Articles
<![CDATA[Analysis of English teaching materials with gender equality perspective at junior high school ]]>
<![CDATA[Krishnapatria, Kriswanda]]>;
<![CDATA[Saefullah, Hilmansyah]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 52, No 3 (2019): OCTOBER 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpp.v52i3.15548
<![CDATA[This study was carried out to disclose the gender bias issue by analysing English teaching materials. The research objects are three textbooks used by junior high school students from 7th to 9th grade in learning English at one school in Karawang. This is a qualitative research implementing content analysis to obtain the findings. From the outcomes of the research, it shows clearly that the three books have only delivered very little value of gender equality within the contents, in which gender stereotype dominantly become the primary issue. As a result, it is necessary for English teaching materials at junior high school level to be adjusted and revised with more balanced contents of gender equality perspective.]]>
<![CDATA[English Needs Analysis for Economics Students: An Exploratory Research ]]>
<![CDATA[Saefullah, Hilmansyah]]>;
<![CDATA[Nugraha, Sidik Indra]]>
<![CDATA[ ELT in Focus Vol. 3 No. 1 (2020): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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DOI: 10.35706/eltinfc.v3i1.3698
<![CDATA[Learning specific English relevant to the work field has currently been necessary for students studying in a specific subject field. Designing an English course for EFL students learning in a specific subject field requires a needs analysis. This research aims to investigate target needs of EFL students learning in economics field in order to be able to communicate both personally or professionally. The purpose of this research is also for developing an English syllabus for economics students based on the needs analysis. Through exploratory research design, this research involved 67 students from Economy Major in the third semester. The data about students’ target needs of English were collected through questionnaires adapted from Dudley-Evans & St. John (1998), Hutchinson & Waters (1987), and Nation & Macalister (2010). Based on the needs analysis, the results revealed that the English teaching should integrate four English skills (speaking, listening, writing, and reading) to accomodate the students’ needs.]]>
<![CDATA[Exploring Pre-Service English Teachers’ Beliefs About Their Digital Literacy Experiences in Teaching Practicum ]]>
<![CDATA[Surya, Demas Bermani]]>;
<![CDATA[Saefullah, Hilmansyah]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 3 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i3.21073
<![CDATA[This study described preservice teachers' beliefs about digital literacy experiences in their teaching practicum. The pre-service teachers’ beliefs were evaluated using Ajzen’s Theory of Planned Behavior (TPB), which explored pre-service teachers’ behavioral, normative, and control beliefs related to digital literacy experience in their teaching practicum and their relationship to their intentions to integrate digital literacy in their classrooms. This study was a narrative inquiry with four voluntarily participating pre-service English teachers as the participants who enrolled in Teaching Practicum program for approximately 6 months or 1 (one) semester in the classroom assisted by an in-service teacher during the global pandemic. Findings suggested that the beliefs of pre-service teachers of digital media & tools integration during teacher practicum were related to their behavioral beliefs about the benefits of digital literacy for promoting students’ 21st-century skills, assisting to maintain interest and preparation of students’ future; normative beliefs about meeting the expectations of school, students, mentor teacher and parents; and control beliefs saliently about the more of pre-service teachers’ professional preparation programs, technology, and curriculum as well as policy support. This study indicated a suggestion for the professional development programs to focus on the exposure, ability, and technological value of student teachers for their prospective classroom.]]>
<![CDATA[PELATIHAN TECHNOLOGY-MEDIATED TASK BASED LANGUAGE TEACHING (TMTBLT) BAGI GURU BAHASA INGGRIS DI KABUPATEN KARAWANG ]]>
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Hilmansyah Saefullah]]>;
<![CDATA[Elih Sutisna Yanto]]>
<![CDATA[ J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 11: April 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Pengabdian ini berupa pelatihan desain instruksional berbasis Task-Based Language Teaching (TBLT) dan Teknologi bagi guru-guru Bahasa Inggris di Kabupaten Karawang. Pelatihan desain instruksional berbasis TBLT dan Teknologi ini bertujuan membekali guru dalam merancang pembelajaran yang berbasis pada kegiatan yang bemakna melalui TBLT dengan terintegrasi dengan penggunaan media teknologi. Guru-guru bahasa Inggris diberi bekal berbentuk dua kali Webinar yang mengangkat tema pentingnya Task-based Language teaching dan satu kali pertemuan luring dalam mempraktikan apa yang sudah dipelajari dan didiskusikan dalam pelatihan. Hasil dari pelatihan ini membantu guru dalam mendesain pembelajaran berbasis TBLT]]>
<![CDATA[Analysis of English teaching materials with gender equality perspective at junior high school ]]>
<![CDATA[Kriswanda Krishnapatria]]>;
<![CDATA[Hilmansyah Saefullah]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol 52 No 3 (2019): OCTOBER 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpp.v52i3.15548
<![CDATA[This study was carried out to disclose the gender bias issue by analysing English teaching materials. The research objects are three textbooks used by junior high school students from 7th to 9th grade in learning English at one school in Karawang. This is a qualitative research implementing content analysis to obtain the findings. From the outcomes of the research, it shows clearly that the three books have only delivered very little value of gender equality within the contents, in which gender stereotype dominantly become the primary issue. As a result, it is necessary for English teaching materials at junior high school level to be adjusted and revised with more balanced contents of gender equality perspective.]]>
