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All Journal English Review: Journal of English Education ETERNAL(english, teaching, learning, and Research Journal) Metathesis: Journal of English Language, Literature, and Teaching VELES Voices of English Language Education Society Scope: Journal of English Language Teaching Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat Infotek : Jurnal Informatika dan Teknologi Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN) Indonesian Journal of EFL and Linguistics
Andri Suherman
The University Of Hamzanwadi
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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A Critical Analysis of a Chapter From an EFL Textbook : a TBLT Perspective Suherman, Andri
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (553.186 KB) | DOI: 10.29408/veles.v2i2.801

Abstract

This research article aimed to analyze tasks employed in an Indonesian EFL textbook from the perspective of TBLT approach. The analysis involved chapter eight in the EFL textbook of grade ten. Meanwhile, the six features of a task proposed by Ellis (2003) were used to analyze the tasks. The findings revealed two points; (1) none of the fifteen tasks in the chapter employed the six crucial features of a task, (2) all the fifteen tasks in the chapter were potential to change to be more task-like. The implication of this study was to provide insight to EFL material developers to be more aware of the task features, and to offer suggestions to EFL education practitioners in redesigning existed tasks to be more task-like.
EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT Andri Suherman
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.965 KB) | DOI: 10.24252/Eternal.V42.2018.A5

Abstract

This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points. First, based on the mean value and standard deviation, Communicative was the most popular learning styles among the students, followed by three others styles, called Concrete, Analytical, and Authority-Oriented. Second, based on the students’ writing scores, eight students were considered the most proficient writers, and most of them had applied Communicative learning style to help them organize their writings. Third, the most proficient writers, compared to the self-assessment performance of the least proficient writers, appeared to underestimate their writing ability. The pedagogical implications of this study were to provide insight to EFL teachers into how students’ learning styles can help them to make the necessary adaptation and changes in the instruction, and to inform EFL learners with some suggestions to carry out self-assessments to help them improve their writing performance.
The Effects of Dynamic Assessment on Reading Skill Performance: A Study of Indonesian EFL Learners Andri Suherman
Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 2 (2020): Metathesis : Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v4i2.2266

Abstract

This research article aimed to analyze the effects of Dynamic Assessment (DA) on EFL learners' reading comprehension. The participants in this case study were five Indonesian tertiary-level EFL learners. It investigated whether mediation in DA improve the learners reading comprehension performances and analyzed the extent to which mediation in DA benefit learning. The research methods used were pre-test, mediation, and post-test. The findings revealed two main points. First, the result of the post-test showed an overall improvement for all five students. As indicated by the effect size (0.96) and the result of paired samples t-test (p-value = 0.0028), it can be concluded that the effect of DA on the participants’ reading skill performance was highly significant. Second, mediation in DA appeared to benefit learning with different characteristics in each student. The implications of this study were to provide practical insight to EFL teachers into how mediation can be developed to improve learners' reading skills and to inform EFL teachers with some suggestions to carry out mediations to benefit learning.
The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners Andri Suherman
Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 2 (2019): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v3i2.1473

Abstract

This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.
Exploring EFL Teacher's Interventions on Peer Feedback: a Case Study in a Writing Classroom Andri Suherman
Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v2i2.890

Abstract

This research article aimed to investigate the effect of interventions deployed by teachers in peer feedback in the context of Indonesian EFL writing classrooms. The participants in this case study were 16 Indonesian tertiary-level EFL learners. It explored types of teacher’s interventions on peer feedback, analyzed whether the learners use peer feedback to improve their writing, and explored how the learners appreciate peer feedback. The research methods used were questionnaire, teacher interventions, and interviews. The findings revealed three main points; (1) the teacher’s interventions were mostly on grammatical errors, inappropriate vocabularies, and content structures, (2) facilitated by the teacher’s interventions, more than 50% of the peer feedbacks were integrated by the students in their revision, (3) the students generally confirmed the usefulness of interventions deployed by the teacher on peer feedback. The implications of this study were to provide practical insight to EFL teachers into how peer feedback, supported by teacher interventions, can be develop to benefit learning, and to inform EFL teachers with some suggestions to carry out peer feedback to improve learners’ skill of writings.
A Critical Analysis of a Chapter From an EFL Textbook : a TBLT Perspective Andri Suherman
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i2.801

Abstract

This research article aimed to analyze tasks employed in an Indonesian EFL textbook from the perspective of TBLT approach. The analysis involved chapter eight in the EFL textbook of grade ten. Meanwhile, the six features of a task proposed by Ellis (2003) were used to analyze the tasks. The findings revealed two points; (1) none of the fifteen tasks in the chapter employed the six crucial features of a task, (2) all the fifteen tasks in the chapter were potential to change to be more task-like. The implication of this study was to provide insight to EFL material developers to be more aware of the task features, and to offer suggestions to EFL education practitioners in redesigning existed tasks to be more task-like.
Examining Teachers’ Perceptions of E-Learning Tools: A Survey from Indonesian EAP Classrooms Andri Suherman; Hamzani Wathoni
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 7(1), May 2022
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v7i1.470

