Enhancing Research Excellence through Participating in Conference
Enhancing Research Excellence through Participating in Conference
by Muhammat Sabar Prihatin
On Saturday, 26 October 2024, the student body of education faculty UIII, ESTUDIA (Education Student Association), conducted a gathering across batches. The event was so much fun and healthy, I believed. We did several dances such as Maumere, Pinguin, and everybody seemed to be happy and enjoying themselves at that time. One main agenda of this event was sharing academic and non-academic life as graduate students, particularly in the faculty of education, such as how to deal with various assignments as well as how to maintain mental and physical health. In my opinion, the event was very beneficial for all of us, especially new students so that they can navigate crucial things to do, anticipate unexpected events that may happen, exchange inspiring and aspiring stories, as well as most importantly to raise our sense of belonging to the community of UIII students especially from the faculty of education as a whole. This event also indicates the importance of gathering among the students for an exciting journey as both individuals and scholars. Thanks to ESTUDIA.
Two of the interesting questions that we discussed during the gathering in my group were, quoting the sentence from one of my MA friends who said, "It is confusing, between writing and publishing papers a lot during study or later when after graduate only?" Plus, "What field are we expert in actually?" Those questions are very relevant to me who currently study at the doctoral level. In my heart I said “Yaw, how is that?", until these concerns reverberated in my brain, making it difficult for me to sleep at night.
But then, before sleeping, I reflect on myself. As far as my undergraduate study experience up until now, I have written and presented papers several times at international conferences, both offline and online, at home country and abroad, including publishing the papers, mostly in proceedings. Despite this, I still don't feel like I'm an expert in the academic world at all. So what does it mean to write and publish through such conferences so far?
In my opinion, responding to my friend's concerns above, the most important thing as a student is of course being able to complete all assignments, which surely each of them is already in an academic or scientific nuance, such as writing or reviewing articles critically and academically. Aren't our course assignments already designed to guide us to work as scholars? Therefore, to become an expert in a particular scientific field, for me, can be done later after graduation, where one of the ways is by increasing scientific productivity through the publication of academic writings, for example, after having sufficient research proficiency skills according to our own capacity. But then, how can we measure whether our abilities are sufficient to pursue a particular scientific field to become an expert?
This is the role of involving ourselves in academic forums such as conferences, which in my opinion can really help us find various choices of fields of study along with ways to participate. By challenging ourselves to write and present and even publish papers through conferences while we still study in university, it will greatly increase our exposure to the experience of participating in scientific studies, which can also increase the horizon of our ideas regarding the scientific field we want to pursue. Additionally, this can also strengthen us to determine our desired expertise as well as to increase our self-confidence because our involvement in the field is in accordance with its latest developments. Not to mention that this can also help us decide the thesis/dissertation topic we need to write before we graduate. Thus, when we have really graduated, we are better prepared to be actively involved in dialogue on the scientific developments that we are pursuing. Isn't it how we can envision more clearly what scientific field we want to become the expert later in the future?
Then, the next question is how can we participate in academic forums such as conferences- which I regard as stages for experts to show their expertises in the scientific field they are in through research-? In my opinion, one of the key factors in developing science to be engaged in academic forums such as conferences is mastery of various research methodologies. That is what, I am quite sure, led me to qualify for being accepted to participate in two fully funded international conferences with my papers that use different research methods, in the last two months. The first is the 3rd International Conference on Religious Moderation (ICROM) conducted by BIMAS Islam, the Ministry of Religious Affairs of Indonesia in Merlynn Park Hotel, Jakarta, November 5-7, 2024. In this conference my paper entitled Youth Engagement in Religious Moderation: Impacts of Peace Journey Board Game on Ethical Perspectives employs a mixed-methods approach, sequential explanatory design. The second is the International Conference on Research, Community Service, and Gender Studies (ICRCSGS) conducted by UIN (Islamic State University) Imam Bonjol Padang, 5-6 Desember 2024. Our deen, Prof. Nina Nurmila is one of the keynote speakers in this conference. My paper is titled Exploring the Impact of International Training Course on Gender Issues and Non-Formal Education (NFE) Methods for Youth in Europe and Asia: A Critical Text Analysis. It is clear that the study adopts a critical text analysis, also can be considered as content analysis. Those articles are still in the process of publication with several options such as proceedings or journals.
I do thank our faculty that provides us with a number of kinds of research methodology to learn from the very first semester until now the third semester. We have learned; research methodology in education, qualitative research methodology, quantitative research methodology, and also mixed-methods research design. These methodologies truly equip us with rich tools that really help enable us to conduct research with more varied approaches.
There are some important things that I can reflect on this matter. Learning various types of research methodology does not mean that I can do any kind of research greatly. Maybe there are people who can. But personally, to be honest, every time I learn about the material, I can't understand everything. Often get confused because there are many new things to learn. The good news is, worth remembering, when writing a paper, we are not to write the research methodology(ies) we employ, rather we justify why and how we adopt it/them in our paper. Afterall, don't let yourself end up dizzy. It's okay to be confused, but that confusion should actually lead us to find the most appropriate strategy for studying those various research methodologies. Is it by studying independently, analyzing other people's papers, or even by directly practicing writing, or perhaps combining some of them. In this way, being confused should lead us to become enlightened. My previous lecture once said, confusion is the first step to understanding science and I can make that sense truly this way.
And for me, “it doesn't matter if we can't understand all the research methodologies we learn”. However, as much as possible “we must be able to understand and even master the methodology we employ in our own research”. Of course, we can learn this in the classes, including when doing assignments. Again, if we strongly want to hone our research skills better, we can consider attending conferences by writing papers using methodology that we really want to learn further.
Another skill I learned as a result of practicing reading and writing for research is the ability to “Just say it” what I want to write. I mean, for example, from the various literature that we find, there are various statements arguing about a certain concept that might also make us confused about which theory we are going to say or to use. So when that happens, we have to be brave enough to say it as what it is, that there are various definitions of a certain concept where A says a, B says b, and C says c. Then we convey which theory or concept that we want to borrow or which one is the most relevant to the context of our own study. This will make our writing remain based on reliable science, that is not just making up as we wish. So there is no need to be confused about the wealth of existing studies, just say what it is according to our findings, then select which theory or concept we want to adopt related to our own research topic.
