Fuad Abdul Hamied
Indonesia University of Education Indonesia

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

EXPLORING AN ACADEMIC WRITING CLASS IN AN INDONESIAN UNIVERSITY CONTEXT Aunurrahman, Aunurrahman; Hamied, Fuad Abdul; Emilia, Emi
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Language Circle: Journal of Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7842

Abstract

Academic writing class in any Indonesian university context plays an important role for the students to cope with written academic assignments. This paper explores the perceptions of university students regarding their academic writing class. The participants were students of a private university in Pontianak, West Kalimantan, Indonesia. They were selected based on their achievements in the class and their genders. The data collection made use of interviews which were conducted immediately after the completion of the class.  Individual interviews were conducted with six participants with three of them were male and the other three were female who were mainly regarded as medium achievers. The interview sessions were audio taped. The data then transcribed and analysed thematically. The discussion of the findings showed that the students gained benefits from the class through the applications of genre-based approach teaching stages, explicit teaching, and group work, which enabled the lecturer to develop the students academic writing, critical thinking, and characters. Still, several limitations were also identified. Suggestions were offered by the participants for the betterment of the academic writing class.
Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students Muslim, Ahmad Bukhori; Hamied, Fuad Abdul; Sukyadi, Didi
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23199

Abstract

Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers’ professionalism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness.
EFL TEACHERS’ MOTIVATION AND COMPETENCE IN AN INDONESIAN CONTEXT AS ASSESSED WITHIN THE FRAMEWORK OF MASLOW’S AND HERBERG’S THEORIES Tambunan, Anna Riana Suryanti; Hamied, Fuad Abdul; Sundayana, Wachyu
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11481

Abstract

Using regression and descriptive analyses, this research was carried out to measure the nature of teachers? motivation as indicated by their job commitment and satisfaction, which was then used to predict the EFL teachers? competence. The participants were 42 high school English teachers from both public and private schools in Binjai, North Sumatera Province. Likert-type inventory on teachers? motivation, with items focused on job commitment and job satisfaction, and a fact-based, multiple choice assessment of teaching competences were employed. It was found that motivation as indicated by both teachers? commitment and satisfaction could have a significant impact on their competence. For the success of any school in achieving its predetermined goals, committed and satisfied human resources are therefore considered as the most critical assets. Thus, fostering commitment and satisfaction among teachers is essential because teachers, who are highly committed and satisfied, would tend to stay longer, perform better, and are actively involved in classroom, school and social activities.
EXPLORING AN ACADEMIC WRITING CLASS IN AN INDONESIAN UNIVERSITY CONTEXT Aunurrahman, Aunurrahman; Hamied, Fuad Abdul; Emilia, Emi
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7842

Abstract

Academic writing class in any Indonesian university context plays an important role for the students to cope with written academic assignments. This paper explores the perceptions of university students regarding their academic writing class. The participants were students of a private university in Pontianak, West Kalimantan, Indonesia. They were selected based on their achievements in the class and their genders. The data collection made use of interviews which were conducted immediately after the completion of the class.  Individual interviews were conducted with six participants with three of them were male and the other three were female who were mainly regarded as medium achievers. The interview sessions were audio taped. The data then transcribed and analysed thematically. The discussion of the findings showed that the students gained benefits from the class through the applications of genre-based approach teaching stages, explicit teaching, and group work, which enabled the lecturer to develop the students' academic writing, critical thinking, and characters. Still, several limitations were also identified. Suggestions were offered by the participants for the betterment of the academic writing class.
Analisis Konten pada Buku Teks Bahasa Inggris untuk Kelas X Berjudul Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Meliawati, Mela; Hamied, Fuad Abdul
Jurnal Penelitian Pendidikan Vol 20, No 1 (2020): MEDIA PEMBELAJARAN
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i1.24556

