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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Celtic LingTera Jurnal Prima Edukasia Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Script Journal: Journal of Linguistic and English Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Devotion: Journal of Research and Community Service Lingua Pedagogia Indonesian Journal of EFL and Linguistics Jurnal Pendidikan Progresif Studies in English Language and Education

Ashadi Ashadi

Department Of English Education, Universitas Negeri Yogyakarta

Author-ID : 2519391

Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Graduate students’ attitudes & self-directed for lifelong learning in foreign language environment Sari, Desy Mutia; Ashadi, Ashadi
LingTera Vol 7, No 1 (2020)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i1.32971

The student’s attitude is needed to be self-directed learners to maintain lifelong learning in the ever-changing world. Thus, this study aimed to reveal whether graduate students’ self-directed skills and attitudes vary based on university type and gender. Also, this study explored the relationship between graduate students’ attitudes and self-directed lifelong learning skills then, further identified the lowest attitudes predictors for SDL, and analyzed how the students perceive the lecturer’s role in self-directed learning. In a mixed-method study, 92 students from two selected public universities took questionnaires to measure their attitudes and self-directed learning and four students involved in the semi-structured interview. The obtained results showed that SDL and attitudes were found not to vary based on the university type. However, gender made a significant difference in SDL in favour of female students. Then, attitudes variable statistically significantly predicted students’ SDL and perceptions of confidence and ability that emerged as the attitude dimension, seemed to be the lowest associated with the students’ SDL. The majority of the students are still unaware of the SDL behaviour and see the lecturer as a factor that decisively affects them in developing greater independence. Further theoretical and practical implications are discussed.

DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS Pradana Akbar Tanjung; Ashadi Ashadi
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 6 No. 2 (2019): December 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i2.9941

ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.

Teacher’s Strategies in Improving Student’s Reading Interest Rio Laksamana Prastya; Ashadi Ashadi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 4, No 2 (2020): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v4i2.13195

Most of Indonesian students in university had low interest in reading. Thus, the strategies of the teacher were essential to be considered to build up students’ reading interest. The aim of this research was to investigate the teacher’s strategies in university in teaching reading and also tried to explore the students’ response toward the strategies. Therefore, this research used mix method to reveal the result. The participants involved in this research were 50 master degree students in English Education Department in certain University in Yogyakarta. To acquire the distribution of the students’ response toward the teachers’ strategies, this research used questionnaire. Furthermore, to collect the data deeper, this research used in-depth interviews. The finding showed that the teacher could boost students’ interest in reading if the teacher could provide transparent scoring system which could assist them to obtain a reflection. Therefore, indirectly, by using this strategy, the teacher forced the students to read to acquire good score in reading activity. Thus, the teacher could enhance the students’ reading interest if the teacher could combine transparent scoring system and force in reading class.

HOW DO THEIR "GROUP WORK" WORKS AS AN ACTIVE LEARNING STRATEGY OF EFL LEARNING Sajidin Sajidin; Ashadi Ashadi
Jurnal Cakrawala Pendidikan Vol 40, No 2 (2021): Cakrawala Pendidikan (June 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i2.36234

The implementation of active learning in junior high schools, particularly on how students respond to it is interesting to examine. The active learning program is extensively implemented in randomly selected seven provinces, at state schools in Indonesia. This research aims to investigate the implementation of EFL (English as a Foreign Language) active learning in classroom settings and to identify how the implementation is perceived by the students. To examine the implementation, 12 classroom observations at 8 purposely selected schools were carried out. Meanwhile, to identify how the implementation was perceived by the students, a number of students were interviewed, and 12 field notes were confirmed for validation. After the data were intensively analyzed, it was found that (1) active learning was evident in most classrooms in which group work was selected as the main learning strategy; (2) strategies were employed to perform different tasks and activities within ELT (English Language Teaching) sequences; and (3) most students positively responded the implementation of active learning with some suggestion for better implementation. This research recommends that the active learning approach be implemented in EFL classrooms since it potentially promotes skills other than English language skills.