Last but not least, to further learn about and enhance our research skill particularly on the research methodology is to read the writings of other people who have applied the methodology that we also want to apply. So from there we can apply the ATM (Amati, Tiru, Modifikasi) principle, namely observe, copy and modify. This can help us a lot principally and technically, such as informing us of what important things to write, how to develop or construct the ideas, and how to present the flows of the ideas in the form of scientific writing. We don't have to have a lot of sample papers for ATM, just 2-3 could be enough but we should really be able to follow them. I am sure this way can facilitate us to write scientific papers like experts who master the methodologies they used so that our writing seems to be most likely written by a professional researcher.
I believe, being an expert is not merely about when, rather it is about how we should make it happen. And from my limited subjective experience I reflect here, I can suggest that the more diverse research methodologies we learn, the more possible we can engage in various research, encouraging us to be eagerly involved in scientific talk and dialogue. And for sure, to become the expert one, we should do research a lot in our field, that is how seemingly we are about to know our expertise.
Unwinding and Uniting: A Memorable Study Excursion to Bandung
Unwinding and Uniting: A Memorable Study Excursion to Bandung
by Nabila Nindya Alifia Putri
Strengthens the bonding — that was the first impression I captured during my study excursion trip in Bandung, which was held on October 16-17, 2024.Starting from Depok, the travel time is about 3.5 hours by bus. The atmosphere on the bus was quite fun, where lecturers, academic staff, and students mingled in one bus, plus students who enlivened the whole bus through karaoke songs that were quite entertaining during the trip. The chantingand humming kept going all along the road, along a winding road to a plantation area in Ciwidey. During the trip, I could feel the warmth created from the interaction of students, lecturers, and academic staff. No matter what academic load or workload it is, it all seems to be focused on one goal: forget all our burdens, and enjoy our moments! Our minds seem to be invited to take a break because the scenery on the right and left sides was very magical: a green tea garden with cool nuances.
Moreover, behind the cold night in Ciwidey, there is one warmth that radiates from the participants of this excursion. The old, young, lecturers, staff, all mingled together to enjoy dinner while listening to music accompanied by a burning bonfire. Of course, this unique interaction is very memorable and imprinted on my memory. Through this excursion activity, I saw a lot of interactions and 'golden moments' that I usually had only seen formally; namely in an academic setting, but now everything looks different. This made me realize that all of us (lecturers, students, and staff) are also human beings with the same goal: to have fun while doing our job to serve the community, because that is the true purpose of this education department.
Apart from these moments of togetherness, when talking about community service activities initiated by the department's student association, namely ESTUDIA, there are many things that I can reflect on when I am one of the teams that document these community service activities. First, the thing that I appreciate is that, with this activity, we as students can hone our skills for how to design an event that is short, but can be memorable for the community around us. Because the academic environment of UIII has diverse backgrounds of culture, the community service activities carried out by FoE UIII focus on introducing cultures from various representative countries of students at FoE. Secondly, in this event, all students participated, regardless of what level of study they were at. This shows the synergy built through this activity, and also again: strengthening the bond with each other among students. This is in accordance with the principle of ukhuwah in Islam, namely ukhuwah insaniyah.
Moving on, the study excursion event was closed with a material presentation from Telkom University Bandung. All classes offered by Telkom university provide a lot of insight, especially for the world of education including digital and media, as well as big data class. During my time at Telkom University, I realized that visiting other educational institutions is no less important. We also need to benchmark to other educational institutions in order to continue to improve the quality and quality of our own educational institutions. By exchanging information like this, I think it will be useful in the future, especially the many new insights presented by Telkom University. The end of the campus visit session was closed with a photo with all study excursion participants, as well as lecturers at Telkom university. With the closing of the visit, the activities and trips of this study excursion are over. Overall, I feel happy and satisfied with this excursion activity because we can do 2 things at once at once: unwind and serve the community.
A Journey of Learning beyond Books
A Journey of Learning beyond Books
by Khizer Hayat
My name is Khizer Hayat, and I come from Pakistan. For me, learning is not confined to books—it can be found in every experience and every moment we live. As Albert Einstein once said, “The only source of knowledge is experience.” From October 16-17, 2024, I had the privilege of participating in a study excursion organized by the Faculty of Education at UIII, Depok, which proved to be a truly transformative journey.
Our adventure began as we departed from the dorms, leaving behind the familiar streets of Depok and Jakarta, and heading toward the serene, nature-rich city of Bandung. As we traveled through the vibrant cities, I felt like I was entering a whole new world, full of excitement and possibilities. As Confucius once said, “Wherever you go, go with all your heart.” This quote perfectly captured my mindset as we embarked on this journey.
Our first day was packed with exhilarating activities, including rafting and off-road adventures that got our adrenaline rushing. Every moment was captured on camera, preserving the memories forever. It reminded me of the quote by Susan Sontag: “I haven’t been everywhere, but it’s on my list.”
The night at Eco Park Hotel was an experience to remember. The cabins were cozy and charming, but what made the evening truly special was the live performance by the music band “9 Outbound Ciwidey.” Their energy filled the air with music, adding magic to the chilly weather. We gathered around a roaring fire, wrapped in our jackets, enjoying a barbecue, and sharing laughs. The warmth of the fire was matched only by the warmth of the company, as students and faculty danced, sang, and bonded over the joy of the night. As Henry David Thoreau said, “Friends… they are the sunshine of life.” This quote beautifully sums up the warmth of the evening.
The following day took us to 13 Junior High School in Bandung, where we participated in a vibrant cultural exchange with students from diverse backgrounds—Pakistan, Bangladesh, Turkey, Afghanistan, Nigeria, Tanzania, the Philippines, Gambia, and Indonesia. The enthusiasm of the junior high students was infectious, and their warm welcome, combined with their traditional dances, was heartwarming. “The beauty of the world lies in the diversity of its people,” as Maya Angelou so eloquently said, and we truly experienced that beauty through this cultural exchange.
Throughout the journey, we were accompanied by the esteemed Dean, Nina Nurmila, PhD, along with professors and staff, who made every moment enjoyable. From the delightful snacks to the delicious meals at the hotel, everything was wonderfully planned. Even the bus rides were filled with non-stop singing, adding to the lively atmosphere. As Ralph Waldo Emerson said, “Life is a journey, not a destination,” and the joy in the journey was palpable.
The highlight of our trip was the visit to Telkom University. We were greeted with an atmosphere of innovation and inspiration. The student presentations were simply remarkable. These young minds were not just students—they were scientists in the making, innovators ready to shape the future. The university’s vision and mission were shared with us, filling us with admiration. As Steve Jobs once said, “Innovation distinguishes between a leader and a follower.” The spirit of innovation was alive at Telkom University.
