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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Journal of English and Education English Review: Journal of English Education Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan EDULITE: Journal of English Education, Literature and Culture ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Academic Journal Perspective : Education, Language, and Literature JALL (Journal of Applied Linguistics and Literacy) Academic Journal Perspective : Education, Language, and Literature English Journal Literacy Utama Metathesis: Journal of English Language, Literature, and Teaching
Fazri Nur Yusuf
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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EFL Teachers’ Perspectives on Learner Autonomy Yuzulia, Irza; Yusuf, Fazri Nur
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (862.642 KB) | DOI: 10.33603/perspective.v7i1.2107

Abstract

Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.
EFL teachers’ perceived language proficiency and teaching effectiveness Yusuf, Fazri Nur; Novita, Ophelia Elisa
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.v9i3.23208

Abstract

The importance of language teachers possessing a high level of language proficiency has been extensively studied. On the other hand, studies related to teaching effectiveness (TE) have yet to define the concept of teaching effectiveness, and studies to relate teacher language proficiency (TLP) and TE, especially in the Indonesian context, are found to be scarce. In addition, the lack of both clear guidelines on how to assess TLP and current and official data of TLP in Indonesia only exacerbates this matter. Thus, the objective of this study was to find the relation between TLP and TE in the context of a language school in Bandung and the perception of its teachers on the role of TLP in the effectiveness of their teaching process. Using a mixed-methods sequential explanatory research design, the result of the data collection was then cross-tabulated and analyzed using the Fisher-Freeman-Halton exact test. It was found that there was a strong positive relation between TLP and the two aspects of TE: managing the classroom, and understanding and communicating lesson content, but no relation between language proficiency and assessing students and giving feedback. This was further confirmed in the qualitative stage that teachers with lower language proficiency could also deliver lesson content and assess students, albeit with a lower degree of flexibility compared to their more proficient counterparts. This means that the relation between TLP and TE was complex and not straightforward and that the mastery of one does not always entail the mastery of the other.
FLIPPED LEARNING MODEL: SATU CARA ALTERNATIF UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA Julinar, Julinar; Yusuf, Fazri Nur
Jurnal Penelitian Pendidikan Vol 19, No 3 (2019): PERMASALAHAN PENDIDIKAN
Publisher : Universitas Pendidikan Indonesia

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Abstract

Pengurangan jam mengajar bahasa Inggris dalam penerapan kurikulum 2013 menimbulkan beberapa masalah karena guru tidak memiliki cukup waktu untuk menyampaikan semua konten pelajaran dan memfasilitasi kegiatan siswa. Pembelajaran terbalik adalah salah satu pendekatan pengajaran yang bisa menjadi alternatif dalam menghadapi kekurangan jam mengajar. Penelitian ini bertujuan untuk mengetahui penerapan flipped learning model/pembelajaran terbalik dalam meningkatkan keterampilan berbicara siswa dan bagaimana respon siswa terhadap penerapan flipped learning model. Speaking test, observasi dan semi structured interview digunakan untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa flipped learning model dapat meningkatkan keterampilan berbicara siswa dan siswa merespon positif penerapan flipped learning model sebagai salah satu cara belajar yang efektif. Penerapan flipped learning model membuat siswa menjadi lebih percaya diri untuk berbicara bahasa Inggris dan meningkatkan prestasi belajar mereka.
Tantangan Belajar Bahasa Inggris di Sekolah Pedesaan Harlina, Hariya; Yusuf, Fazri Nur
Jurnal Penelitian Pendidikan Vol 20, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i3.28191

Abstract

Terdapat banyak kendala yang ditemukan pada pembelajaran bahasa Inggris di sekolah pedesaan. Kesulitan yang ditemui dalam pembelajaran bahasa Inggris di sekolah pedesaan berkaitan dengan kondisi siswa, lingkungan, dan juga kompetensi guru bahasa Inggris. Penelitian ini bertujuan untuk mengeksplor kendala yang muncul pada pembelajaran bahasa Inggris di sekolah pedesaan. Penelitian ini menggunakan desain metode kualitatif dengan dua guru bahasa Inggris sebagai responden. Hasil dari penelitian ini menunjukkan bahwa masih banyak kendala yang ditemui pada pembelajaran bahasa Inggris di sekolah pedesaan. Pembelajaran bahasa Inggris sulit karena beberapa sebab, diantaranya rendahnya minat siswa terhadap pelajaran bahasa Inggris, kurangnya support terhadap pembelajaran bahasa Inggris seperti support dari orang tua dan lingkungan sekitar, serta kualitas guru bahasa Inggris yang dinilai masih rendah.
PORTFOLIO ASSESSMENT: BENEFITS FOR STUDENTS AT DIFFERENT WRITING PROFICIENCY LEVEL Listiana, Ineng; Yusuf, Fazri Nur; Isman, Suci Madiarti
Jurnal Pendidikan Bahasa dan Sastra Vol 20, No 2 (2020): OKTOBER 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v20i2.33064

