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All Journal Indonesian Journal of Applied Linguistics (IJAL)
Wachyu Sundayana, Wachyu
Universitas Pendidikan Indonesia
Languange, Linguistic, Communication & Media

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Indonesia Islamic senior high school students’ English learning conceptions and strategies Mulyani, Euis Rina; Suherdi, Didi; Sundayana, Wachyu
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.v9i3.23207

Abstract

This study was inspired by previous studies of how students’ learning influences their learning beliefs and, in turn, their strategies. Unfortunately, few studies concern learners’ conceptions of learning, in particular in learning English, and paid less attention to the senior high school students level. With the intention to identify Islamic senior high school. Interviews and both close and open questionnaires were used to collect relevant data. To identify students’ conception, Purdie and Hattie’s COLI items were used; and Oxford’s SILL to identify learning strategies. Data collected from the close questionnaire were analyzed by quantifying the frequency and the average of particular issues, which include the preference of students' learning conception and learning strategies. Meanwhile, data from interviews and open questionnaire were analyzed using Miles and Hubberman’s (1994) framework of qualitative data analyses. Overall, data analyses results showed that, in terms of their conceptions, most students conceived learning as a duty—in order to able to make their parents happy, to serve the community with their knowledge, and most of all, as a way to show their devotion to Allah the all mighty. In addition, most students favored metacognitive learning strategies in learning English. This study came to the conclusion that although the tendency of students’ conception of learning English was at the surface level of learning, most of the students used relatively complex and high-level strategies when it came to their English learning process as they used metacognitive strategies.
READINESS AND COMPETENCE OF SENIOR HIGH SCHOOL ENGLISH TEACHERS TO IMPLEMENT CURRICULUM 2013 Sundayana, Wachyu
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.828

Abstract

The implementation of curriculum is considered as one of the most prominent phases in developing 2013 primary and secondary curriculum in Indonesia, and this is greatly influenced by teachers’ readiness and competence. This research aims to investigate teachers’ readiness and competence to implement the 2013 Curriculum, particularly viewed from their comprehension about the syllabus of English subject and its development into lesson plans based on the principles of syllabus development as suggested in the curriculum, as well as their ability and their self-efficacy in implementing the curriculum in classroom teaching and learning processes. Twelve senior high school teachers from different schools were assigned to complete a questionnaire about their readiness and competence to implement the 2013 curriculum and were observed in their teaching and learning process. Both quantitative and qualitative analysis were employed in the research. Results from quantitative analysis showed that teachers’ readiness to implement the curriculum had low correlation on their competence. Qualitative analysis revealed that teachers had adequate readiness to implement the curriculum and competence to develop lesson planning. For further studies, studies on the aspects of teachers’ attitude, motivation, belief, and commitment to implement the 2013 curriculum need to be further investigated.
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.
The use of Edmodo in teaching writing in a blended learning setting Purnawarman, Pupung; Susilawati, Susilawati; Sundayana, Wachyu
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1348

Abstract

The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT) framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.
Washback of English national exams at ninth-grade level in Thailand and Indonesia Sundayana, Wachyu; Meekaeo, Panusak; Purnawarman, Pupung; Sukyadi, Didi
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.v8i1.11478

Abstract

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.
Co-Authors Didi Sukyadi Euis Rina Mulyani Fuad Abdul Hamied Meekaeo, Panusak Purnawarman, Pupung Suherdi, Didi Susilawati, Susilawati Tambunan, Anna Riana Suryanti