PROBLEM-BASED ENGLISH SPEAKING MATERIAL TO ENHANCE STUDENTS’ CRITICAL THINKING SKILLS Nur Rahmawati; Ashadi Ashadi
Jurnal Kependidikan Vol 2, No 2 (2018)
Publisher : Universitas Negeri Yogyakarta

This study was aimed at examining the development of problem-based English speaking materials and the elements in the problem-based English speaking materials which can enhance grade X students’ critical thinking skills. Employing a Research and Development design using Jolly and Bolitho’s model (1998), the study collected data through observations, tests, interviews, and questionnaires to reach a comprehensive needs analysis. A total of 90 grade X students participated in the study. The product of this study was a set of supplementary materials for teaching speaking. Six units were developed; each of which consisting of six parts reflecting the problem-based stages. Based on the expert judgment, the mean score for all chapters was 3.69, equivalent to the range score of 3.25 ≤ x ≤ 4 (very good). Chapter I and II were tried out to the students. The response showed that the mean score of each chapter was 3.2, equivalent to the range score of 2.5 ≤ x ≤ 3.24 (good). To conclude, the materials are appropriate to be used by 10th graders because it meets their needs and it is designed based on the current curriculum.MATERI BERBICARA BAHASA INGGRIS BERBASISKAN MASALAH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITISAbstrakPenelitian ini bertujuan untuk mengetahui pengembangan materi berbicara bahasa Inggris berbasiskan masalah dan elemen-elemen dalam materi berbicara bahasa Inggris berbasiskan masalah yang dapat meningkatkan kemampuan berpikir kritis siswa kelas X. Dengan melakukan penelitian dan pengembangan dengan mengadaptasi model Jolly dan Bolitho (1998), data dalam penelitian ini dikumpulkan melalui observasi, tes, wawancara, dan angket untuk mendapatkan hasil analisis kebutuhan yang komprehensif. Siswa kelas X sejumlah 90 orangberpartisipasi dalam penelitian ini. Hasil dari penelitian ini adalah satu set materi pendukung untuk mengajar berbicara. Enam unit materi sudah dikembangkan. Setiap unit berisi beberapa bagian yang mencerminkan langkah dalam pembelajaran berbasis masalah. Berdasarkan penilaian ahli, nilai rata-rata dari semua unit adalah 3,69 yang ekuivalen dengan rentang 3.25 ≤ x ≤ 4 dengan kriteria “sangat baik”. Unit I dan II diujicobakan. Respons siswa menunjukkan nilai rata-rata masing-masing unit sebesar 3,2 yang ekuivalen dengan rentang 2.5 ≤ x ≤ 3.24 dengan kriteria “baik”. Kesimpulannya, materi yang sudah dikembangkan layak untuk digunakan karena sesuai dengan kebutuhan siswa dan kurikulum yang digunakan.

High-stakes testing policy and English language teaching: Voices of the leftovers Laser Romios; Ashadi Ashadi; Widyastuti Purbani
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2005

High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.

Reassessing second language reading comprehension: Insights from the psycholinguistics notion of sentence processing Hardian Zudianto; Ashadi Ashadi
EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021
Publisher : Universitas Islam Sultan Agung

Theories and practices in second language reading pedagogy often overlook the sentence processing description from the psycholinguistics perspective. Second language reading comprehension is easily associated with vocabulary learning or discourse strategy. Yet, such activities can lead to an unnatural way of reading such as translating vocabularies or pointing out information as required. Meanwhile the authentic way of reading should encourage a natural stream of ideas to be interpreted from sentence to sentence. As suggested by the sentence processing notion from the psycholinguistics point of view, syntax appears to be the key to effective and authentic reading as opposed to the general belief of semantic or discourse information being the primary concern. This article argues that understanding the architecture of sentence processing, with syntactic parsing at the core of the underlying mechanism, can offer insights into the second language reading pedagogy. The concepts of syntactic parsing, reanalysis, and sentence processing models are described to give the idea of how sentence processing works. Additionally, a critical review on the differences between L1 and L2 sentence processing is presented considering the recent debate on individual differences as significant indicators of nativelike L2 sentence processing. Lastly, implications for the L2 reading pedagogy and potential implementation in instructional setting are discussed.

