher to do reflection in order to make a better teaching practice for the next English teaching.

Think-Aloud Protocol (TAP) Analysis: An Investigation of Writing Assessment Tool for High School Teachers Andik Nur Wijaya; Suparno Suparno; Slamet Supriyadi
Aksara: Jurnal Bahasa dan Sastra Vol 20, No 2 (2019): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.946 KB)

Teachers experience particular difficulties in learners’ writing activities for academic purposes. Teachers should concern more about this phenomenon. One of the strategies to explore this fact is by determining an assessment procedure to encompass the writing direction during the learners’ writing process. Understanding learners’ difficulties and defining direction to solve those difficulties are significant for teachers to develop writing direction. This research applied a case study method to investigate the directional concern that Indonesian high school teachers’ arranged derived from a think-aloud protocol (TAP) assessment, which the researcher suggested. The researcher interviewed three Senior High School teachers about the argumentative writing performance of their three learners by applying the TAPAssessment. After the TAPassessment, the teachers’ directional concerns contained more elements related to the process of writing, even though they still ignored several significant processes. The inference result was that writing teachers’ professional development gave directional plans so that teachers were facilitated to work on writing assessment data thoroughly for the whole organization aspects. http://dx.doi.org/10.23960/aksara/v20i2.pp55-71

The Pedagogical Potential of Visual Images in Indonesian High School English Language Textbooks: A Micro-Multimodal Analysis Kautsar Rahikummahtum; Joko Nurkamto; Suparno Suparno
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2171

Language textbooks mainly guide language learning and teaching activities. Most of the language textbooks used to comprise a range of visual texts, such as pictures, illustrations, and photos. The study adopts the Visual Grammar Theory by Kress and Leeuwen (2006) to elucidate the pedagogical functions of visual images and explore how such images can be exploited for learning tasks from a micro multimodal perspective. The data consist of 142 visual images in Indonesian senior high school EFL textbook grades ten (X) and eleven (XI). The findings pointed out that the textbook uses visual images' full potential to fulfill pedagogical aims. Many visual images or texts in language textbooks serve information and illustrations rather than as a decorative function. Visual images may assist students to engage effectively in learning tasks by emphasizing the meaning of information presented in images and text. This study suggests that learning activities should consider multimodal texts to contribute significantly. This research aims to enhance knowledge about the pedagogical function of visual images in textbooks and can be a reference for further exploration.

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