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All Journal Englisia Journal Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Polingua : Scientific journal of Linguistics, Literature and Language Education TRIDARMA: Pengabdian Kepada Masyarakat (PkM) UTAMAX : Journal of Ultimate Research and Trends in Education International Journal of Computer and Information System (IJCIS) Jurnal Ilmu Sosial dan Humaniora Soshum: Jurnal Sosial dan Humaniora
Nurmala Elmin Simbolon
Fish Capture Technology Department, Marine And Fisheries Sciences Faculty, Politeknik Negeri Pontianak, Pontianak, Kalimantan Barat
Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Social Sciences

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Current Issues on TESOL Field in EFL Context Nurmala Elmin Simbolon
Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education Vol 1, No 1 (2012)
Publisher : Politeknik Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30630/polingua.v1i1.48

Abstract

This article discusses several issues raised in TESOL field range from the variety of English to the technology application in language teaching. The term of English as an International Language, or EIL has been growing in TESOL field. And then, the issue about teaching focus is still fresh to discuss. The variety of cultures using English has stirred the language teaching to focus on the language use instead of the language form. Finally, technology implication such as online learning in TESOL classrooms is now increasing. To sum up, the issues link much with the importance of intercultural competence in second language teaching; therefore, some adaptations to the ELT teaching method in EFL context such as in Indonesia need to be adopted.
English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia Nurmala Elmin Simbolon
Englisia: Journal of Language, Education, and Humanities Vol 8, No 2 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i2.8961

Abstract

Indonesian universities are striving to obtain international recognition in this global competition of higher education. In doing so, many offer English Medium Instruction (EMI) courses. However, there is no documentation of the arrangement of EMI practice in Indonesian universities. This article presents a picture of the current implementation of EMI in some universities as one strategy to obtain international recognition. Survey research is selected to gather some key issues surrounding the implementation of EMI. A questionnaire is administered to 30 universities, and half of them returned the responses. Data analysis uses a descriptive approach. Findings show that the main reason for EMI practice in most Indonesian universities is to address current competition among global universities. Higher education internationalization is indicated in using the English language in two main types of EMI classes: 'Bilingual Class' and 'International Class'. This study also highlights the limited understanding of EMI practice implications in Indonesian universities, especially regarding relevant support given to both EMI students and lecturers. Some key suggestions from the research include incorporating English for Specific Purposes (ESP) in EMI programs and the importance of stimulating collaboration between both content and English lecturers. 
EFL students’ perceptions of blended learning in English language course: learning experience and engagement Nurmala Elmin Simbolon
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2518

Abstract

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning. 
CLIL practice in a maritime English course: EFL students’ perception Nurmala Elmin Simbolon
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (34.304 KB) | DOI: 10.30659/e.5.2.263-276