A memorable moment was the insightful lecture on management by Professor Dr. Djadja of Telkom University. His words about leadership and innovation left a lasting impression on me, inspiring new ideas for my own academic journey. As he said, “True leadership is about managing not just systems, but the hearts and minds of people.” This idea resonated deeply, reminding me that education is not only about gaining knowledge but also about becoming a compassionate leader.
As we made our way back to Depok, the sense of fulfillment was profound. The two-day experience felt like it carried the weight of two months of study. The lessons learned, the memories made, and the friendships formed will remain with me forever.
This study excursion was more than just a trip—it was a journey of discovery, learning, and cultural exchange. It reminded me that education goes beyond textbooks, and sometimes, as Oscar Wilde said, “Experience is the hardest kind of teacher. It gives you the test first and the lesson afterward.” Indeed, the best lessons are the ones we learn outside the classroom.
Empowering Growth Through Study Excursions to Bridge Knowledge, Community, and Professional Development
Empowering Growth Through Study Excursions to Bridge Knowledge, Community, and Professional Development
by Novinta Nurulsari
I am deeply grateful for the opportunity to participate in the study excursion organized by the Faculty of Education at UIII. This program was not only complimentary, but it was also incredibly beneficial for us as students. The agenda was thoughtfully designed to enhance our academic and professional growth, leaving me with lasting impressions and valuable insights.
Two key aspects of the study excursion stood out to me. First, the visit to Telkom University was an exceptional experience. I had the chance to attend a short one-meeting course titled Harnessing Big Data for Transformative Education, Administration, and Management, delivered by Dr. Djaja Achmad Sardjana, S.T., M.M. His lecture was insightful and highly relevant, especially regarding the practical application of Python, which piqued my interest. Previously, I had encountered a 2022 article on Design Thinking, a topic closely related to my dissertation, and the article presented fascinating data visualizations created using Python. I tried to explore this tool and ask for some support and guidance, but none of my colleagues had any experience with this tool. I felt so grateful when the Faculty of Education organized this study excursion. I can learn directly from the lecturer and gain a deeper understanding of Big Data and Data-Driven Decision Making, which are crucial in showcasing evidence in our analysis. I also learned about Power BI (Business Intelligence), a tool I had never used before. The entire learning experience was amazing and eye-opening! This exposure to advanced technologies is invaluable for those of us in the educational field. It empowers us to better integrate technology into our work, whether for research or professional development.
The second aspect that impressed me was the community service activity at SMPN 13 Bandung. This activity allowed all the students participating in the excursion to engage directly with the students and school members at that school. It provided us an experience to interact and communicate with the students so we could learn about the characteristics of the students. This interaction, especially with international students from FoE UIII, also benefited the school, where the students could learn new things from us. It also boosted their enthusiasm for continuing their study. The school’s warm reception further added to the significance of this experience, and it was a mutually enriching interaction for both the students and the school.
Moreover, this study excursion significantly strengthened the bonds between students and faculty members beyond the academic and community engagement aspects. This program allowed us to build stronger connections and communication within activites. We also developed our collaboration skills to do every program through teamwork. This make the overall experience even more rewarding.
In conclusion, the study excursion was an invaluable experience, filled with opportunities for academic learning, meaningful engagement with the community, and the deepening of interpersonal relationships. It provided me with the tools and motivation to further my professional and educational journey, and I am deeply appreciative.
Travel and Lessons
Travel and Lessons
by Muhammat Sabar Prihatin
The study excursion conducted by the faculty of education UIII for me is not merely a sightseeing activity but it is about a lesson-reflective story. This trip took place two days, starting from 16-17 October 2024, with the destination of the capital city of west Java, Bandung. Throughout the trip we witnessed the beautiful and natural scenery, particularly when we came to the accommodation area, Ciwiday.
Worship by exploring the earth
Ciwidey is famous for its beautiful places in Banding, which has many hills planted with tea trees. The lush green color on every hillside was successful to spoil the eyes anytime we looked at it. The winding and sometimes up and down roads just made the trip even more thrilling. Plus, the strains of music from the old up to present era, sung by different generations-Dean, lectures, and students added to the excitement of the journey. This made the long trip feel short and fast.
This stage reminded me of the Holy Quran saying that the earth was made flat so that we can explore it easily. So it is true that with our intention to witness this verse, our study tour is not only for a fun trip but also a moment of contemplation to admire the Almighty of Allah SWT over His beautiful creation of this universe.
Taaruf Session (Learning from one another)
Another valuable experience was when we students of UIII did community service. We visited SMPN 13 Bandung to do a cultural exchange activity with the students there. Traditional dances welcomed us warmly, which attracted fellow UIII students, especially foreign students. When a student came with a traditional dance, our friends immediately clapped their hands and recorded the dance.
After that, we UIII students and the students of SMPN 13 Bandung were divided into ten groups according to the number of student countries in the Faculty of Education at the event location, such as Turkey, Mexico, Pakistan, Tanzania, and the Philippines. In the international cultural exchange forum, the students were very enthusiastic about exploring various information from student representatives from the countries they visited. They chatted about the local language of the guest country, traditional songs and dances, and even their typical foods. The exciting discussion ended with the making of a short video with students saying, for example, "Sawadikap, we have a new friend from Thailand, Kap kun khap".
This cultural exchange activity reminded me of the concept of ta'aruf. It is mentioned in one of the verses of the holy Quran which means that Allah SWT created humans in different tribes, states, and languages for us to learn from one another. The cultural exchange experience provides real evidence to students that diversity is real. And the differences that exist between humans are created to get to know each other. If fellow humans know and understand each other well, then this can reduce bad prejudice and the assumption that a certain group is better and more important than others. And if this can be established in harmony, then this state of knowing and understanding each other can also encourage the
establishment of cooperative and compassionate relationships based on wisdom on the basis of humanity. So it is important that students in schools as the younger generation need to be equipped with an understanding and experience of diversity itself, that it does not exist to belittle certain groups and excel others, but as real evidence of sunnatullah - the Will of God Almighty. So of course it is another kind of worship if we can celebrate this diversity as a gift of life.
Public service for knowledge sharing
Last but not least, the community service activities carried out by the lecturers of UIII and Telkom University were another topic of reflection. For me, cooperation between educational institutions is an important factor in building student learning experiences. What I felt at that time was that I got the opportunity to learn to process data on a large scale by utilizing technology that I had never learned at UIII, but I learned a lot from Telkom Uni. It's like this, knowledge that I thought was difficult to learn, turned out to be easy for other people or other places because they have the facilities, there are the experts, and or because the campus specializes in that certain knowledge.
