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CONCEPTUALIZING BILINGUAL EDUCATION PROGRAMS THROUGH CLIL AND GENRE-BASED APPROACH: AN INDONESIAN CONTEXT Mahmud, Yogi Saputra
VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.376 KB)

The implementation of bilingual education programs in the Indonesian secondary school context has experienced considerable changes in the last decade. In this case, the enactment of the International Standards School (ISS) program that propelled the students to experience bilingual education programs at schools was discontinued by the government in 2015. Consequently, the discontinuation of the ISS program leads to the scarcity of studies in examining the progress and effectiveness of bilingual education programs in Indonesia. At the same time, the phenomenon of private schools that offer bilingual programs has been significantly more popular after the ISS program was abolished. However, there is a lack of established instruction on how to implement bilingual programs in such schools. Therefore, this paper aims to conceptualise the implementation of bilingual education programs through the implementation of Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA). Drawing on the relevant literature, this paper examines a new perspective in bilingual education programs by considering the suitability between CLIL and genre theory in the Indonesian secondary school context. Further, this paper also provides a unit of work/syllabus sample that incorporates both CLIL and GBA. Ultimately, future implications in responding to the enactment of bilingual education programs in Indonesia are also discussed.

Back to School: Upskilling Teachersâ€™ Competence through Online Scholarship Workshop Mahmud, Yogi Saputra; Kuhon, Richard; Slamet Santosa, Donald Samuel; Pujiastuti, Ani
International Journal of Community Service Learning Vol 5, No 1 (2021): February 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v5i1.31414

As one of the strategic means of enhancing future competence and career, every individual, including teachers, is strongly encouraged to pursue a higher degree. Nevertheless, lack of financial ability may become one of the debilitating hindrances for the teachers to pursue a higher degree, mainly overseas. Currently, however, the Indonesian Government strives to support Indonesians to pursue a higher degree through a scholarship mechanism called the Indonesia Endowment Fund for Education, or popularly called as LPDP. Simultaneously, various scholarship mechanisms are also offered by several governing bodies in national or international contexts, such as Australia Awards, Chevening, Fulbright, DAAD, and many others. Therefore, this community empowerment project aims to enhance the understanding of schoolteachers, student-teachers, and other education communities regarding the administrative and technical preparation to register for a scholarship and prepare for overseas study. Moreover, the participants were also expected to comprehend the academic and social conditions while studying abroad, as well as the impact of pursuing a higher degree in their future competence and career. 535 participants were attending this community empowerment program in total.

Elementary School Parentsâ€™ Perspectives on Online English Language Teaching During Covid-19 Pandemic Mahmud, Yogi Saputra; Pujiastuti, Ani; Fitria, Risa; Lestari, Disa Evawani
International Journal of Elementary Education Vol 6, No 1 (2022): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v6i1.41258

Untuk mencegah penyebaran Coronavirus, Pemerintah Indonesia memerintahkan seluruh institusi pendidikan untuk menyelenggarakan sistem belajar daring, termasuk sekolah dasar (SD). Seluruh pemangku kebijakan di sekolah, termasuk guru dan murid, mengalami perubahan yang tidak terduga dalam hal mode belajar dari pembelajaran tatap muka penuh waktu ke pembelajaran daring melalui berbagai media. Di Indonesia, mata pelajaran Bahasa Inggris dianggap sebagai muatan lokal di SD tanpa adanya kurikulum atau kerangka pembelajaran yang disepakati bersama. Di saat yang sama, siswa SD pun mengalami kesulitan dalam pembelajaran daring karena kemandirian belajarnya masih dalam tahap awal perkembangan. Orang tua, sebagai sosok yang berpengetahuan, diharapkan dapat membantu aktivitas belajar daring para siswa. Namun, penelitian yang mengeksplorasi persepsi orang tua dalam pembelajaran daring masih terbatas, terutama di konteks Indonesia saat pandemic global. Oleh karena itu, penelitian ini bertujuan untuk mencari tahu persepsi 40 orang tua Indonesia dalam mendukung proses belajar daring mulai dari awal tahun 2020. Hasil penelitian menunjukkan bahwa sebagian besar orang tua menyatakan minat dengan apa yang anak mereka pelajari dan mendukung kegiatan belajar Bahasa Inggris secara daring. Meskipun begitu, sebagian besar orang tua juga memiliki kekhawatiran tentang perkembangan kemampuan produktif Bahasa Inggris, dan aspek lainnya, seperti kurangnya interaksi kelas, media/metode/sumber belajar yang tidak efektif, dan kurangnya durasi belajar.Â