Abstract

This article examines to what extent 'content and language integrated learning' or CLIL approach has impact on students’ learning in a Maritime English course. The graduates of Fishing Technology Study Program (TPI) in Advance University are required to have a certificate of nautical expert of fishing vessel (ANKAPIN) when applying for a job in a fishing vessel in Indonesia. One of the subjects assessed in the ANKAPIN examination is Maritime English. Bearing its name, this particular content subject consists of Maritime-related terminology and phrases. Believed as an effective way of learning a second, or a foreign language by integrating content and language learning, CLIL approach requires the collaboration between the lecturers of English and discipline subjects. The action research reported in this article implemented an English medium instruction (EMI) class using CLIL approach in an English as foreign language (EFL) context. The data collection included students’ pre-test and post-test results and questionnaires of student evaluation towards CLIL classroom learning. The results of the tests were analyzed descriptively using the Excel program and the evaluation survey was with content analysis. The results of this study showed students' increased understanding of vocabulary in the field of Maritime. Students also expressed their positive experience in the CLIL class. Besides, students articulated some more to experience including authentic learning aids such as a fishing vessel and more visual materials.
PkM: Pelatihan Project-Based Learning Kepada Guru-Guru SMK Negeri 1 Mempawah Timur di Kalimantan Barat Nurmala Elmin Simbolon; La Baharuddin; Rasidi Burhan; Sadri Sadri; Slamet Jumaedi
TRIDARMA: Pengabdian Kepada Masyarakat (PkM) Vol. 3 No. 2, Nopembe (2020): TRIDARMA: Pengabdian Kepada Masyarakat (PkM)
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kegiatan Pengabdian Kepada Masyarakat (PKM) ini bertujuan memperlengkapi guru-guru pada tingkat sekolah menengah kejuruan khususnya SMK Negeri 1 Mempawah Timur. Materi pelatihan dan pendampingan yang diberikan adalah metode pembelajaran dengan pendekatan Project-based learning (PBL) atau pendekatan belajar berbasis proyek atau kerja. Target yang ingin dicapai adalah agar guru-guru dapat mengembangkan profesi mengajar dengan pendekatan mengajar yang relevan dengan abad ke-21– yakni mengembangkan berpikir kritis dan kreatif para murid-murid SMK. Kemudian, terkait situasi COVID-19 yang saat saat ini melanda dunia, materi Flipped Classroom sangat relevan dan juga menjadi salah satu tema dalam PPM ini. Kedua, membina dan mengembangkan harmonisasi antara pendidikan SMK dan politeknik yang berada dalam satu garis organisasis dalam sistem pendidikan Indonesia saat ini. Kegiatan dimulai dengan pemberian pretest kepada guru-guru terkait materi dari pelatihan ini PBL dan Flipped Classroom. Pelatihan diberikan dengan dua metode, tatap muka dan secara daring. Selain pelatihan, pendampingan selama implementasi juga akan dilakukan secara daring. Kegiatan ini diakhiri dengan posttest dan survey evaluasi. Hasilnya menunjukkan bahwa para guru sudah akrab dengan metode PBL, namun metode kelas Flipped Classroom merupakan hal yang baru bagi mereka. Perubahan dalam pendekatan mengajar memerlukan waktu dan konsistensi dan sarana dan prasarana yang memadai. Selain kestabilan internet yang menjadi salah satu kendala, para guru ditantang untuk terus mencari strategi agar siswa termotivasi untuk aktif dalam proses belajar mengajar selama kelas daring. Para guru dalam PKM harus memilih media sosial yang sederhana seperti WhatsApp untuk digunakan dalam proses belajar mengajar secara daring.
Online Learning Implementation and Challenges during Covid-19 Pandemic: English Lecturers’ Perspective in Indonesia Tira Nur Fitria; Afdaleni; Nurmala Elmin Simbolon; Ida Bagus Putu Suamba
SOSHUM : Jurnal Sosial dan Humaniora Vol. 12 No. 2 (2022): July 2022
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.419 KB) | DOI: 10.31940/soshum.v12i2.171-183

Abstract

This study investigates the English lecturers’ perspective on the implementation and their challenges (difficulties) in online learning during the Covid-19 pandemic. This research is qualitative descriptive. There are 115 English lecturers from various state and private higher institutions in Indonesia are involved in this research. The result analysis shows that most English lecturers implement online learning during 4 semesters, and the dominant applications used are Zoom Meeting, WhatsApp, Google Meet, Institutional E-Learning, and YouTube. During conducting online learning, 1) they have the flexibility of place and time in teaching, 2) they have the freedom to choose and use the type of e-learning app and they feel satisfied with the use of application features to support online lectures. But, they need more time to prepare materials, use more materials, use creative and interesting materials also use interesting and different teaching methods. The English lecturers also face difficulties during conducting online learning such as 1) difficulty to master the class and control students. 2) the students are not more participative, enthusiastic, and interactive, 3) difficulty determining/assigning assignments/projects, and 4) difficulty holding mid-term and end-of-semester exams online both written exams and oral exams. 5) difficulty in evaluating/assessing students during online learning. 6) feel worried about students' abilities and grades. Sometimes they also feel bored teaching online. Besides, they experience other various problems, such as quota and internet connection, interference with the device used, and environmental conditions, even though they don't know students more closely and personally. After conducting online learning, English lecturers feel satisfied with online lectures for several semesters, feel online learning is more interesting and challenging, but they have more teaching load in online lectures than offline even do not receive more compensation for teaching online.
Possibility of Metaverse in Education: Opportunity and Threat Tira Nur Fitria S.Pd., M.Pd; Nurmala Elmin Simbolon; Afdaleni
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 1 No. 3 (2022): September 2022
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v1i3.821