Thus, I realized that there are certain fields of knowledge that are actually relevant to us but it turns out that we can easily learn them at other campuses. The insight I received taught me the importance of learning from many parties. And I think it's the other way around, the lessons delivered by several lecturers of the UIII Faculty of Education at Telkom Uni provide new important and interesting things for students who follow their presentation, namely psychological-based leadership, literacy skills, and spatial thinking skills, which may not be available at Telkom Uni.
This kind of collaborative synergy is what I think is needed and must continue to be carried out by educational institutions in Indonesia to improve the quality of education in general, both from the lecturers, or teachers, and students. The visit and knowledge sharing between UIII and Telkom Uni that we did could be one of the real forms of academic friendship that echoes that knowledge is a blessing for the universe (Rahmatan lil ‘alamin), not belonging to a particular educational institution or field of study only.
Thank you, Faculty of Education UIII, for the valuable lessons during the two-day journey on this study excursion. I am sure that each of us feels the benefits both personally, intellectually, socially, and even spiritually.
Zulfa Sakhiyya, Ph.D.
About SIR Fellow
Zulfa Sakhiyya is Associate Professor at the Faculty of Languages and Arts, Universitas Negeri Semarang and a Fulbright Visiting Scholar in Ohio State University in 2023. She is the Communication Director of the Indonesian Young Academy of Science (ALMI). Zulfa is a discourse analyst focusing on how knowledge is produced and represented, and published in the area. Her work has been published in journals such as Gender and Education; Globalization, Societies and Education, International Journal of Multilingualism, and Pedagogy, Culture and Society. Zulfa receives the Barr Mosenthal Awards granted by the International Literacy Association in 2022 for her literacy research in Indonesia.
The University of Auckland, New Zealand (2018)
Master of TESOL
La Trobe University, Australia (2010)
Universitas Negeri Semarang
Director of Communication
the Indonesian Young Academy of Science
Sakhiyya, Z., & Wijaya Mulya, T. (2023). Education in Indonesia: equity and social justice. Singapore: Springer.
Sakhiyya, Z. (2023). Decolonizing Internationalizing or Decolonizing the Curriculum, Academic Self, and Research? Exploring decolonization initiatives in three Indonesian universities. In Internationalization of Higher Education from Asian Perspectives: Insights into Policies,
Practices and Prospects, Tran, Zou & Ota (eds). London: Routledge.
Sakhiyya, Z. & Hapsari, C. (2021). Critical Literacies in Indonesia. In Handbook of Critical Literacies, Pandya, J., Mora, R., Golden, N & de Roock, R (eds). UK: Routledge.
Sakhiyya, Z. & Fitzgerald, T. (2021). Feminist critical perspectives on educational leadership in Indonesia. In Understanding Educational Leadership, Courtney, S., Gunter, H,. & Niesche, R. (eds). UK: Bloomsbury.
Sakhiyya, Z. (2020). The history of higher education in Indonesia. Symaco & Jacob (eds). Bloomsbury Education and Childhood Studies. UK: Bloomsbury.
Sakhiyya, Z. (2019). Globalization in higher education: Indonesia. Symaco, L.P, & Jacob, J. (eds). Bloomsbury Education and Childhood Studies. UK: Bloomsbury.
Sakhiyya, Z. (2020). Multilingualism, Language Policy, and Education. Semarang: LPPM UNNES Press.
Sakhiyya, Z. & Luthfia, K. (2019). Understanding Functional Texts. Semarang: UNNES Press.
Humaedi, A. & Sakhiyya, Z. (2011). A Case Study on the Role of Mosque in Disaster Situation in Indonesia: six mosques in five locations. Jakarta: UN-OCHA.
Sakhiyya, Z., Arsana, A. & Rahmadewi, M. (2011). Education Counts! The contribution of Indonesian students studying overseas for education in Indonesia. Yogyakarta: Insightmedia.
Sakhiyya, Z. (2010). Teacher Certification in Indonesia: for qualified or quantified teachers? Zein, M S. (ed). Contribution Matters! Canberra: PPIA ACT Press.
Sumardiyani, L. and Sakhiyya, Z. (2007). Speaking for Instructional Purpose: A Handbook. Semarang: IKIP PGRI Press.
Journal Articles:
Rakhmani & Sakhiyya. (2024). The cultural political economy of knowledge in neoliberal Indonesia. Journal of Contemporary Asia. Q1 – Routledge.
Rakhmani, I. & Sakhiyya, Z. (2023). Inequalities and social science in neoliberal Indonesia. (2023). International Social Science Journal. Q2 – Wiley.
Sakhiyya, Z., Fitzgerald, T., Rakhmani, I., Eliyanah, E., & Farida, AN. (2023). Indonesian female academics and the pandemic: the challenges of COVID-19 and academic work. Journal of Higher Education Policy and Management. Q1 - Routledge
Sakhiyya, Z. Hapsari, CT, Sumaryani, S., & Farida, AN. (2023). From protest march to digital campaign: women’s movement and critical literacies in Indonesia. Gender and Education. Q1 – Routledge.
Alemu, SK, Qu, M. & Sakhiyya, Z. (2022). Voices of internationalisation of higher education from sub-Saharan Africa, China and Indonesia. Learning and Teaching (LATISS Journal). Q2 – Berghahn.
Hustarna, Saleh, M., Fitriati, S.W., & Sakhiyya, Z. (2022). Teacher Cognition about Online Listening Instruction: A Case Study at a Public University in Indonesia. Journal of ASIA TEFL. Q1 – Routledge. 1
Wijaya Mulya, T., Sakhiyya, Z., Bukhori Muslim, A., & Suryani, A. (2022). Locally-grounded, embodied, and spiritual: exploring alternative constructions of democratic education with/in Indonesian schools. Pedagogy, Culture & Society, 1-17. Q1 - Routledge
Sakhiyya, Z., Saraswati, G., Anam, Z. & Azis, A. (2022). What’s in a name? Crisis communication during the COVID-19 pandemic in multilingual Indonesia. International Journal of Multilingualism. Q1 - Routledge
Sakhiyya, Z. (2022). Cosmopolitanism or cosmopolitics ? The roles of university elites in the internationalisation of Indonesian higher education. Globalisation, Societies and Education. Q1 - Routledge
Nugroho, K. Y., & Sakhiyya, Z. (2022). Photovoice: Young children online English language learning, parents’ voices and its implication to educational policy and provision. Indonesian Journal of Applied Linguistics, 11(3), 612–622. Q2 - Scopus indexed.
Sakhiyya, Z. (2021). Problematizing policy: a semantic history of the word ‘policy’ in the Indonesian language. Critical Policy Studies. Q1 – Routledge – Scopus-indexed journal.
