- https://www.researchgate.net/profile/Andi_Susilo3
Andi Susilo
STAIN Ponorogo, English departement, Faculty Member
- noneedit
- Andi Susilo currently studies at the School of Humanities and Communication Arts, Western Sydney University. His curr... moreAndi Susilo currently studies at the School of Humanities and Communication Arts, Western Sydney University. His current project is 'Developing EFL teachers' and students' critical intercultural awareness'.edit
Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program of... more
Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program of public speaking held by English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo) has been used as the program preference to enhance students’ competence in public speaking for last two years. This study aims to investigate the program of that teaching; public speaking intensive course helps students raise their speaking competency and reduce their anxiety. At the beginning of the semester, pre-test of public speaking is given to the students to know their ability before joining the program. At the end of the semester, the students are given post test and questionnaire. The questionnaire is also given to 6 instructors who involving in teaching public speaking program. The result of the students’ scores after following this program in...
Research Interests:
This paper discusses the use of WhatsApp as one of current beneficial devices to assist students in communicative language learning. Based on the writer’s experience in teaching English for Specific Purposes at Information Technology... more
This paper discusses the use of WhatsApp as one of current beneficial devices to assist students in communicative language learning. Based on the writer’s experience in teaching English for Specific Purposes at Information Technology Department, WhatsApp can increase students’ motivation in learning and it offers huge opportunities for them to share and take ideas in the target language to improve their knowledge. It allows them to engage actively in online conversation and create confidence to use English in daily communication through two forms of conversation such as independent and dependent conversation. The first type assists students to interact among themselves to discuss various interesting topics, whereas teachers are not involved in their online dialogues. The latter, however, requires teachers to guide the whole processes, and they are actively participating in the online discussion. This media can help students build their confidence and motivation to learn. Based on th...
Research Interests:
This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by... more
This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer ...
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Research Interests:
Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing... more
Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerg...
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This paper reports quantitative findings of a project investigating the in-progress formation of EFL students' critical intercultural awareness (CIA) in the Indonesian tertiary context. It examines a 10-week pedagogical intervention using... more
This paper reports quantitative findings of a project investigating the in-progress formation of EFL students' critical intercultural awareness (CIA) in the Indonesian tertiary context. It examines a 10-week pedagogical intervention using culturally appropriate YouTube clips with intercultural tasks. A one-group pre-test/posttest design was employed involving a cohort of 50 undergraduate participants of mixed gender in five faculties and from varying ethnic groups. An intercultural awareness questionnaire was administered twice before and after the learning intervention. A pairedsample t-test was performed with SPSS 28 to examine the mean differences. The results revealed a significant improvement (Sig. 2tailed value .001, p < .05) in participants' CIA scores. This suggests that video clip-assisted intercultural tasks promote the development of abilities to identify, interpret, and critically evaluate the intercultural values embedded in the clips. The study further showed that gender, fields of study and ethnicity did not significantly contribute to the CIA development.
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Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students' writing... more
Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students' writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students' academic writing skills. It particularly examines how the CIRC technique helps to foster students' critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants' writing portfolios, observations, and the teacher's reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants' critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could
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Facilitating students to succeed in learning grammar has received a lot of critical attention from teachers. Grammar mastery is perceived as a determining aspect for the students to communicate accurately in a written form, yet they often... more
Facilitating students to succeed in learning grammar has received a lot of critical attention from teachers. Grammar mastery is perceived as a determining aspect for the students to communicate accurately in a written form, yet they often encounter problems to acquire it. Students may have basic knowledge of the rules or of sentence structures, but most of them still make frequent mistakes as well as errors in their subsequent writing although teachers have provided adequate feedback. This notion attracts the writers to propose an alternative model, called Constructing and Analyzing Model (CAM). Substantively, this model comprises five major steps; composing sentences, peer review, self-review, teacher's feedback, and concluding the concept. It is asserted that CAM is one of the communicative ways in teaching grammar that facilitates students not only to learn it effectively but also assist them in constructing their own understanding, making use of their knowledge in an acceptable context, and developing their writing skill. Engaging students in various grammar activities using CAM enables them to be able to (a) integrate the concept of grammar into writing, (b) become interactive and collaborative learners, and (c) sharpen high-order thinking skills. The writer’s two-valuable-semester experiences have shown that CAM is appropriately applied in a grammar class for it increases students’ scores in grammar quizzes and learning involvement. In this regard, the current article is intended to overview the concept and theoretical framework of the teaching of grammar using CAM, the five major steps to implement it, the model, and its benefits.
