IJEE Indonesian Journal of English Education最新文献

{"title":"EXPLORING CHALLENGES IN UTILIZING ENGLISH RESOURCES FOR RESEARCH AND ITS REMEDIES","authors":"Fauza Nala Farhain, Yani Lubis, Deasy Yunita Siregar","doi":"10.15408/ijee.v10i1.30517","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.30517","url":null,"abstract":"ABSTRACTThis qualitative study aimed to investigate students' problems in using English resources as research references at Universitas Islam Negeri (UIN) Sumatera Utara. Data were collected through observations, interviews, and focused group discussions (FGD). The instruments complementing the techniques include observation forms, interviews, and FGD question lists. Furthermore, the study used WhatsApp on a smartphone to record, confirm, and ensure the validity of data about the subjects. The findings showed that English department students at UIN Sumatera Utara had difficulties searching for research resources, understanding texts from international journals, and lacking skills in writing scientific papers. Therefore, intensive writing practices would enhance writing skills, perception, and knowledge of when to pursue assistance. It is recommended that the university establish an academic writing center and offer writing consultation. The center may regularly organize writing workshops to guide searching, using references, and structuring the manuscript.ABSTRAKPenelitian ini bertujuan untuk menginvestigasi permasalahan yang dihadapi oleh mahasiswa dalam menggunakan sumber-sumber berbahasa Inggris sebagai rujukan dalam penulisan karya ilmiah di Universitas Islam Negeri (UIN) Sumatera Utara. Penelitian yang menggunakan pendekatan kualitatif ini menggunakan berbagai tehnik pengumpulan data diantaranya observasi, wawancara dan Focus Group Discussion (FGD). Adapun instrumen yang digunakan dalam pengumpulan data adalah form observasi, daftar wawancara, dan daftar pertanyaan FGD. Untuk merekam proses wawancara, peneliti menggunakan Smartphone untuk merekam, mengkonfirmasi, dan memastikan validitas data tentang masalah yang diteliti. Hasil penelitian ini menunjukkan bahwa mahasiswa Pendidikan Bahasa Inggris di UIN Sumatera Utara mengalami kesulitan dalam menelusur sumber-sumber penelitian dan dalam memahami teks dari jurnal internasional, serta kurangnya keterampilan dalam menulis karya ilmiah. Oleh karena itu, praktek penulisan karya ilmiah secara intensif perlu dikembangkan untuk meningkatkan keterampilan menulis, persepsi mahasiswa, dan pengetahuan mahasiswa tentang kapan saatnya mereka membutuhkan bantuan penulisan. Universitas seyogyanya membangun sebuah pusat penulisan akademik dan memberikan konsultasi penulisan. Pusat penulisan akademik ini juga dapat menyelenggarakan workshop secara reguler dengan memberikan bimbingan dalam penelusuran dan pemanfaatan sumber-sumber referensi serta bimbingan penyusunan naskah karya tulis ilmiah. How to Cite: Farhain, F.N., Lubis, Y., Siregar, D. Y. (2023). Exploring Challenges in Utilizing English Resources for Research and its Remedies. IJEE (Indonesian Journal of English Education), 9(2), 1-22. doi:10.15408/ijee.v10i1.30517","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67107885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPLEMENTATION OF WORDWALL GAMES IN VOCABULARY LEARNING","authors":"Nasru Ilahiyati, Zuliati Rohmah, Hamamah Hamamah","doi":"10.15408/ijee.v10i1.29905","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.29905","url":null,"abstract":"ABSTRACTThis article investigates the use of online-based application \"WordWall Games\" as a vocabulary learning tool. The research aims to observe the participants' ability to enhance pronunciation, memorize vocabulary, and construct words into sentences. This study addresses three research questions: How is the design of WordWall games beneficial for developing students' vocabulary?; How is the application of WordWall games integrated into vocabulary teaching?; How do students acquire new vocabulary after being instructed using WordWall? To collect the data for this study, the researchers conducted direct observations involving ten students studying English Literature in Malang as participants of this study. Six game-based media were utilized, including Random Card Games, Crossword Games, True or False Tasks, Translation Tasks, Construct Word Tasks, and Anagram Tasks. The  research findings indicate that using WordWall games as a learning tool effectively improves students’ pronunciation, memorization, and sentence construction skills.ABSTRAKArtikel ini membahas penggunaan aplikasi berbasis online \"WordWall games\" sebagai alat pembelajaran kosakata. Penelitian ini bertujuan untuk mengobservasi kemampuan partisipan dalam meningkatkan pengucapan, menghafal, dan menyusun kata-kata menjadi kalimat. Artikel ini membahas tiga pertanyaan: 1. Bagaimana desain WordWall games bermanfaat untuk mengembangkan kosakata siswa? 