Sakhiyya, Z. & Martin-Anatias, N. (2020). Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia. International Journal of Multilingualism. Q1 – Routledge – Scopus-indexed journal.
Mulya, T. & Sakhiyya, Z. (2020). 'Leadership is a sacred matter': Women leaders contesting and contextualising neoliberal meritocracy in the Indonesian academia. Gender and Education. Q1 – Routledge.
Nugroho, K., Sakhiyya, Z., Saleh, M. & Mujiyanto, J. (2020). Exploring the Constructivist Mentoring Program in Developing EFL Teacher Professionalism: A Qualitative Approach. Indonesian Journal of Applied Linguistics. 10, (1). Q2 – Scopus-indexed.
Sakhiyya, Z. & Locke, K. (2019). Empowerment vs. meritocracy discourses in Indonesian public universities: The case of female leaders. Asian Journal of Women's Studies. 25, (2), 198-216. DOI: 10.1080/12259276.2019.1610210. Routledge – Scopus-indexed.
Sakhiyya, Z. & Rata, E. (2019). From Priceless to Priced: The Value of Knowledge in Higher Education. Globalisation, Societies and Education. Q1 - Taylor and Francis, Routledge – Scopus-indexed journal.
Sakhiyya, Z., Agustien, HIR., & Pratama, H. (2018). The Reconceptualisation of knowledge base in the pre-service teacher education curriculum: towards ELF pedagogy. Indonesian Journal of Applied Linguistics. 8, (1). Q2 – Scopus-indexed.
Sakhiyya, Z. (2017). Negotiating Social Identity through Questions in Casual Conversations: a critical discourse analysis. Indonesian Journal of Applied Linguistics. 6, (2), 311 – 318. Q2 – Scopus-indexed journal.
Sakhiyya, Z. (2013). Question formation of Bahasa Indonesia as a Second Language. Indonesian Journal of Applied Linguistics. 3, (1), 138-147. Q2 – Scopus- indexed journal.
Sakhiyya, Z. (2011). Interrogating Identity: The policy of international standard school in Indonesia. Pedagogy, Culture & Society. 19, (3), 345-365. Q1 – Routledge.
M. Arif Rahman Hakim, Ph.D.
About SIR Fellow
M. Arif Rahman Hakim, Ph.D is a lecturer at the Faculty of Tarbiyah & Tadris (Undergraduate) and the Postgraduate Program at UIN Fatmawati Sukarno Bengkulu since 2015. His current academic position is Associate Professor. He is also a Scholar in Residence (Visiting Fellow) at the Faculty of Education, Universitas Islam Internasional Indonesia (UIII) Depok. The subjects he teaches are English, Curriculum & Teaching Materials Development, and Course Design. Meanwhile, outside campus, he is an educational consultant and co-founder of English Academy Bengkulu, a course institution with three offices in Bengkulu City, Sebatik Island (North Kalimantan), and Penang (Malaysia).
Since 2016, Dr. Hakim has been actively collaborating in teaching and research with several academic colleagues from countries such as the United States, England, Malaysia, Pakistan, Germany, Thailand, India, and Taiwan. His research topics of expertise are English language teaching models and strategies, teachers’ competencies, teacher professional development, and teaching materials design & development. In 2021 & 2022, he was also entrusted as the Coordinator and instructor for the Ph.D Preparation Training (PPSL-LN) scholarship program, as well as the Beasiswa Indonesia Bangkit Scholarship interviewer for the postgraduate program. Currently, Arif is also a national board reviewer for research, community service, and scientific publications (Litapdimas) of the Ministry of Religious Affairs of the Republic of Indonesia, a reviewer for the Cogant Arts & Humanities Journal published by Taylor & Francis, and also one of 12 Master Trainers in the English Language Teacher Training program (ELLT) funded by the Regional English Language Office (RELO) of the United States Embassy Jakarta Indonesia and World Learning USA.
Universiti Sains Malaysia, Malaysia (2021)
Master's Degree in English Education
Universitas Islam Malang, Indonesia (2014)
Bachelor's Degree in English Education
STAIN Bengkulu, Indonesia (2012)
Indonesian International Islamic University (UIII) Depok
September 2024 - Present
Lecturer (Associate Professor)
Universitas Islam Negeri Fatmawati Sukarno (UINFAS) Bengkulu
March 2015 - Present
Co-owner & Manager for Academic and Quality Control
English Academy Bengkulu
January 2015 - Present
Master Trainer for ELTT Project
Regional English Language Office (RELO) U.S. Embassy Jakarta
March 2022 - March 2023
Academic Senate Chairman 8
Sekolah Tinggi Ilmu Ekonomi Syariah Nahdlatul Ulama (STIESNU) Bengkulu
January 2022 - November 2023
Director
Center of ASEAN Studies, Universitas Islam Negeri Fatmawati Sukarno (UINFAS) Bengkulu
March 2021 - January 2022
Researcher
Inspirasi Akbar Sdn. Bhd. Penang, Malaysia
January 2019 - January 2022
Coordinator for Publication, Media & KPPSLN
Panitia Pemilihan Luar Negeri (PPLN) Komisi Pemilihan Umum (KPU) Perwakilan RI, Penang, Malaysia
March 2018 - July 2019
M. Arif Rahman Hakim, Yashori Revola & Reko Serasi. (2024) Kompetensi Pedagogik Guru Bahasa Inggris di Madrasah & Pesantren. Bandung: Alfabeta
M. Arif Rahman Hakim. (2022). What Covid-19 Pandemic Has Altered English Teachers Teaching
Practice. Yogyakarta: Bintang Semesta Media
M. Arif Rahman Hakim, Reko Serasi & Tri Nur Susanti. (2022). Mastering Basic English. Yogyakarta: Samudera Biru
M. Arif Rahman Hakim & Agustina Indah Bahari. (2016). Let’s Speak (Advanced Level). Yogyakarta: Deepublish
Articles:
M. Arif Rahman Hakim, & Andri, S. (2018). How A Learner Learns and Acquires English as A Foreign Language: A Case Study. The Journal of Asia TEFL, 15(3), 838-845 (Indexed by Scopus Q1)
M. Arif Rahman Hakim & Mohamad Jafre. Z. A. (2018): Developing public speaking materials based on communicative language teaching for EFL learners in Indonesia. ELT in Asia in the Digital Era: Global Citizenship and Identity. 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching. Routledge. 129- 134 (Indexed by Web of Science)
M. Arif Rahman Hakim., Mohamad Jafre. Z.A, & Nur Ilianis Adnan. (2020). Using the ASSURE Model in Developing an English Instructional Module for Indonesian Migrant Workers in Penang, Malaysia. In Charting a Sustainable Future of ASEAN in Business and Social Sciences (pp. 383-390). Springer, Singapore (Indexed by Springer group)
M. Arif Rahman Hakim, & Ori Andika Putra. (2021). Comprehension of Academic Communication Among Indonesian Students at a Public University in Malaysia. The Journal of Asia TEFL, 18(2), 633-639 (Indexed by Scopus Q1)
M. Arif Rahman Hakim, Reko Serasi,Yashori Revola, Nur Ilianis Adnan & Ade RIska Nur Astari (2023). The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia. International Journal of Learning, Teaching and Educational Research, 22(4), 1-20 (Indexed by Scopus Q3)
Prof. Dr. Wiedy Murtini, M.Pd.
