Udi Samanhudi
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BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 4, No 2 (2017): BÉBASAN Edisi Desember 2017
Publisher : Kantor Bahasa Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.916 KB) | DOI: 10.26499/bebasan.v4i2.85


English language teaching (ELT) in Indonesiahas long benefited from qualitative research in terms of problems explorations as well as efforts aim to develop the practice of teaching and learning of Englishwriting conducted byscholars working under the field.Focusing on the analysis of qualitative research contributions to the practice of English writing pedagogy research in Indonesia, the results suggest that this research approachis suitable to apply in ELT practice in the country as it provides a better description of real problems occurring in the site in dealing with writing English practices as well as prompt solutions of those problems. In short, as results of the analysis revealed, qualitative research is not only a potential research approach to solve educational problems such as in the case of ELT in Indonesia but also clearly is an evident of a research approach that helps to improve this field.
JEE: Journal of English and Education Vol 4 No 1 Juni 2010
Publisher : English Education Department, Universitas Islam Indonesia

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


It has been known that among many activities, conversation is one activity which is very potential to buildup social relationships and exchange ideas among many people in their community. This fact indicates that conversation plays a crucial role in everybody's life. For a good conversation to take place, the awareness of the speakers to sign that they are finishing and that the listeners begin a response seems to be one of the key points to succeed the conversation activity. This means that the participants, both speakers and hearers, should apply turn signals as indication of willingness to take, hold, or pass the floor during the course of the conversation. This writing is a report of a minor study on turn signals in English conversations done by Indonesians as non-native speakers and Americans as native speakers of English who are found to use English in their conversations. The English conversations analyzed in this study are those conversations taking place in natural contexts like in a lobby of a hotel, a workshop room and a restaurant. Those conversations are recorded, transcribed and analyzed. In order to get the whole picture of both the turn signal markers used and then purposes, a participatory observation was also conducted. Thus, to be more focused, this research is limited to the analysis of markers used by both Indonesians and Americans in turn-taking. The results reveal that both Indonesians and Americans use almost the same markers (words) in turn taking like yeah, well, you know, I think, well yeah, etc. Those markers are applied interchangeably in the turn-taking done by the two groups in the course of the conversations done. In terms of purpose, the use of those markers in turn-taking is mainly to indicate that one of the participants in the conversations (both NNS and NS) wants to take the floor and have the talking turn. The difference found between the two groups was pause (silent) in signaling something in a conversation being done especially when one of them is talking. Indonesian tends to make a longer pause to show, probably, that they are attentive to their colleague having the turn of speaking. This might be done because keep silent when other people are talking is considered polite. Meanwhile, the two Americans involved in this study keep using certain words of signaling such as well. yeah, hmm, during the course of the conversations including when one of them is talking. This seems to be done in order to avoid the sense of being rude or impolite ignoring the one having the turn of talking. Finally, this could be done also to indicate that they are paying attention to what their colleague/s say and keep the conversation runs smoothly. From this, it is clear that, cultural norms what they believe about being polite, also play a role in turn taking activities in a conversation.
Efforts to Improve Scientific Literacy of Students through Guided Inquiry Learning Based on Local Wisdom of Baduy’s Society Asep Saefullah; Udi Samanhudi; Lukman Nulhakim; Liska Berlian; Aditya Rakhmawan; Bai Rohimah; R. Ahmad Zaky El Islami
Jurnal Penelitian dan Pembelajaran IPA Vol 3, No 2 (2017): Available Online in November 2017 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.455 KB) | DOI: 10.30870/jppi.v3i2.2482


AbstractThe aim of this study was to determine the influence of guided inquiry learning model toward the improvement of students’s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy’s society. This study used Research and Development method through pretest and posttest test before and after the guided inquiry learning was done. The objects of this study were 31 students who were following the integrated science lecture in 5th semester which is prospective science teacher. The results showed that there was an improvement in students' scientific literacy after guided inquiry learning (was applied) as shown with a gain value of 0.16 (N-Gain = 0.16) which was included in the medium category. Based on this result, it can be concluded that there is the influence of guided inquiry learning model toward the improvement of students’s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy’s society. Keywords: Scientific Literacy, Guided Inquiry, Local Wisdom, Baduy’s Society
Critical Thinking-Related Challenges to Academic Writing: A Case of Indonesian Postgraduate Students at a UK University Samanhudi, Udi; Linse, Caroline
Lingua Cultura Vol 13, No 2 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5122


This research reported Indonesian students’ perspectives on challenges in writing a critical academic essay and factors causing those challenges in a university in the UK. It was a qualitative method in nature and used a semi-structured interviewing technique with open-ended questions as the main method for data collection. The results indicate four main problems the participants’ encountered in relation to critical thinking realization in their essay writing which include clarity of ideas presented, lack of critical analysis, lack of critical evaluation, and lack of precision. This research also finds three important factors causing those problems of critical thinking realization by the students in their essay writings namely lack critical awareness, lack of understanding of the critical thinking concept, and differences of academic requirements between Indonesian and British context. This research is expectedly useful as an input in the re-design of syllabi and in the improvement of writing instruction that aims to promote especially international Indonesian students’ critical thinking in university-level education, in line with properly addressing students’ needs and developing CT pedagogy in the site.
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 7, No 2 (2013)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v7i2.116


This study reports the effectiveness of using Reading to Learnprogramin teaching critical writing to teacher candidates in English Language Teaching Department, Sampoerna School of Education, Jakarta. The Reading to Learn program implemented in this study allows the researchers to employ principles from other theories to do with critical thinking and critical literacy important to the study. Embracing the characteristics of a case study and to some extent a program evaluation research design, data in this study were obtained from classroom observations by the two researchers, collection of samples of students’ texts in various stages of the teaching program and students’ journals written after each teaching session and interviews with the student participating in this study conducted immediately after the teaching program completed. The results revealed that students’ ability to write an English text is better than before indicated by their ability to clearly and explicitly explain details of information in the text they write which surely fulfill the standard outlined in the critical thinking theory used in this study. Key words: Reading to learn program, writing, critical thinking