Abstract

This research investigates the possibility of a Metaverse between an opportunity or a threat in education. This is library research by using data from the source material (literature written in article journals) on the topic and synthesizing it into a coherent interpretation that highlights key issues. The result analysis shows the opportunity of Metaverse includes 1) Metaverse will probably make all activities in education can later be carried out in a virtual world. 2) New experiences of learning become more real and meaningful, so the students’ readiness is needed in applying Metaverse technology in education. 3) The teaching and learning process is regardless of time and space, so the processes are carried out in a wider and more active. The development of the technology of the Metaverse is essentially just a way, it cannot be used as the essence of life. The physical school/institutions and all the activities within it will also not be replaced by the Metaverse. Metaverse will only be a tool for the world of education to make services even better without having to eliminate everything in the real world. After all, the world of education aims to humanize humans, not virtualize humans. Along with the development of the Metaverse, this will have an opportunity and threat for humans. Therefore, we must be aware of the negative influence of Metaverse technology in education. This is a task for educators to have solutions for students to feel real learning. No technology can replace the role of the teacher
English Medium Instruction (EMI) in Higher Education: Insights from Indonesian Vocational Lecturers Nurmala Elmin Simbolon
Utamax : Journal of Ultimate Research and Trends in Education Vol. 5 No. 1 (2023): UTAMAX : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v5i1.9973

Abstract

Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.
EFL students’ perceptions of blended learning in English language course: learning experience and engagement Nurmala Elmin Simbolon
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2518

Abstract

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning. 
Chatbots as Online Chat Conversation in the Education Sector Tira Nur Fitria; Nurmala Elmin Simbolon; Afdaleni Afdaleni
International Journal of Computer and Information System (IJCIS) Vol 4, No 3 (2023): IJCIS : Vol 4 - Issue 3 - 2023
Publisher : Institut Teknologi Bisnis AAS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijcis.v4i3.116

Abstract

Chatbot technologies as virtual assistants have significantly emphasized streamlining and augmenting learning processes by integrating pedagogical approaches and innovative technologies. This research reviews the use of chatbots in education. The results of this review provide a comprehensive comprehension of the prior research on the use of Chatbots in education, including information on existing studies and its benefits, as well as prospective research areas on implementing Chatbot technology in the education sector. This study utilizes library research. The analysis shows that Artificial Intelligence technology permits incorporating Chatbot systems into various educational contexts and purposes, including for teachers, students, and administrators (institutional employees). First, teachers using chatbots can be virtual assistants for teachers to save time, including setting schedules, answering questions from students, and providing technical information about the learning system. Thus, the teacher has much time to prepare lesson plans or subject matter, make a set of questions, check assignments, and make other teaching preparations. Second, students using a chatbot can analyze student needs and provide teaching materials that are appropriate and specific to their needs. Learning can be done anytime and anywhere because of its ability to be able to reply to chats automatically. Chatbots will make it easier for students to get material and ask questions if they experience difficulties. Chatbots also make teaching and learning more manageable and teach-student communication and activities. Third, administrators using chatbots can simplify administration. The staff would be assisted in conveying information related to administrative matters and the student's registration process. Chatbots can be one of the best solutions to serve users by answering simple questions anytime without stopping. Chatbots can send broadcast messages to all students at once, and the data provided will be more personal, such as a reminder of tuition payments. Day by day, the popularity of chatbots is getting more attention and has penetrated the education sector. Chatbots should not threaten humans, but t can be used to help them. The teacher's role may be one of the parties that can be replaced by AI technology. However, it should be noted that AI cannot develop the character of both students and students, including providing motivation and establishing emotional relationships between teachers and students.
Co-Authors Afdaleni Afdaleni Afdaleni Fitria, Tira Nur Ida Bagus Putu Suamba La Baharuddin Rasidi Burhan Sadri Sadri Slamet Jumaedi Tira Nur Fitria S.Pd., M.Pd