About Lecturer
Universitas Negeri Malang (2007)
M.A. in Master and Economy
IKIP Padang (1998)
Bachelor in Administration Economy
Universitas Sebelas Maret (1979)
Sarjana Muda (a domestic Bachelor of Arts) in Administration Economy
IKIP Surakarta (1975)
2011-2015: Head of Economy Education Program, Universitas Negeri Surakarta
1998-2002: Head of Laboratorium, FPIPS IKIP Padang
1993-1997: Head of Office Administration Study Program, FPIPS IKIP Padang
1989-1993: Head of Laboratorium and Office Administration Study Program, FPIPS IKIP Padang
Books
Murtini, W. (2023) Evaluasi Program Indonesia Pintar. PT. Pena Persada
Murtini, W. (2022) Pembelajaran Kewirausahaan di SMK: Tantangan Era New Normal. PT. Pena Persada Kerta Utama.
Murtini, W. (2018) Kewirausahaan: Pendekatan Succes Story. UNS Press
Article:
Murtini, W. (2023). Evaluation of the Smart Indonesia Program as a Policy to Improve Equality in Education. Journal sustainability Approach and Policy in Higher Education for Sustainability, .http://doi.org/103390/su1565114
Murtini, W. (2022). The Need of Financial Literacy Proficiency Level for Generation Z Student At School. Eduvest -Journal Of Universal Studies. Vol 2.(3), p 598-602,
Murtini, W. (2022) Pengaruh E-Commerce dan Lingkungan Keluarga Terhadap Minat Berwirausaha Mahasiswa. Jurnal Efisiensi: Kajian Ilmu Administrasi. Vol.19, Issue 2, p.139-148.2022.
Murtini, W. (2022) Female Entrepreneur Potency in Meger Village, Klaten, Central Java, Indonesia. International Journal of Multicultural and Multirelegious Understanding. Vol.9, Issue 6, p. 129-135.2022.
Murtini, W. (2022) Development of Sparkol-Based Learning Media for Entrepreneurial Learning. Jornal Progresif, vol 12. Issue 3 p/ 1372-1381. 2022
Conference Proceeding:
Prof. Dra. Hj. Suwarsih Madya, M.A., Ph.D.
About Lecturer
Suwarsih Madya has been an English language teacher educator since 1977. Retiring from Yogyakarta State University (YSU) to end her service there for 45 years (1977-2022), she served as a Professor Emerita at the Master English Language Education, Universitas Sarjanawiyata Tamansiwa, abbreviated as UST, at Yogyakarta, Indonesia. She did her MA at Macquarie University, Sydney, Australia, meeting her interests in curriculum development, educational technology, and language teacher development/education. She further met her interest in foreign language teacher development in her Ph.D. study also at Macquarie University, completing it in 1988. After finishing her doctoral study, she was involved in English language secondary curriculum development, the so-called Kurikulum 1994, and some other education development projects at the Ministry of Education and Culture, Jakarta. Simultaneously, she was also involved in a national primary school teacher development project under the World Bank’s auspices. Not long afterwards, she was involved in managing national/international cooperation affairs through structural/functional posts: Education and Culture Attache, Indonesian Embassy, Bangkok (1995-1999); Head, Bureau for Foreign Cooperation & PR, Ministry of National Education, Jakarta (2003-2005); Head, Office of Education, Yogyakarta Special Region (2008-2010); and Vice-Rector for Cooperation and Development, Yogyakarta State University (2012-2016). She has also learned a great deal from her involvement in professional organisations, both national and international: Member of Governing Board, UNESCO Institute for Education, Hamburg, Germany (2001-2004); Vice-President of TEFLIN (the Association for the Teaching of English as a Foreign Language in Indonesia) (2000-2003); President of TEFLIN (2003-2009); Indonesian Representative of AsiaTEFL (2004-2009); Asia TEFL Executive Council Member (2009-2012); member of Council Board of ICSEI (International Congress of School Effectiveness and Improvement) (2014-2017); AsiaTEFL Advisory Board Member (2017-2020); Asia TEFL Vice-President (2020-2022); Asia-TEFL President (2021-2022); and member of Founding Board of APRACSI (Asia Pacific Research Association on Curriculum Studies and Instruction) (since 2017) and Vice-President of APRACSI (2023-present). In this connection, she has chaired two big international conferences: the 6th AsiaTEFL International Conference in 2008 (with 1,068 participants from 34 countries), the 2014 ICSEI Conference (with more than 400 participants from 26 countries), and the 15th AsiaTEFL-64th TELIN International Conference in 2017 (with 1,120 participants from 33 countries). With this range of experiences in international cooperation, her view of language teaching has changed. She now has a multi-perspective view of language learning and teaching, relating them to other important matters such as character education, identity formation, and international and intercultural cooperation/collaboration/ communication. Her involvement in scout movement as Vice-Chair at the Provincial Headquarter has deepened her educational insights. By putting language teaching and education in a broader context, she attaches a much bigger meaning to language teaching and education. Her research interests are around language teacher education, character education, and instructional developments with emphasis on learning autonomy, intercultural language learning, and language learning assessment. She is available at: suwarsih.madya@uiii.ac.id
Macquarie University, Sydney, Australian (1988).
M.A. in instructional media/technology for English language teacher development.
Macquaire University, Sydney, Australia (1983).
Bachelor of Education in English language and literature education
IKIP Yogyakarta (Yogyakarta Institute for Teacher Education and Educational Sciences) (1976).
Sarjana Muda (a domestic Bachelor of Arts) in English and literature education at IKIP Yogyakarta.
2012-2016: Vice-Rector for Cooperation and Development, Yogyakarta State University
2008-2010: Head, Office of Education, Yogyakarta Special Region
2003-2005: Head, Bureau for Foreign Cooperation & PR, Ministry of National Education, Jakarta.