Abstract

Buku teks berfungsi sebagai salah satu bahan ajar yang bermanfaat dalam kurikulum. Tujuan penelitian untuk mengetahui bahwa buku teks bahasa Inggris untuk SMA/MA/SMK/MAK kelas X memenuhi kriteria evaluasi buku teks menurut para ahli yaitu Cunningsworth (1995), Harmer (2007) dan Badan Standar Nasional Pendidikan. Data dikumpulkan dengan cara merancang kriteria evaluasi buku teks yang berisi kriteria standar untuk mengevaluasi buku teks bahasa Inggris dan menjelaskan relevansi buku teks dengan materi kurikulum bahasa Inggris 2013. Peneliti menemukan bahwa buku teks yang dianalisis memenuhi 66.7% dalam kriteria English as a Foreign Language (EFL). Ada delapan kriteria evaluasi buku teks menurut Cunningsworth dan Harmer, yaitu (1) tujuan dan pendekatan, (2) desain dan organisasi, (3) konten bahasa, (4) skil, (5) topik, (6) metodologi, (7) pertimbangan praktis, dan (8) instruksi. Kemudian, 33.3% buku teks ini tidak memenuhi kriteria buku teks EFL yang baik. Selain itu, berdasarkan hasil penelitian dan analisis penelitian, dapat menyimpulkan bahwa buku teks ini dikategorikan “baik” dengan mencapai skor rata-rata 90% dari ketujuh kriteria yang ditentukan oleh Badan Standar Nasional Pendidikan. Ketujuh kriteria dapat diklasifikasikan "baik" berdasarkan kesesuaian materi dengan standar kompetensi dan kompetensi dasar (83.3%), akurasi materi (83.3%), bahan pendukung pembelajaran (90%), ketepatan bahasa (100%), teknik presentasi (100%), teknik belajar mengajar (100%), dan cakupan presentasi (81.8%). Dan juga buku teks bahasa Inggris yang dianalisis relatif relevan dengan kurikulum 2013. Oleh karena itu, diharapkan bahwa guru dapat melengkapi beberapa kekurangan tersebut dengan materi lain untuk mencapai tujuan yang ditargetkan dalam kurikulum 2013.
Policies on language education in Indonesia Hamied, Fuad Abdul; Musthafa, Bachrudin
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20279

Abstract

This article discusses policies on language education in Indonesia by covering six major sections. The linguistic make-up and history of languages currently spoken in the country are first introduced as the background to the discussion.  Then, building on the background factual information on the language education policies once adopted in Indonesia, a review and critical discussion regarding the design, implementation, and evaluation of the language education policies in the country are put forward. This is then followed by an elaboration of how currently adopted language education policies position different languages and what status and roles each language is accorded, and how these statuses and roles compare with English. Afterward, a prediction for the future status and role of the relevant languages under discussion is brought to light. Finally, a conclusion is made, accompanied by suggestions for further reading which will enable enrichment of knowledge-base on relevant aspects of policies on language education in Indonesia.
Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship Utami, IGA Lokita Purnamika; Prestridge, Sarah; Saukah, Ali; Hamied, Fuad Abdul
Indonesian Journal of Applied Linguistics Vol 9, No 1 (2019): Vol. 9 No. 1, May 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i1.12463

Abstract

Research on the impacts of Continuing Professional Development (CPD) on perceptions and practices has been conducted separately. This study attempts to investigate a relationship between the involvement of   CPD  and the alignment of teachers’ perceptions and practices about effective English teaching to draw a critical link between the relationship and the alignment. This study involved 6 teachers of English as a Second Language in Indonesia. Qualitative approaches of in-depth interviews and observations were the primary data collection tools. The findings indicate a partial relationship between CPD involvement and the alignment of teacher’s perceptions and practices. Specifically, as part of CPD, teacher’s professional enthusiasm is an indicator for a closer alignment in teacher’s perceptions and practices. Implications drawn from this study suggest that greater conscious raising is required to enhance teachers’ professional enthusiasm since it leads to an alignment between perceptions and practices of quality teaching.
Exploring undergraduate students’ experiences in dealing with post-editing of machine translation Harto, Sri; Hamied, Fuad Abdul; Musthafa, Bachrudin; Setyarini, Sri
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.42825

Abstract

Although post-editing of machine translation (PEMT) has been much discussed and spoken among students in higher education institutions, little empirical evidence has been reported regarding the students’ real practices in their academic life. To fill this practical gap, this article explores the students’ experiences in dealing with PEMT in a Theoretical Foundation of Translating and Interpreting (TFTI) course. This exploration elaborates practical insights into how the students initially started practicing translation through PEMT in their actual day-to-day practices. Fifty-eight English students studying in an undergraduate program in a prominent public university in Indonesia voluntarily participated in this qualitative case study. Data were collected from students’ focused-group discussion (FGD), survey questionnaire, in-depth interviews, and students’ documents and the data were analyzed using thematic analysis. Findings showed that post-editing process provides the students with experiences in building their text knowledge to enable them to have high awareness and sensitivity to the academic texts. In addition, in PEMT practices, the students’ experiences were explored through the implementation of translation methods and techniques expected to build their awareness in PEMT with regard to language structure and language function. These experiences have given some empirical inputs for the lecturers to design relevant tasks and apply various translating practices for students’ more meaningful learning.