2. Bagaimana penerapan WordWall games dalam pengajaran kosakata? 3. Bagaimana siswa memperoleh kosakata baru setelah diajarkan menggunakan WordWall? Peneliti melakukan observasi langsung yang melibatkan sepuluh mahasiswa yang sedang menempuh pendidikan Sastra Inggris di Malang. Enam media berbasis permainan digunakan, termasuk Random Card Games, Crossword Games, True or False Tasks, Translation Tasks, Construct Word Tasks, dan Anagram Tasks. Temuan penelitian menunjukkan bahwa penggunaan WordWall games sebagai alat pembelajaran efektif dalam meningkatkan pengucapan, penghafalan, dan kemampuan menyusun kalimat.How to Cite: Ilahiyati, N., Rohmah, Z., Hamamah. (2023). The Implementation of Wordwall Games in Vocabulary Learning. IJEE (Indonesian Journal of English Education), 10(1), 144-159. doi:10.15408/ijee.v10i1.29905.","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS","authors":"Waliyadin Waliyadin, Zaharil Anasy, D. Nahartini","doi":"10.15408/ijee.v10i1.31894","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.31894","url":null,"abstract":"ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed that teachers’ understanding of critical pedagogy is not explicitly stated by defining or explaining the notion of critical pedagogy. However, some stages and components of critical pedagogy can be identified, showing that to a certain degree the teachers implement critical pedagogy in their reading classes.ABSTRAKBerdasarkan premis pedagogi kritis Freire (1971) yang menyatakan bahwa pendidikan harus berdampak pada perubahan sosial dan membaca kata-kata harus diikuti dengan membaca dunia, penelitian ini mengeksplorasi pengalaman guru bahasa Inggris yang mengajar membaca bahasa Inggris dengan pendekatan pedagogi kritis. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus sebagai desain penelitian untuk menggali lebih dalam tentang perspektif guru. Data dikumpulkan melalui wawancara mendalam dengan empat dosen dan dianalisis mengikuti analisis tematik Braun dan Clarke (2006). Penelitian ini mengungkapkan bahwa pemahaman guru tentang pedagogi kritis tidak dinyatakan secara eksplisit dengan mendefinisikan atau menjelaskan pengertian pedagogi kritis. Akan tetapi beberapa tahapan dan komponen pedagogi kritis dapat diidentifikasi yang menunjukkan bahwa guru pada taraf tertentu menerapkan pedagogi kritis di kelas membaca.How to Cite: Waliyadin, Anasy, Z., Nahartini, D. (2023). Exploring Teacher Educators’ Understanding of Critical Pedagogy and its Implementation in the English Reading Class. IJEE (Indonesian Journal of English Education), 10(1), 182-206. doi:10.15408/ijee.v10i1.31894","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67107897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INSTAGRAM TO LEARN ENGLISH VOCABULARY: A STUDY OF INDONESIAN NON-ENGLISH MAJOR UNIVERSITY STUDENTS","authors":"Thesalonika Dwi Wardhani Puspita Baruti, Adaninggar Septi Subekti","doi":"10.15408/ijee.v10i1.26969","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.26969","url":null,"abstract":"ABSTRACTThis study aimed to investigate the attitudes of non-English primary university students in Indonesia on using Instagram for vocabulary learning and to find out the students' views of learning English vocabulary using Instagram. Considering the popularity of Instagram among Indonesian university students and the scarcity of such studies involving non-English primary students, investigating their use of Instagram for English vocabulary learning can be worthwhile and relevant. The study involved 213 student participants who were Instagram users in an online survey and six in online interviews. The survey found that the participants generally had positive attitudes toward using Instagram for vocabulary learning. However, the study found the participants' somewhat ambivalent views through the Thematic Analysis of the interview data. Students reported consciously learning new isolated English vocabulary from English captions on Instagram. They unconsciously acquired isolated English vocabulary from photos and videos on Instagram. However, Instagram was not helping in obtaining vocabulary in contexts as it gave a limited content explanation. The findings could help teachers