THE REPRESENTATION OF LOCAL CULTURE IN INDONESIAN EFL TEXTBOOKS: RATIONALES AND IMPLICATIONS Yogi Saputra Mahmud
Indonesian EFL Journal Vol 5, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i2.1727

This article discusses the representation of local culture in EFL Junior High School textbooks in Indonesia. The two primary objectives of this paper are: 1) to reveal the primary reasons of incorporating local culture in EFL textbooks, and 2) to suggest further implications in responding to the incorporation of local culture in EFL textbooks. The discussion begins with the current EFL context in Indonesia with the emphasis on the considerable changes of the curriculum implementation in the Indonesian context, in which it attempts to reveal the representation of local culture implied within the 2013 curriculum. As its main arguments, this article argues that there are two predominant reasons for representing local culture in the EFL Junior High School textbooks in Indonesia which include promoting the sense of familiarity to Junior High School students in learning English as well as strengthening the aspects of national culture and identity portrayed in the textbooks. Furthermore, this article also discusses the future implications in responding to the representation of local culture in EFL Junior High School textbooks in Indonesia, including the needs to enhance the role of teachers as well as the importance of incorporating more diverse cultural representation in the textbooks.

AN ANALYSIS OF EFL JUNIOR HIGH SCHOOL STUDENTS’ DIFFICULTIES IN SPEECH PRODUCTION Yogi Saputra Mahmud
Premise: Journal of English Education and Applied Linguistics Vol 7, No 2 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v7i2.1562

This study aims to discover the students’ difficulties in retelling their experiences. Nine Junior High School students participated in this study. Two research instruments were utilized to collect the research data, including spoken text analysis and students’ interview. By analyzing the linguistic features and generic structures of the students’ spoken texts, it is discovered that all students had constructed their stories based on the required elements of recounts. However, most of the students did not elaborate their personal comments on the texts they have spoken. In relation to the grammatical errors, misformation becomes the most general errors found in the students’ spoken texts, followed by omission, addition, and misordering. The students are also interviewed to reveal their perceptions regarding their speaking difficulties. Based on the interview, limited understanding of verbal forms, vocabularies, as well as anxiety or nervousness are identified as the possible causes of the students’ difficulties. This study also provides further suggestions and implications for classroom teachers as well as recommended directions for future researchers in the relevant field. .

Improving Student-Teachers' Research Literacies through APA Citation 7th and Mendeley Workshops Ani Pujiastuti; Yogi Saputra Mahmud; Muhammad Reyhan Andaffa; Nadine Evangelista; Kimberly Golda
Publikasi Pendidikan Vol 11, No 3 (2021)
Publisher : Prodi PGSD FIP UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v11i3.20143

Academic honesty and plagiarism awareness become essential abilities for university students and early-career researchers. One way to enhance academic honesty and awareness of plagiarism issues is by mastering the skills of managing citations and references/bibliographies. Moreover, nowadays, various reference manager applications can be utilized to assist college students and early researchers in their research activities. Based on these statements, the Primary School Teacher Education (PSTE) study program and Center of Language and Culture (CLC) at President University conducted a community service program for university students and early researchers. This program was conducted through an online platform called Zoom as a preventive measure to curb the spread of the COVID-19 virus. There were 370 students, teachers, and early researchers from campuses across Indonesia and even overseas (Australia & China) who registered for this community service program. Based on the survey distributed after the program, the majority of participants responded very positively, in which their comprehension of referencing and citing and Mendeley is considered improving significantly. Some implications for future practice and research are also outlined in this article.