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This research aimed at examining the effect of Constructive and Analyzing Model on learners' grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the... more
This research aimed at examining the effect of Constructive and Analyzing Model on learners' grammar mastery and writing ability at the university EFL context. The study also attempted to seek the light on how they perceived about the implementation of the model in learning grammar integrated with writing activities. A quasi-experimental with pretest-posttest non-equivalent control group design was employed, involving 49 university learners. Cloze-grammar tests and questionnaire were used to collect the data. Before administered, the instruments were tried out PEOPLE: International Journal of Social Sciences 1897 in a pilot class to establish validity and reliability. The experiment group was engaged in CAM activities following five major phases, such as text observation, form/function and discourse connection, grammar exploration, peer and reflective feedback, and comprehension check and clarification, meanwhile the control group received no treatment and was taught by using an ordinary method. The independent sample t-test was performed using SPSS 25 to investigate the difference of grammar mean score between these two groups in terms of S-V agreement and tenses. The results revealed that the Sig. (2-tailed) values of the experiment group and the control group were .015 and .586 respectively, and the significance value between the groups was .039. The findings showed that there was a significant difference on the grammar score between the experimental group and the control group. It revealed CAM could assist learners not only to understand grammar lesson more easily but also to make a use of their grammatical knowledge in writing more accurately. Furthermore, most of the participants perceived positively towards the implementation of CAM in learning grammar. Since the implementation of CAM is effective in grammar class, ELT practitioners are suggested to apply this model on other skills in different areas.
Research Interests:
Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program... more
Many strategies have always been used to improve students’ speaking ability, especially
how to speak in front of public. To speak in public, people need to have good abilities
both in verbal and non-verbal. An intensive course program of public speaking held
by the English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo)
has been used as the program preference to enhance students’ competence in public
speaking for last two years. This study aims to investigate the program of that
teaching; public speaking intensive course helps students raise their speaking
competency and reduce their anxiety. At the beginning of the semester, pre-test of
public speaking is given to the students to know their ability before joining the
program. At the end of the semester, the students are given post test and
questionnaire. The questionnaire is also given to 6 instructors who involving in
teaching public speaking program. The result of the students’ scores after following
this program indicates that this program is successful to enhance their public speaking.
The questionnaire given to the students also reveals that they can build their confidence
or reduce their anxiety in speaking. This evidence is also supported by the results of
questionnaire given to the instructors for asking their perception after completing this
program. The result of perception entails that this program is appropriate for all
students, particularly those who have passion in public speaking and want to get more
benefits from it.
how to speak in front of public. To speak in public, people need to have good abilities
both in verbal and non-verbal. An intensive course program of public speaking held
by the English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo)
has been used as the program preference to enhance students’ competence in public
speaking for last two years. This study aims to investigate the program of that
teaching; public speaking intensive course helps students raise their speaking
competency and reduce their anxiety. At the beginning of the semester, pre-test of
public speaking is given to the students to know their ability before joining the
program. At the end of the semester, the students are given post test and
questionnaire. The questionnaire is also given to 6 instructors who involving in
teaching public speaking program. The result of the students’ scores after following
this program indicates that this program is successful to enhance their public speaking.
The questionnaire given to the students also reveals that they can build their confidence
or reduce their anxiety in speaking. This evidence is also supported by the results of
questionnaire given to the instructors for asking their perception after completing this
program. The result of perception entails that this program is appropriate for all
students, particularly those who have passion in public speaking and want to get more
benefits from it.