<![CDATA[Challenges in Designing a Short Lesson Plan by Pre-Service English Teachers During an Internship School Program ]]>
<![CDATA[Vira Oktafiyani]]>;
<![CDATA[Hilmansyah Saefullah]]>;
<![CDATA[Totoh Tauhidin Abbas]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.2031
<![CDATA[New regulation about shortening the lesson plan in Indonesia was stated through Circular Letter no. 14 in 2019. The highlighted component of the short lesson part is lesson objective, teaching procedure, and assessment. This study was employed to explore the challenge in designing a short lesson plan by the English Pre-service Teachers. A narrative inquiry design and interview method were used to explore the challenges of designing the component of a short lesson plan. Two English pre-service teachers of the English Education Department who were experienced in the pre-service teacher training program participated in this research. The result stated that they admitted having challenges in designed teaching procedure such as selecting opening and core activities. They also having challenges in designed assessment, specifically in selecting proper indicator for evaluation on the short lesson plan.]]>
<![CDATA[EFL teachers’ perception towards online classroom interaction during covid-19 pandemic ]]>
<![CDATA[Putri Candra Kusuma]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Hilmansyah Saefullah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 12, No 2 (2021): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v12i2.9211
<![CDATA[The spread of Covid-19 is affecting education systems around the world and transform the learning from face-to-face to online learning. Interaction is important pattern to share knowledge between teachers and students. Previous research has said that interaction could also encourage students to master the subject matter. This study aims to describe the EFL teachers’ perception towards classroom interaction during Covid-19 pandemic especially on how the interaction between teacher-student, student-teacher, and student-student synchronously which is assisted by Google Meet. The research method used in this study is descriptive case study and taking data by conducting observation, interview, and documentation. Based on research result, teacher perceive online classroom interaction in balance emotion, exploratory talk tends to be implemented in online classroom interactions, Indirect talk of asking questions is the dominant online classroom interaction.]]>
<![CDATA[Exploring EFL Students’ Reading Engagement in KWL Strategy ]]>
<![CDATA[Anisyafa Firda Dwi Damaranti]]>;
<![CDATA[Hilmansyah Saefullah]]>;
<![CDATA[Iwan Ridwan]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v8i2.1356
<![CDATA[This research attempted to explore how the KWL strategy facilitates EFL students' reading engagement. The participants of this research were three students of an Islamic Senior High School. Using a case study design, the researcher describes EFL students' reading engagement by observing and engaging them in in-depth interviews. For gaining the data, the researchers used semi-structured interviews and the students' artefacts of the KWL tables. The interview session was conducted through WhatsApp audio-recording as a preferred interview media by the participants. The result of the research found that the KWL strategy gives positive engagement and self-assessment to EFL students with several stages. Other researchers are suggested to conduct further research on similar topics related to reading engagement in EFL students. Several research possibilities will expand this research. First, future researchers can complete this study by looking at the students' needs in the classroom. The results of this study revealed that students have difficulty with vocabulary.]]>
<![CDATA[English Needs Analysis for Economics Students: An Exploratory Research ]]>
<![CDATA[Hilmansyah Saefullah]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ ELT in Focus Vol. 3 No. 1 (2020): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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DOI: 10.35706/eltinfc.v3i1.3698
<![CDATA[Learning specific English relevant to the work field has currently been necessary for students studying in a specific subject field. Designing an English course for EFL students learning in a specific subject field requires a needs analysis. This research aims to investigate target needs of EFL students learning in economics field in order to be able to communicate both personally or professionally. The purpose of this research is also for developing an English syllabus for economics students based on the needs analysis. Through exploratory research design, this research involved 67 students from Economy Major in the third semester. The data about students’ target needs of English were collected through questionnaires adapted from Dudley-Evans & St. John (1998), Hutchinson & Waters (1987), and Nation & Macalister (2010). Based on the needs analysis, the results revealed that the English teaching should integrate four English skills (speaking, listening, writing, and reading) to accomodate the students’ needs.]]>
<![CDATA[CYBORG SEBAGAI SIMBOL DALAM FRANKENSTEIN KARYA MARY SHELLEY ]]>
<![CDATA[Hilmansyah Saefullah]]>
<![CDATA[ JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol 6 No 2 (2018): JUDIKA (JURNAL PENDIDIKAN UNSIKA) ]]>
Publisher : <![CDATA[Universitas Singaperbangsa Karawang ]]>
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<![CDATA[Penelitian ini menganalisis konsep cyborg sebagai sebuah simbol dalam Frankenstein (1818) karya Mary Shelley. Saya membedah isu ini dengan menggunakan analisis semiotika yang digagas oleh Roland Barthes (1984), yaitu sistem mitos. Sistem mitos adalah sistem susunan kedua setelah sistem bahasa. Makna harfiah cyborg sebagai tanda dari sistem bahasa hanya menjadi penanda dalam sistem mitos. Petanda mitos dibangun dari penokohan, alur cerita, dan pengarang. Dalam novel ini ancaman bagi manusia sebagai petanda terjadi dalam beberapa peristiwa yaitu pengusiran terhadap tokoh cyborg, pembunuhan oleh tokoh cyborg, penolakan membuat cyborg lagi, dan tokoh cyborg di luar kendali pembuatnya. Hubungan totalitas penanda dan petanda adalah pertandaan. Di sanalah simbol muncul. Hasil dari penelitian ini menunjukkan bahwa cyborg adalah sebagai simbol ancaman bagi manusia.]]>
