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REFLECTIVE TEACHING TOWARD EFL TEACHERSâ€™ PROFESSIONAL AUTONOMY: REVISITING ITS DEVELOPMENT IN INDONESIA Lubis, Arif Husein
International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i1.9400

It has been approximately 25 years that reflective teaching in EFL context, particularly in Asia is being encouraged and reviewed. The notable goal emphasizes the teachersâ€™ role as critical lifelong learners in or outside the classroom to bring about continuous mutual development between them and the surroundings. Although myriad research-based studies have paid attention to the developmental praxis of reflective teaching, scant published articles highlight the progress of its empowerment process and quality in Indonesia. Thus, this paper will address some points related to how this realm is being concerned and developed reflecting from the preceding and contemporary discussion and its milestone in Indonesia within Asia scope. Furthermore, the envision of future direction is prompted from current portrait, existing challenges, and expectations concerning the theoretical foundation, means and models, ICT integration, and character education toward 21st-century English teachersâ€™ professional autonomy.

A genre analysis of research article â€˜findings and discussionâ€™ sections written by Indonesian undergraduate EFL students Suherdi, Didi; Kurniawan, Eri; Lubis, Arif Husein
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24989

The quality of findings and discussion (F D) section in a research article is crucial to elucidate the results of a particular inquiry and to situate the significance of the results in the body of knowledge through publications in scientific journals. Previous academic genre analysis has generated several models to help novice writers develop the rhetorical moves of the F D sections across disciplines. However, the study on the quality of the rhetorical moves in the undergraduate EFL studentsâ€™ research articles is still scarce. Hence, this study seeks to examine the manifestation of rhetorical moves in the findings and discussion sections written by Indonesian undergraduate EFL students. A total of 113 unpublished ELT research articles from a state educational university in Bandung was selected as the target corpus. AntMover 1.10 was employed as the analysis tool. The top-down approach was carried out to obtain the existing rhetorical structure using Ruiying and Allisonâ€™s (2003) framework as the guideline. The bottom-up approach was used to scrutinize the linguistic realizations of the rhetorical moves. The findings demonstrated that, in the move level, most of the studentsâ€™ F D sections had manifested the four moves, i.e., providing background information, reporting results, summarizing results, and commenting on results. However, in the step level, a number of F D sections did not provide detailed information regarding the sequence of the findings presentation, the analysis procedure to obtain the findings, the explanation for the findings, and the highlight of the significance of the findings. The randomized rhetorical patterns were also dominant. It can downgrade the clarity and rigor of the F D sections. Despite that, the linguistic realizations of the moves, particularly the tense and sentence voice, mostly conformed to the norms. The findings may serve as a reference to develop the teaching materials of English for research publication purposes (ERPP).

Corpus-driven genre pedagogy of English for research publication purposes: Toward an ELF-referenced critical teaching framework Lubis, Arif Husein
International Journal of Education Vol 12, No 2 (2020): Volume 12, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.19429

Ever since the NNES and novice writers became actively engaged with international publications, the pedagogy of English for research publication purposes (ERPP) has received considerable attention from the EAP/ESP scholars using corpus-driven genre pedagogy. However, the quality of its implementation is still understudied. This study, therefore, critically reviews the qualitative milestone of corpus-driven genre pedagogy of ERPP. Nineteen (19) relevant research-based articles about corpus-driven genre pedagogy in the last 15 years from 2004 to 2019 were selected from Google Scholar and three top-tier journals in this realm: Journal of Second Language Writing, English for Specific Purposes, and Journal of English for Academic Purposes. Three stages were conducted, i.e. preparation, screening and validation, and content review. The findings encompassed: 1) the materials development process, 2) the learnersâ€™ engagement, and 3) the development of learnersâ€™ research writing competencies and clinical soft skills. The findings become the bases for proposing a framework of ELF-referenced critical corpus-driven genre pedagogy of ERPP.

The Development of Web-Based Teaching Materials Integrated with Indonesian Folklore for Indonesian Language for Foreign Speakers Students Yulianeta, Yulianeta; Yaacob, Aizan; Lubis, Arif Husein
International Journal of Language Education Vol. 6, No. 1, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i1.22957

Although the preservation of the Indonesian culture is deemed beneficial, the lack of folklore texts readily available for instructional purposes makes teaching and learning the Indonesian culture challenging. This study aims to develop web-based teaching materials, integrated with Indonesian folklore for intermediate- level students of Indonesian for foreign speakers (BIPA). A Research and Development (R&D) method was employed with a 4D research model (Define, Design, Develop, and Disseminate). Four teachers and seven students were purposively selected, based on prior experience in teaching BIPA and ownership of a device and ability to operate a software. A questionnaire, expert validation sheet, users assessment sheet, and interview guide were employed to obtain the expected data. The results of the study revealed that all teachers had used textbooks and the Internet, but not all teachers used enrichment materials from the government. They further stated that they were interested in the development of teaching materials with folklore texts. The expert validation results showed that the developed web-based teaching materials was feasible with a very good predicate. Based on a limited trial (independently) by users, BIPA teachers and students responded that the prototype was feasible with a very good predicate