Abstract

This research discusses the effects of portfolio assessment on students’ improvement in English writing which are related to their writing proficiency levels, the problems encountered by them in each writing proficiency level, and the solution can be implemented regarding the problems found in the research. The research’s subject was Grade VIII which consisted of two classes. The method applied was qualitative method by using test, documentation, and observation  instruments to gather the data. All the scores of the tests are arranged in tables based on Wang and Liao’s criteria (2008) and are presented in bar chart. The results show that every level of writing proficiency has different percentage of improvement, and the low level students have the least improvement; they produced less sentences. The research also found that every level of writing proficiency had problems which were mainly in content, organization, conventions, and vocabulary, while the low level proficiency had another problem in gaining confidence to produce sentences. Beside that, the students did better in using present tense than past tense, and to improve their writing, it was proven that detailed correction and feedback were effective for the improvement.Thus, it is suggested that teacher should give different portion of attention related to correction and feedback, and the most portion should be given to the low level students of writing proficiency as they have the least improvement. Teacher should also give detailed correction and feedback as well to students to make better improvement. The research suggests that portfolio assessment program can be carried out integratedly in English lesson in every semester for all grades of Junior High School since it was proven good for students’ writing improvement.
Kemahiran Bahasa Guru Bahasa Inggris dan Efektivitas Mengajar Novita, Ophelia Elisa; Yusuf, Fazri Nur
Jurnal Penelitian Pendidikan Vol 19, No 3 (2019): PERMASALAHAN PENDIDIKAN
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v19i3.22332

Abstract

Pentingnya seorang guru bahasa untuk memiliki tingkat kemahiran berbahasa (Teacher’s Language Proficiency atau TLP) yang tinggi telah dipelajari dalam banyak penelitian. Ini disebabkan karena guru dengan kemampuan bahasa yang mumpuni dianggap memiliki kemampuan yang lebih tinggi untuk memberikan penjelasan yang akurat dan input bahasa yang lebih kaya. Di sisi lain, studi yang berkaitan dengan keefektifan pengajaran (Teaching Effectiveness atau TE) belum dapat mendefinisikan konsep keefektifan pengajaran, dan studi yang mengaitkan kefasihan bahasa dan keefektifan mengajar, terutama di Indonesia, lebih jarang ditemukan. Dengan demikian tujuan dari penelitian ini adalah untuk menemukan hubungan antara kemahiran bahasa guru dan efektivitas proses pengajaran mereka dalam konteks sekolah bahasa di Bandung. Instrumen yang digunakan adalah kuesioner untuk memperoleh persepsi kemahiran bahasa dan keefektifan mengajar guru, serta wawancara dengan tim akademik. Hasil pengumpulan data kemudian ditabulasi silang dan dianalisis menggunakan Fischer-Freeman-Halton exact test. Ditemukan bahwa ada hubungan antara kemahiran bahasa dan dua aspek efektivitas pengajaran: mengelola kelas dan memahami dan mengkomunikasikan konten pelajaran, dan tidak ada hubungan antara kemahiran bahasa dan menilai siswa dan memberikan umpan balik. Ini berarti bahwa kemahiran bahasa dan efektivitas mengajar mempunyai hubungan yang kompleks dan tidak langsung, dan bahwa penguasaan satu aspek tidak selalu menyebabkan penguasaan aspek yang lain.
Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan Sari, Ratih Apri; Musthafa, Bachrudin; Yusuf, Fazri Nur
Jurnal Penelitian Pendidikan Vol 21, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v21i2.36972

Abstract

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972
UNIVERSITY STUDENTS’ NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA Ilham Ilham; Bachrudin Musthafa; Fazri Nur Yusuf
English Review: Journal of English Education Vol 8, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2988

Abstract

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.
INVESTIGATING THE FACTORS INFLUENCING STUDENTS' WILLINGNESS TO COMMUNICATE IN ENGLISH Zuhrufi Latifah; Dadang Sudana; Fazri Nur Yusuf
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 4, No 1 (2020)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (343.615 KB)

Abstract

This paper aims to investigate the factors that affect the students’ willingness to communicate in English in the classroom. This study employs a qualitative method, particularly the case study with the use of observation, questionnaire, and interview to collect the data. It can be concluded that there are mainly five factors that influence students’ willingness to communicate namely teachers, topic discussions, classroom environment, peers, and types of activities.
THEMATIC PROGRESSION IN STUDENTS’ HORTATORY EXPOSITION TEXTS Suci Nur Asyifa Yuniawati; Sudarsono M. Ihrom; Fazri Nur Yusuf
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

This study focused on the investigation of theme and theme progression in students’ hortatory exposition text. This study employed a descriptive qualitative design. The data were twelve hortatory exposition texts written by eleventh grade students from one public school in Kabupaten Bandung. The texts were analysed by analysing the schematic structure and theme system derived from Systemic Functional Linguistics proposed by Halliday (1985). This study revealed that almost all the students’ texts had fulfilled its schematic structure of hortatory exposition text. In addition, students employed various textual strategies in organizing an exposition text as seen from the application of various theme choices such as marked and unmarked topical theme, interpersonal theme to make their texts coherent. In terms of theme progression, the students seemed to make the text clear and focus, so they manipulated the theme reiteration pattern dominantly. Based on the findings, it is recommended that theme and theme progression analysis can be applied in language studies to gain a better control of text organization and development. It is also suggested that further researcher can investigate the other texts or analyse the text beyond the theme system.
Co-Authors Adriani Yulia Purwaningrum Ahmad Sugianto Anggi Angraeni Bachrudin Musthafa Cicih Nuraeni Didi Sukyadi Dwi Sloria Suharti Eisha Sabila Dieni Hanifa Fuad Abdul Hamied Harlina, Hariya Ilham Ilham Irza Yuzulia Julinar Julinar Lala Nurlatifah Listiana, Ineng Muhammad Handi Gunawan Naila Karima Norhasanah Norhasanah Novita, Ophelia Elisa Nurti Rahayu Sari, Ratih Apri Silvina Yuza Suci Madiarti Isman Suci Nur Asyifa Yuniawati Sudana, Dadang Sudarsono M. Ihrom Suherdi, Didi Teguh Sulistyo Utami Widiati Yuzulia, Irza Zuhrufi Latifah