Research Interests:
This research aimed to seek light on how the advisors made use of feedback during a supervisory panel and find out how different ways and types of feedback impacted on student-writers' thesis outcomes. A qualitative study was applied by... more
This research aimed to seek light on how the advisors made use of feedback during a supervisory panel and find out how different ways and types of feedback impacted on student-writers' thesis outcomes. A qualitative study was applied by involving three tenured lecturers at the College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer review, was much worthier as compared to only ask them to process the feedback themselves.
Research Interests:
Di samping penerapan metode/teknik pembelajaran, aplikasi bahasa yang digunakan pendidik atau dikenal dengan istilah teacher talk (TT) merupakan faktor utama penunjang kualitas proses dan hasil pembelajaran. TT tidak hanya sebagai sumber... more
Di samping penerapan metode/teknik pembelajaran, aplikasi bahasa yang digunakan pendidik atau dikenal dengan istilah teacher talk (TT) merupakan faktor utama penunjang kualitas proses dan hasil pembelajaran. TT tidak hanya sebagai sumber utama belajar bahasa, tetapi juga sebagai alat untuk mengajarkan target bahasa. TT berperan vital sebagai piranti pendidik dalam melaksanakan proses pembelajaran, mengelola, dan mengevaluasi proses serta hasil belajar peserta didik. Pendidik diharapkan mampu mengeksplorasi bahasa yang digunakan secara tepat sesuai dengan tujuan pembelajaran, tingkat penguasaan bahasa dan kebutuhan belajar peserta didik. Untuk menciptakan interaksi komunikatif, pendidik diharapkan mampu menerapkan ragam strategi bertanya yang efektif khususnya jenis pertanyaan referential untuk menggali ide peserta didik, merespon dan memberikan umpan balik fokus pada ide yang disampaikan, menggunakan modifikasi bahasa yang komunikatif ketika berbicara, menjelaskan materi, bertanya, atau dalam memberikan instruksi agar input yang diberikan mudah dipahami dan melakukan negosiasi makna dengan peserta didik. Dapat dikatakan bahwa ada atau tidak adanya aspek-aspek tersebut dalam proses pembelajaran akan mempengaruhi tingkat kualitas interaksi komunikatif di kelas.
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This study was aimed at investigating the extent to which the lecturer employed strategy and occupied effective classroom language to assist students’ schemata activation on Extensive Reading class at English Department-STAIN Ponorogo. To... more
This study was aimed at investigating the extent to which the lecturer employed strategy and occupied effective classroom language to assist students’ schemata activation on Extensive Reading class at English Department-STAIN Ponorogo. To meet with the objectives, qualitative case study formed the methodological basis of this present research involving an extensive reading lecturer as the research subject with one of her respective classes consisted of 32 students of the fourth semester. The data were derived from lecturer’s utterances (verbal) and body language (nonverbal). Those data were obtained from the transcripts of the recorded lecturer’s utterances during two periods of meeting, and notetaking taken from observations and interviews. The results revealed that the lecturer used to employ questioning technique to activate students’ schemata. Various strategies were predominantly occupied in lecturer’s questioning behaviours to engage students in question-answer activities, such as probing, redirecting and reinforcement. Generally, those strategies were observed not only to provide motivation and focus students’ attention towards the topic being discussed, but also to give a wide chance of opportunity for them to recall their prior knowledge and ease them to predict the content of reading texts they were going to read. Besides, the language the lecturer used under this investigation had fairly fulfilled the requirements to be communicative as some communicative features of talks were utilized properly, such as referential questions, content feedback, and speech modification to optimize students’ participation and performance in the process of reading.