ICT Integration in 21st-Century Indonesian English Language Teaching: Myths and Realities Arif Husein Lubis
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: Albeit profoundly addressed and promoted, limited research-based articles were identified, in particular regarding the Indonesian EFL teachers’ views on ICT integration pertaining to whether it is considered as the real solution to ELT praxis reflecting on their experiences. Thus, the present study was aimed at seeking 13 English teachers’ perception on and attitude toward the implementation of ICT integration. Descriptive qualitative design was used in which a questionnaire consisting of 12 close- and open-ended questions was employed. The data gained were analyzed and displayed descriptively. The findings indicated that even though such framework triggers positive perception, the benefits of the integration were still focused more on the technical levels, not the communicative and functional ones in students’ learning process. Second, time allocation and technical problems became the major constraints to realize such integration. With respect to English education, this study provides a grounding portrait for associated parties to revisit the formulation of ICT integration toward students’ communicative skills. Keywords: ICT integration, English language teaching, perception, attitudesINTEGRASI TIK DALAM PENGAJARAN BAHASA INGGRIS DI INDONESIA ABAD KE-21: MITOS DAN REALITAAbstrak: Meskipun dikaji dan digalakkan, artikel berbasis penelitian terbatas khususnya berkaitan dengan pandangan guru bahasa Inggris di Indonesia tentang apakah integrasi TIK betul-betul menjadi solusi dalam praksis pengajaran bahasa Inggris yang terefleksikan dalam pengalaman mereka. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi dan sikap dari 13 guru bahasa Inggris terhadap integrasi TIK dalam pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan teknik deskriptif menggunakan kuesioner sebagai instrumen yang terdiri atas delapan pertanyaan terbuka pilihan ganda dan empat pertanyaan terbuka. Data yang diperoleh dianalisis dengan teknik deskriptif kualitatif. Temuan menunjukkan bahwa walaupun integrasi TIK berdampak pada persepsi positif terhadap keberadaan TIK tersebut, subjek memandang bahwa manfaat integrasi tersebut masih terfokus pada tingkat teknis, bukan pada aspek komunikatif dan fungsional dalam proses belajar siswa. Kedua, alokasi waktu dan masalah teknis menjadi kendala utama untuk mengimplementasikan integrasi tersebut. Studi ini memberikan potret landasan untuk mengkaji kembali perumusan integrasi TIK untuk keterampilan komunikatif siswa, khususnya dalam pendidikan bahasa Inggris. Kata Kunci: integrasi ICT, pengajaran bahasa Inggris, persepsi, sikap

A Move Analysis of Abstracts in a Scopus-indexed Applied Linguistics Journal from Different Quartiles Ashifa Kanafani; Eri Kurniawan; Arif Husein Lubis
RETORIKA: Jurnal Ilmu Bahasa Vol. 8 No. 1 (2022)
Publisher : Magister of Linguistic, Postgraduated Program, Universitas Warmadewa

The competitive nature of today’s science leads to the upsurge of publication in scientific journals. Publishing in an international journal with a reputable index such as Scopus, in particular, has gained a significant emphasis. Despite this fact, studies on the rhetorical organization of the abstract section of a research article (RA) through the perspective of Scopus journal quartiles remain scant. Driven by the gap in literature, this study aims to examine whether journal’s quartile affects the rhetorical organization and linguistic realizations of the abstracts. A corpus of 40 RA abstracts was obtained from one Scopus-indexed applied linguistics journal, which over the years, had improvements in terms of its quartiles. The abstracts were divided into three groups: each representing different quartiles of the journal (i.e., Q2, Q3, Q4). Employing a comparative approach using both qualitative and quantitative research methods, Hyland’s (2000) model of rhetorical organization was employed as the main framework to code the rhetorical moves, whereas a statistical analysis (i.e., Z-test) was performed on the moves and steps’ occurrences. The findings showed that there is a significant difference in the steps’ occurrence and tense realization between the groups, indicating that to some extent, the journal’s quartile indeed played a role. The study offers recommendations for further research.

Exploring the Influence of Computer-Based National Examination on English Teaching Process: Voices from Indonesian EFL Teachers Moch. Said Mardjuki; Arif Husein Lubis
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Currently, the government of Indonesia has implemented a computer-based test for the national examination for secondary schools in Indonesia. It is believed that the administration of computer-based national examination (CBNE) would address some challenges related to dishonesty and validity. The present study is aimed to investigate the teachers’ perception of the implementation of CBNE and its influence on the English teachers’ teaching process. This study employed a qualitative design in which semi-structured interviews and document analysis from the English teachers’ lesson plans were done to obtain comprehensive data. The analysis results revealed that the teachers held a positive view of the implementation of CBNE because it is effective and efficient in terms of the process, security, scoring, and cost-saving. Besides, the components of the teaching process influenced by the administration of CBNE were extra class, teaching materials, teaching methods, and teaching activities. However, the implementation of CBNE still led to several challenges in terms of technical problems and a lack of computer experts. Therefore, by conducting an internship with other supporting parties, those challenges would be minimized.

CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS Risa Triarisanti; Arif Husein Lubis; Velayeti Nurfitriana Ansas
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.v10i3.7064

The advantages of incorporating technology-enhanced flipped learning in English classrooms are nothing new. However, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. This study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning English can instill character education. Eighty-four (n=84) Indonesian undergraduate EFL students participated in this study. A 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. While percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. The results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. The in-class group discussion was considered as the most contributing activity to the instillment of character values. Character values of religiosity, patriotism, and nationalism were less occurred among the students. Furthermore, the use of ICT-based learning media such as YouTube, WhatsApp, the Internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. However, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. This study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ English language skills and character.

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