Abstract

Given the fact that online teaching has been widely implemented across the globe during this Covid-19 pandemic, teachers are required to have a high level of IT skills to be able to conduct online teaching. It is without exception that EAP (English for Academic Purpose) teachers need to familiarize themselves with electronic devices due to the benefits they have to offer in an e-learning environment. The current study aims at examining teachers’ perceptions of using e-learning tools in the context of Indonesian EAP classrooms. Forty-five Indonesian EAP teachers participated in the current study with different ages, academic backgrounds, and lengths of EAP teaching experiences. The instruments used to collect the research data were an online survey and semi-structured interviews. The results showed that video and VLEs were the two most commonly-used e-learning tools among the teachers with “self-taught” and “colleagues” being the two most favorite approaches the teachers have employed to learn such tools. Besides, promoting student engagement and developing learner autonomy were perceived as positive impacts of using e-learning tools by the teachers. Pedagogical implications of this study’s findings suggested that school authorities should organize more regular pre-service teacher training programs with the purpose to help novice teachers to improve their IT skills. Besides, e-learning tools should be more used in online teachings due to the benefits they have to offer for promoting student engagement and facilitating learner autonomy. A number of limitations in the current study are also presented along with some suggestions for future studies
EXPLORING LANGUAGE ASSESSMENT LITERACY OF EFL TEACHERS IN THE CONTEXT OF INDONESIAN HIGHER EDUCATION Andri Suherman
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7086

Abstract

The present study aims at examining EFL teachers’ perceptions of Language Assessment Literacy (hereafter LAL) in the context of Indonesian higher education. To this aim, purposive sampling technique was employed to select sixteen EFL university teachers to participate in an online questionnaire and semi-structured interviews. The finding showed that the participants had applied six types of LAL in their teaching practices with formative assessment methods and test validity and reliability being the two most applied (more than 80%) by the participants. Following this, between 75% and 80% participants had applied two other types of LAL, linguistics competence and test results. The last two types of LAL, digital literacy and grading criteria, were applied by less than 70% participants. Another finding from qualitative data revealed that the majority of participants (over 70%) ranked their level of LAL knowledge and skills as low. Despite some limitations, the present study provides some implications including the necessity for the EFL teachers to be equipped with relevant knowledge and skills to make the way for quality assessment. It is therefore university authorities should organize professional development programs with the purpose to help teachers improve their assessment literacy. In addition, all educational parties should collaborate to consistently conduct literacy assessment projects throughout teachers’ professional career. Some suggestions for future research in the field of language assessment are also presented.
Pendampingan Mengajar untuk Tutor pada Program Kursus General English di Pusat Bahasa, Universitas Hamzanwadi Andri Suherman
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 3 No. 2.1 Desember (2022): SPECIAL ISSUE
Publisher : Sistem Informasi dan Teknologi (Sisfokomtek)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.674 KB)

Abstract

Sebagai bahasa internasional, Bahasa Inggris sangat diperlukan di zaman modern ini. Namun demikian, banyak pengajar Bahasa Inggris yang tidak memiliki keterampilan mengajar sehingga gagal membantu siswa meningkatkan kemampuan Bahasa Inggris mereka. Kegiatan Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk memberikan pelatihan atau pendampingan mengajar kepada tutor program General English (GE) yang diadakan oleh Pusat Bahasa, Universitas Hamzanwadi, Lombok Timur. Secara spesifik, kegiatan PKM ini berfokus dalam memberikan pelatihan (metode mengajar, teknik penilaian, materi pelajaran, dan media pengajaran) sehingga dapat membantu meningkatkan keterampilan mengajar tutor program GE. Berdasarkan data yang diperoleh dari angket dan wawancara, lebih dari 85% tutor GE beranggapan bahwa kegiatan pendampingan mengajar ini sangat bermanfaat bagi peningkatan keterampilan mengajar mereka. Selain itu, kegiatan pendampingan mengajar ini juga memberi dampak positif bagi pembelajaran siswa, sehingga sebagian besar tutor GE beranggapan kegiatan semacam ini perlu diadakan secara rutin.
EXPLORING LANGUAGE ASSESSMENT LITERACY OF EFL TEACHERS IN THE CONTEXT OF INDONESIAN HIGHER EDUCATION Andri Suherman
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6525

Abstract

The present study aims at examining EFL teachers’ perceptions of Language Assessment Literacy (hereafter LAL) in the context of Indonesian higher education. To this aim, purposive sampling technique was employed to select sixteen EFL university teachers to participate in an online questionnaire and semi-structured interviews. The finding showed that the participants had applied six types of LAL in their teaching practices with formative assessment methods and test validity and reliability being the two most applied (more than 80%) by the participants. Following this, between 75% and 80% participants had applied two other types of LAL, linguistics competence and test results. The last two types of LAL, digital literacy and grading criteria, were applied by less than 70% participants. Another finding from qualitative data revealed that the majority of participants (over 70%) ranked their level of LAL knowledge and skills as low. Despite some limitations, the present study provides some implications including the necessity for the EFL teachers to be equipped with relevant knowledge and skills to make the way for quality assessment. It is therefore university authorities should organize professional development programs with the purpose to help teachers improve their assessment literacy. In addition, all educational parties should collaborate to consistently conduct literacy assessment projects throughout teachers’ professional career. Some suggestions for future research in the field of language assessment are also presented.
Co-Authors Lalu Kertawijaya M Adib Nazri nurhidayati, nur ida Wathoni, Hamzani Wijaya, Lalu Kerta Yahya, Yahya