2000-2002: Assistant Director, Postgraduate Program, Yogyakarta State University
1995-1999: Education and Culture Attaché, Indonesian Embassy, Bangkok.
1993-1994: Head, the English Language Education Department, Faculty of Language and Arts Education, IKIP Yogyakarta.
Books
Madya, S. (2018). Penelitian Tindakan: Dari teori ke praktik. (Action Research) (2nd Ed.). Yogyakarta: UNY Press.
Madya, S. (2017). Learning pronunciation systematically: A resource book for student teachers and teachers of English as a foreign language. Yogyakarta: UNY Press.
Madya, S. (2013). Metodologi pengajaran bahasa: Dari era prametode sampai era pascametode. Yogyakarta: UNY Press
Book Chapters
Liyanage, I., Walker, T., Madya, S. & Hidayati, S. (2019). Media of Instruction In Indonesia: Implications For Bi/Multilingual Education. In (Ed.) (Liyanage). Multilingual Education Yearbook 2019, 209-229.
Madya, S. (2011) Pengintegrasion Pendidikan Karakter di Perguruan Tinggi. Dalam Zuchdi, D. (2011) Pendidikan Karakter dalam Perspektif Teori dan Praktik. (Hal. 80-108) Yogyakarta: UNY Press.
Madya, S. (2007). Curriculum innovations in Indonesia and the strategies to implement them. In Choi, H.Y. and Spolsky, B. (2007). ELT Curriculum Innovation and Implementation in Asia, 1-38.
Madya, S. (2006). Teori dan praktik penelitian tindakan (action research). Bandung: Alfabeta
Madya, S. (2006). Penelitian Tindakan: Teori dan Praktik. Bandung: Alfabeta.
Journal Articles
Fajariah, L.A., Ratnawati, H. & Madya, S. (2023). Exploring students’ diversity in a differentiated classroom. LEARN Journal Vol. 6, No. 2.
Diyanti, B.Y. & Madya, S. (2022). English for Young Learners (EYL) in ASEAN: Policy and Implementation. International Journal of Language Education. Volume 5, Number 3, 2021, pp. 224-243
Triastuti, A., Madya, S. and Chappell, P. (2022) Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents. Indonesian Journal of Applied Linguistics, Vol. 12 No. 1, May 2022, pp. 1-15.
Ma’wa, J. & Madya, S. (2021). EFL Teachers’ Beliefs in Learner Autonomy: A Study on Non-Formal Education Context in Indonesia. Indonesian Journal of EFL and Linguistics Vol. 6 No. 2, 2021. pp. 487-508.
Saragih, N, A., Madya, S., Siregar, R.A., Saragih, W. (2021). Written corrective feedback: students’ perception and preferences. International Online Journal of Education and Teaching (IOJET), 8(2). 676-690.
Lestariningsih, F.E., Madya, S., & Nurkamto, J. (2020). Pedagogical problems encountered by teachers of English to computer science students in the Indonesian context. Journal of English Education, Literature and Culture (Edulite), 5(1), 1-31.
Luci, K.D.S., Sayuti, S.A., & Madya, S. (2020). Taboo and its violations: The dynamics of intercultural relations of Ma’anyan Dayak society in two folklores. Pal Arch’s Journal of Archaelogy of Egypt, 17(9), pp.261-274.
Madya, S., Retnawati, H., Purnawan, A., Putro, N.H.P.S. & Kartianom (2020) The range of TOEFL scores predicted by TOEP. Indonesian Journal of Applied Linguistics, 10(1), pp. 491-501.
Mahayanti, N.L.S. & Madya, S. (2020). The development of language policy and language education policy: Pre-colonialism to industrial revolution 4.0. The Asia EFL Journal, 27(2.2), 5-30.
Sotlikova, R., Madya, S. & Priyana, J. (2020). ESP Learning Materials Development Model for ICT Students in Uzbekistan. International Journal of Advanced Science and Technology Vol. 29, No. 9s, (2020), pp. 900-910.
Ilmi, A. & Madya, S. (2019). Developing English Teaching And Learning Materials For Nursing Students Of Universitas ‘Aisyiyah Yogyakarta Lingtera 6 (2), 130-142
Madya, S. (2019). Developing a Framework of Media-Aided Descending-Ascending Repetition Of Vocabulary Learning. Lingua Pedagogia, Journal Of English Teaching Studies 1 (1), 46-57.
Madya, S. (2019). The Power of EFL Teacher’s Beliefs to Drive Practice. Asia Pacific Journal on Curriculum Studies Vol. 2, Issue 1, December 2019, pp. 7-18.
Madya, S., H. Retnawati, A. Purnawan, NHPS Putro, E. Apino (2019). The equivalence of TOEP forms. TEFLIN Journal, 30 (1), 88-104.
Betaubun, M., Madya, S. & Margana (2018). Description of English Language Learning In the Border Of Merauke – Papua New Guinea International Journal Of Mechanical Engineering And Technology (IJMET), Volume 9, Issue 11, November 2018, Pp. 990–994.
Ciptaningrum, D.S. & Madya, S. (2018). Developing content and language integrated English speaking materials for accounting students LingTera 5 (1), 78-88.
Goridussukur, S., Madya, S. & Bismoko, J. (2018). Contextuality of The English Textbooks Used By Senior High Schools In Indonesia. International Journal of Mechanical Engineering And Technology (IJMET) Volume 9, Issue 11, November2018, Pp. 995-1002.
Iryanti, H. & Madya, S. (2018). Intercultural Language Learning In A Sister School Partnership Between Indonesia And Australia Lingtera 5 (2), 133-143
Lestariningsih, F.S., Hope, J., Madya, S., & Nurkamto, J. (2018). IST (In-Service Training) Model To Improve English Teachers’ Pedagogical And Professional Competencies In The Computer Science Department Of Universities In Indonesia. Indonesian Journal of EFL and Linguistics 3 (2), 115-1.27
Madya, S. (2016). English Learning in the 21st Century: Its Trends in Curriculum Challenges to Face the ASEAN Economic Community ELTiC CONFERENCE 1 (01).
Pusparini, R. & Madya, S. (2016). Developing English Learning Materials Integrated With Character Values For The Elementary School Students Lingtera 3 (2), 210-223
Himmatunnihayah, H. & Madya, S. (2016). Evaluasi Penyelenggaraan Program Pembelajaran Bahasa Inggris Kejar Paket B & C SKB Di Kabupaten Batang Jurnal Evaluasi Pendidikan 4 (1), 10-24
Widianto, M. & Madya, S. (2015). The implementation of genre-based teaching in Grade Eight of SMP Negeri 5 Yogyakarta in the Academic Year 2012/2013, Baster (Bahasa, Sastra, Dan Terjemahan) 1 (1), 46-61.