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Abstrak: Academic controversy model merupakan sebuah strategi pengajaran dengan menggunakan konflik intelektual dalam proses pembelajaran untuk meningkatkan pencapaian belajar peserta didik dan meningkatkan kualitas kemampuan pemecahan... more
Abstrak: Academic controversy model merupakan sebuah strategi pengajaran dengan menggunakan konflik intelektual dalam proses pembelajaran untuk meningkatkan pencapaian belajar peserta didik dan meningkatkan kualitas kemampuan pemecahan masalah, membuat keputusan, berfikir kritis, mampu menyampaikan argumentasi dengan efektif, menciptakan hubungan interpersonal yang baik, menumbuhkan rasa percaya diri dan meningkatkan kompetensi sosial mereka. Academic controversy model adalah salah satu strategi alternatif dalam pembelajaran kooperatif yang dapat diterapkan dalam matakuliah Speaking untuk membantu mahasiswa memperluas dan memperdalam kemampuan pemahaman terkait dengan sebuah materi, masalah, atau topik. Artikel ini membahas beberapa isu terkait penerapan strategi tersebut dalam pembelajaran speaking di tingkat universitas, antara lain: konsep pengajaran kemampuan berbicara, pengajaran kemampuan berbicara melalui pembelajaran kolaboratif, academic controversy model sebagai salah satu alternatif strategi dalam pembelajaran kooperatif dan prosedur implementasinya dalam aktivitas pembelajaran berbicara. Pada akhir bahasan, artikel ini memuat sebuah aktifitas pembelajaran berbicara melalui academic controversy model.
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English as a foreign language (EFL) programs necessarily address intercultural communication competence (ICC). As part of their learning outcomes, they seek to equip students with knowledge, attitudes, and communication skills to help... more
English as a foreign language (EFL) programs necessarily address intercultural communication competence (ICC). As part of their learning outcomes, they seek to equip students with knowledge, attitudes, and communication skills to help them engage effectively in diverse sociocultural contexts. However, the lack of critical intercultural awareness (CIA) is a key factor that hinders EFL teachers from promoting students’ ICC. This article focuses on strategies to develop EFL teachers’ CIA in the Indonesian higher education context by conceptually examining the in-progress formation of EFL teachers’ CIA from two perspectives. First, how teaching intercultural education encourages EFL teachers’ awareness and understandings of their own culture and worldview frameworks. Second, how developing syllabus documents on intercultural aspects and selecting interculturally appropriate learner-centred resources and pedagogical tasks can proactively promote ICC. Furthermore, the paper presents a sample activity to promote intercultural learning that can foster EFL teachers’ CIA.
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This paper discusses the use of WhatsApp as one of the current beneficial devices to assist students in communicative language learning. Based on the writer’s experience in teaching English for Specific Purposes at Information Technology... more
This paper discusses the use of WhatsApp as one of the current beneficial devices to assist students in communicative language learning. Based on the writer’s experience in teaching English for Specific Purposes at Information Technology Department, WhatsApp can increase students’ motivation in learning and it offers huge opportunities for them to share and take ideas in the target language to improve their knowledge. It allows them to engage actively in online conversation and create confidence to use English in daily communication through two forms of conversation such as independent and dependent conversation. The first type assists students to interact among themselves to discuss various interesting topics, whereas teachers are not involved in their online dialogues. The latter, however, requires teachers to guide the whole processes, and they are actively participating in the online discussion. This media can help students build their confidence and motivation to learn. Based on the questionnaire distributed to the subjects, it revealed that they felt confident, independence, enthusiasm, and having a positive attitude to learning English using the application. Hence, WhatsApp is one of the recent technologies that can be used in language teaching especially to motivate non-English major students to learn English.
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This paper is aimed at introducing and highlighting structured academic controversy as a model of cooperative learning technique to teach university students. It is an instructional use of intellectual conflict to facilitate students... more
This paper is aimed at introducing and highlighting structured academic controversy as a model of cooperative learning technique to teach university students. It is an instructional use of intellectual conflict to facilitate students broaden and deepen understanding related to a particular issue. This technique provides opportunities for students to participate actively in collaborative learning situations that encourage them to have own ideas and conclusions challenged by advocates of an opposing position, develop a strong argument in defining and interpreting the problem, developing and evaluating solutions, developing a plan
based on a selected solution and reflecting on the learning outcomes. Hence, the use of well-organized academic controversy can trigger students’ critical thinking, increase the quality of problem-solving, decision making, and reasoning, and promote higher achievement. For this reason, this article addresses some key issues on the application of this technique in EFL learning. This present article, first, highlights the nature of academic controversy and its potential educational benefits. Afterwards, the structured academic controversy process is described. In what follows, it provides a model of EFL learning activity using structured academic controversy.