Tracing Back the Issue of Speaking Anxiety among EFL Learners: From Possible Causes to Practical Implications Yogi Saputra Mahmud
Journal of English Language Studies Vol 3, No 2 (2018): Available online in September 2018
Publisher : English Department - University of Sultan Ageng Tirtayasa

Through the exploration of related empirical studies in the field, this essay aims to scrutinize the possible causes of speaking anxiety issue among EFL learners and the critical implications to alleviate the issue. Although several studies have discussed the causes of speaking anxiety, those studies do not emphasize the interrelationship between each cause. Hence, this paper attempts to enrich the related field by tracing back the interconnected relationship between the causes of speaking anxiety, including the new ways to address this adverse issue. The possible causes of speaking anxiety in the EFL classrooms are further classified into two primary causes, including the affective-related and linguistic-related causes. The promotion of cooperative learning atmosphere and the needs to rebalance the focus of achieving linguistic accuracy and providing broad speaking opportunities are the critical solutions to cope with the issue. The implications can be essential references for both the EFL teachers and learners in the classroom.

Conceptualizing Bilingual Education Programs through CLIL and Genre-Based Approach: An Indonesian Context Yogi Saputra Mahmud
VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i1.2005

The implementation of bilingual education programs in the Indonesian secondary school context has experienced considerable changes in the last decade. In this case, the enactment of the International Standards School (ISS) program that propelled the students to experience bilingual education programs at schools was discontinued by the government in 2015. Consequently, the discontinuation of the ISS program leads to the scarcity of studies in examining the progress and effectiveness of bilingual education programs in Indonesia. At the same time, the phenomenon of private schools that offer bilingual programs has been significantly more popular after the ISS program was abolished. However, there is a lack of established instruction on how to implement bilingual programs in such schools. Therefore, this paper aims to conceptualise the implementation of bilingual education programs through the implementation of Content and Language Integrated Learning (CLIL) and Genre-Based Approach (GBA). Drawing on the relevant literature, this paper examines a new perspective in bilingual education programs by considering the suitability between CLIL and genre theory in the Indonesian secondary school context. Further, this paper also provides a unit of work/syllabus sample that incorporates both CLIL and GBA. Ultimately, future implications in responding to the enactment of bilingual education programs in Indonesia are also discussed.

INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS Yogi Saputra Mahmud
PROJECT (Professional Journal of English Education) Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, MAY 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i3.p367-378

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

PENGEMBANGAN AUTOMATIC LESSON PLAN GENERATOR Donald Samuel Slamet Santosa; Ani Pujiastuti; Yogi Saputra Mahmud
Sebatik Vol 26 No 1 (2022): Juni 2022
Publisher : STMIK Widya Cipta Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46984/sebatik.v26i1.1501

Penelitian ini berangkat dari permasalahan tingginya kesenjangan antara perencanaan pembelajaran yang disusun oleh guru dengan pelaksanaannya. Tujuan dari penelitian ini adalah mengembangkan Automatic Lesson Plan Generator, yaitu perangkat lunak dalam bentuk prototypeang dapat menyediakan perencanaan pembelajaran yang paling tepat untuk kondisi yang dihadapi oleh guru. Penelitian ini adalah penelitian pengembangan (Research and Development) yang menggunakan metode Plomp. Metode penelitian yang digunakan adalah penelitian kualitatif. Pengumpulan data dilakukan melalui observasi, wawancara dan FGD, kemudian di validasi dengan triangulasi sumber dan teknik. Analisis data dalam penelitian ini menggunakan teknik Miles dan Huberman. Hasil penelitian berupa prototype model Automatic Lesson Plan Generator. Model automatic lesson plan generator dikembangkan dengan memperhatikan karakteristik siswa, bahan ajar, capaian pembelajaran, kondisi fisik kelas, sehingga output dari model ini adalah dapat menghasilkan RPP yang sesuai dengan kebutuhan dan kondisi guru, siswa, dan lingkungan belajar. Berdasarkan hasil analisis data dan mekanisme kerja model automatic lesson plan generator, maka dapat diketahui bahwa model ini memudahkan guru dalam menyusun RPP sekaligus meminimalkan kegagalan realisasi dari RPP yang dibuat. Kegiatan penyaringan dan penilaian metode menjadikan RPP yang disusun sesuai dengan kebutuhan dan kondisi dari guru, siswa, dan lingkungan belajar di mana hal tersebut sering kurang diperhatikan oleh guru. Terdapat 5 langkah kerja dari model automatic lesson plan generator yang dikembangkan, yakni: tahap pengisian data pembelajaran, tahap analisis dan pengelompokan data pembelajaran, tahap penyaringan metode, tahap penilaian metode, dan tahap penyusunan RPP.

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