Mapping cohesive device usage to analyse non-native writers’ needs in academic English Ashadi Ashadi; Margana Margana; Siti Mukminatun
LingTera Vol 7, No 2 (2020)
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i2.30187

Native or non-native English-speaking academics are compelled to write scientific articles in internationally reputable indexed journals today. With high demand of academic English, more and more articles are rejected by the editorial board for various reasons, mainly in the cohesion and coherence of their writing. This research seeks to map the types and patterns of cohesive device used to support the coherence of scientific articles. Employing a descriptive qualitative approach, this study compared the use of cohesion devices (CD) by both groups’ writing (native non-native) to further bridge the difficulties faced by non-native writers in shaping their academic writing cohesively and coherently. This study may also serve as a needs analysis that allows for the creation of models, materials, and teaching approaches to scientific article writing for learners of English as a foreign language.

Innovation in the classroom: Engaging English as a foreign learning students using project-based learning Alif Karyawati; Ashadi Ashadi
LingTera Vol 5, No 1: May 2018
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.

Improving the story-telling skill of grade 1 students through the use of hand puppet media Siti Zuraidah; Kastam Syamsi; Ashadi Ashadi
Jurnal Prima Edukasia Vol 8, No 2: July 2020
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v8i2.33831

The purpose of this study is to improve the storytelling skills in language learning of grade I students of Muhammadiyah Elementary School Sapen Yogyakarta using hand puppet media.This research is collaborative classroom action research with the cycle model design. The subject of the study was grade I students of Al Ibadi Muhammadiyah Elementary School Sapen, totaling 30 students, consisting of 16 male and 14 female students. The data were collected through observatioThe purpose of this study is to improve the storytelling skills in language learning of grade I students of Muhammadiyah Elementary School Sapen Yogyakarta using hand puppet media.This research is collaborative classroom action research with the cycle model design. The subject of the study was grade I students of Al Ibadi Muhammadiyah Elementary School Sapen, totaling 30 students, consisting of 16 male and 14 female students. The data were collected through observation and documentation as well as using a questionnaire and test, and analyzed using the descriptive qualitative and quantitative analysis.The results show that the use of hand puppet media in Indonesian language learning could improve the storytelling skill of grade 1 students. This is evidenced by the increase in the students’ average score and minimum mastery in their storytelling skills. The students’ mean score increased from 62 in Cycle 1 to 80 in Cycle 2. Likewise, the percentage of the students with minimum mastery increased from 40% (12 students) in Cycle 1 to 87% (26 students) in Cycle 2.n and documentation as well as using a questionnaire and test, and analyzed using the descriptive qualitative and quantitative analysis.The results show that the use of hand puppet media in Indonesian language learning could improve the storytelling skill of grade 1 students. This is evidenced by the increase in the students’ average score and minimum mastery in their storytelling skills. The students’ mean score increased from 62 in Cycle 1 to 80 in Cycle 2. Likewise, the percentage of the students with minimum mastery increased from 40% (12 students) in Cycle 1 to 87% (26 students) in Cycle 2.

Co-Authors Alif Karyawati Amrih Bekti Utami Azwan Hepriansyah Dimiar Ariesinta Elsa Ananda Erna Andriyanti Fauzi, Chandra Hardian Zudianto Ihtiara Fitrianingsih Jamilah - Juhansar Andi Latief Kastam Syamsi Laser Romios Margana Margana Muhammad Soali Nichella Ayu Clarita Norasiah Norasiah Nunik Herani Wulandari Nur Rahmawati Pradana Akbar Tanjung Queen Fiqi Ardlillah Rahma Aini Rio Laksamana Prastya Saiful Anwar Sajidin Sajidin Sandi Pradana Sari, Desy Mutia Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Siti Zuraidah Ulfa Amalia Widyastuti Purbani Widyastuti Purbani

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