based on a selected solution and reflecting on the learning outcomes. Hence, the use of well-organized academic controversy can trigger students’ critical thinking, increase the quality of problem-solving, decision making, and reasoning, and promote higher achievement. For this reason, this article addresses some key issues on the application of this technique in EFL learning. This present article, first, highlights the nature of academic controversy and its potential educational benefits. Afterwards, the structured academic controversy process is described. In what follows, it provides a model of EFL learning activity using structured academic controversy.
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It has been generally asserted that communicative interaction which involves effective input-output activities plays a vital role in EFL classroom. Fruitful communication will be only achieved if students, as the core element of learning... more
It has been generally asserted that communicative interaction which involves effective input-output activities plays a vital role in EFL classroom. Fruitful communication will be only achieved if students, as the core element of learning sources, involve actively in the process of teaching-learning. Engaging students in productive and meaningful interaction help them to notice comprehensible language input and provide them a wide range of opportunities to produce output. To reinforce classroom communication, questioning is frequently occupied by teachers to control interaction and deliver the instruction. In this vein, the use of effective questioning is essential to encourage students' active participation in joining the lesson, allow them to express their thoughts and explanations, and keep them alert on task during class time. However, teachers should be aware in structuring questioning behaviors in classroom communication on the way that these should be applicable to handle students' behaviors and assist them in learning optimally. In accord to this, this article attempts to discuss four key issues: (1) classroom interaction in EFL, (2) the roles of questioning in language learning, (3) effective questioning strategies to assist fruitful interaction and (4) the use of effective language in questioning practices.
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This book is designed for EFL teachers or student teachers who teach English as a foreign language. It discusses some teaching methodologies to explore appropriate teaching methods for their classroom context. It provides adequate... more
This book is designed for EFL teachers or student teachers who teach English as a foreign language. It discusses some teaching methodologies to explore appropriate teaching methods for their classroom context. It provides adequate theories and practical ideas on engaging students in such communicative interaction in the classroom. Hence, this helps reshape the readers’ thought of how to expose their effective language optimally in the classroom and provide a vast opportunity for students to use the target language actively.
The first chapter of this textbook highlights the nature of teaching English in the EFL context. It provides the readers with the nature of approaches and methods in ELT as a basis of teacher’s language exposure, current communicative language teaching and its strategies and activities. Chapter two discusses the learners’ learning styles & strategies. Chapter three overviews teacher talking time. It highlights the nature of teacher talk and the features of communicative teacher talk. Meanwhile, chapter four presents basic classroom techniques.
In particular, the next chapter discusses teacher talking time. Some features of teachers’ classroom language that are regarded as communicative teacher talks are presented in greater detail; they are questioning strategies, content feedback, speech modification, and negotiation of meaning. Finally, the book presents the theory of schemata and gives practical ideas on building students’ schemata.
The first chapter of this textbook highlights the nature of teaching English in the EFL context. It provides the readers with the nature of approaches and methods in ELT as a basis of teacher’s language exposure, current communicative language teaching and its strategies and activities. Chapter two discusses the learners’ learning styles & strategies. Chapter three overviews teacher talking time. It highlights the nature of teacher talk and the features of communicative teacher talk. Meanwhile, chapter four presents basic classroom techniques.
In particular, the next chapter discusses teacher talking time. Some features of teachers’ classroom language that are regarded as communicative teacher talks are presented in greater detail; they are questioning strategies, content feedback, speech modification, and negotiation of meaning. Finally, the book presents the theory of schemata and gives practical ideas on building students’ schemata.