Sahraini, S., & Madya, S. (2015). Model Evaluasi Internal Kompetensi Guru Bahasa Inggris (Model_EIKGBI) SMA. Jurnal Penelitian dan Evaluasi Pendidikan Volume 19, No 2, Desember 2015.
Rachmawati, U. & Madya, S. (2014). Pengembangan Webquest Sebagai Media Instruksional Membaca Siswa SMA Negeri 1 Muntilan, Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 44 (1).
Gultom, M., Madya, S. & Sumarno (2014). Model evaluasi reflektif kurikulum pendidikan bahasa inggris dalam pengembangan karakter bangsa Jurnal Penelitian dan Evaluasi Pendidikan 18 (1), 72-88.
Madya, S. (2007). Certification for Teachers and Lecturers and Its Implications For Staff Development, JEE, Journal of English and Education 1 (1), 1-7.
Madya, S. (2007). Certification for Teachers and Lecturers and Its Implications For Staff Development Journal of English and Education 1 (1), 1-7.
Madya, S. (2007). Searching for an appropriate EFL curriculum design for the Indonesian pluralistic society, Teflin Journal 18 (2), 196-221.
Madya, S. (2007). Searching for an appropriate EFL curriculum design for the Indonesian pluralistic society. Teflin Journal 18 (2), 196-221.
Madya, S., Sugeng, B., Maarif, S., Supriyanti, N., Purbani, W. ,Istiqomah, S.(2004). Developing a model of teaching English to primary school students, Teflin Journal 15 (2), 193-229.
Madya, S. (2003). Education reform and its implication for EFL teachers competencies, TEFLIN Journal 14 (1), 1-13
Madya, S. (2003). Education reform and its implication for EFL teachers competencies. TEFLIN Journal 14 (1), 1-13
Madya, S. (2002). Developing standards for EFL in Indonesia as part of the EFL teaching reform, TEFLIN Journal 13 (2), 142-151.
Madya, S. (2002) Developing standards for EFL in Indonesia as part of the EFL teaching reform. TEFLIN Journal 13 (2), 142-151
Conference Proceeding:
Kadaryanto, B. & Madya, S. (2020). A Rasch Model Analysis On Designing Needs-Based Teacher Professional Development Programs. Proceddings Of The International Conference On Educational Research And Innovation (ICERI 2019 ) Pp.100-109. (ATLANTIS PRESS) ( https://www.atlantis-press.com/proceedings/iceri-19/1259340440
Cahyati P. & Madya, S. (2019). Teaching English in Primary Schools: Benefits and Challenges. Proceedings: 3rd International Conference on Current Issues in Education (ICCIE 2018)
Asni, A. & Madya, S. (2019). Developing Cooperative Integrated Reading And Composition (CIRC) Weblog Materials. Proceeding of Third International Conference On Sustainable Innovation 2019–Humanity, Education And Social Sciences (Icosihess 2019)
Hartini, H. & Madya, S. (2019). Students’ Perception and Their Accomplishment in Essay Writing Class. The 6th International Conference on Educational Research and Innovation (ICERI 2018). A proceedings.
Khasanah, I. & Madya, S. (2019). ESP for Vocational High School Students of Electricity Installation Engineering Study Program; A Needs Analysis. Proceedings: 6th International Conference on
Madya, S. (2019). Going beyond communicative competence to become literate national and global citizens. In English Linguistics, Literature, and Language Teaching in a Changing Era: Proceedings of the 1st International Conference on English, Linguistics, Literature, and Language Teaching.
Madya, S., A Triastuti, DS Ciptaningrum, D Hermasari (2019). Assessing the students’ capacity for autonomous basic English vocabulary learning. In Proceeding of the 1st International conference on innovation in education- ICCOIE 2018.
Madya, S., Renandya, W.A., Oda, M., Sukiyadi, D., Triastuti, A., & Andriyanti. A. (Eds.) (2019). English Linguistics, Literature, and Language Teaching in a Changing Era: Proceedings of the 1st International Conference on English, Linguistics, Literature, and Language Teaching.
Maisyarah, H. & Madya, S. (2019) Intercultural Coursebook: Accounting Students’ Needs Toward Reading Materials In Higher Education. Proceedings: 6th International Conference on Educational Research and Innovation (ICERI 2018).
Maisyarah, H. & Madya, S. (2019).The Needs of Intercultural Reading Materials for Accounting Students in Higher Education. Proceedings: 3rd International Conference on Current Issues in Education (ICCIE 2018)
Hartini, H. & Madya, S. (2018). Students’ perception and their accomplishment in essay writing class. Advances in Social Science, Education and Humanities Research (ASSEHR), volume 330.
Khasanah, I.K. & Madya, S. (2018). ESP for vocational high school students of electricity installation engineering study program: A needs analysis. Advances in Social Science, Education and Humanities Research (ASSEHR), volume 330.
Madya, S., Hamied, A., Renandya, W.A., Coombe, C., & Basthomi, Y. Eds.) (2018). ELT In Asia In The Digital Era: Global Citizenship And Identity, Proceedings Of The 15th Asia TEFL And 64th TEFLIN International Conference On English Language Teaching, 13-15 July 2017).
Madya, S. & Ishartiwi, I. (2018). Instilling Character Values Through A Local Wisdom-Based School Culture: An Indonesian Case Study. In The Proceedings Of International Conference On Character Education For 21st Century Global Citizens, 371-380.
Madya, S., Ciptaningrum, D.C., & Triastuti, A. (2018). Assessing the Needs for Developing the Students’ Capacity for Autonomous Basic English Vocabulary Learning. The 6th International Conference on English Language and Teaching (Padang, Indonesia, 25-26 July 2018), proceedings published by Atlantis Press.
Madya, S. (2011). Optimalisasi Pemanfaatan TIK untuk Meningkatkan Mutu Hakiki Pendidikan. Prosiding Seminar Nasional, Milad Universitas Ahmad Dahlan XXX. Yogyakarta: UAD.
Madya, S. (2007). Empowering EFL teachers to achieve professional autonomy. Proceedings of the 4th JETA International Conference.
Research Report
Madya, S. & Yenri (2010). Impact of Decentralization of Education Management to School Improvement and Success; A country Report Presented at an ASEAN Educational Meeting. Manila.