to make an informed decision when using Instagram in the instructional process, optimizing its strength and potential.ABSTRAKTujuan studi ini adalah untuk mengetahui sikap mahasiswa jurusan non-bahasa Inggris di Indonesia terhadap penggunaan Instagram untuk pembelajaran kosakata bahasa Inggris dan untuk mengetahui pandangan mahasiswa mengenai pembelajaran kosakata bahasa Inggris menggunakan Instagram. Mengingat bahwa kepopuleran Instagram di kalangan mahasiswa dan bahwa studi yang melibatkan mahasiswa jurusan non-bahasa Inggris masih cukup langka, studi yang melibatkan kelompok mahasiswa ini sangat diperlukan dan relevan. Studi melibatkan 213 mahasiswa pengguna Instagram melalui survei daring dan enam diantaranya melalui wawancara daring. Studi ini menemukan bahwa para peserta secara umum memiliki sikap positif terhadap penggunaan Instagram untuk pembelajaran kosakata. Namun, melalui analisis tematik hasil wawancara, ditemukan bahwa peserta wawancara memiliki pandangan yang sedikit ambivalen. Mereka melaporkan bahwa melalui Instagram, mereka secara sadar mempelajari kosakata lepas baru melalui captions Instagram. Selanjutnya, para peserta melaporkan bahwa secara tidak sadar mereka memperoleh kosakata lepas dari foto dan video di Instagram. Namun, dilaporkan bahwa Instagram tidak begitu membantu dalam pemerolehan kosakata dalam konteks. Hasil studi ini dapat membantu pengajar untuk membuat keputusan yang tepat saat menggunakan Instagram dalam proses pembelajaran, mengoptimalkan kekuatan dan potensinya.How to Cite: Baruti, T.D.W.P., Subekti, A.S. (2023). Instagram to Learn English Vocabulary: A Study of Indonesian Non-English Major University Students. IJEE (Indonesian Journal of English Education), 10(1), 106-125. doi:10.15408/ijee.v10i1.26969","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46309007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EFFECTIVENESS OF MIND MAPPING IN CONSTRUCTING ARGUMENTS IN WRITING AN ARGUMENTATIVE TEXT","authors":"Eva Rosita, S. Halimi","doi":"10.15408/ijee.v10i1.31848","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.31848","url":null,"abstract":"ABSTRACTThe ability to compose and develop ideas in argumentative writing has become a challenge for grade XI students in a private high school in Indonesia, and mind mapping is believed in the literature to be a potential strategy to overcome the challenge. This mixed-method experimental study, therefore, was designed to examine the effectiveness of mind mapping as a prewriting strategy. The study's results, which compared the pre-test and post-test scores analyzed using the Nonparametric-Wilcoxon Signed Rank Test, showed a significant value in the experimental group with Asymp Sig. (two-tailed) 0.003<0.05. The participants also expressed their perceptions of the mind-mapping features through a questionnaire and interview. Data analysis conducted using In Vivo coding in this research showed that the mind-mapping elements with the most significant influence on content exploration, text structure, convenience and interest in writing, time efficiency, and thinking skills were keywords, colors, and branches. Nevertheless, three participants said they did not make any progress for several reasons. The significant finding and the vast majority of positive opinions indicated that mind mapping was an effective strategy for developing ideas in argumentative writing. In further research, it would be interesting to explore how this strategy could be applied to a larger learning community by combining it with other strategies to improve learning outcomes.ABSTRAKTantangan pada penulisan teks argumentatif yang dihadapi pelajar kelas XI di sebuah Sekolah Menengah Atas (SMA) swasta di Indonesia terletak pada kemampuan menyusun dan mengembangkan gagasan. Maka, kendala tersebut diatasi melalui studi eksperimental menggunakan metode campuran dengan menerapkan prewriting berbentuk mind mapping. Hasil penelitian berupa perbandingan nilai pre-test dan post-test yang dianalisis menggunakan Nonparametric-Wilcoxon Signed Rank Test menunjukkan nilai yang signifikan pada experimental group dengan Asymp.Sig.(2-tailed) 0.003<0.05. Partisipan kemudian mengungkapkan persepsinya terhadap penggunaan mind mapping melalui kuesioner dan wawancara yang dianalisis menggunakan teknik In Vivo coding. Dari hasil analisis, diketahui bahwa kata kunci, warna, dan cabang merupakan komponen mind mapping yang paling berdampak pada eksplorasi konten, struktur teks, kemudahan dan minat menulis, efisiensi waktu, serta keterampilan berpikir. Meskipun demikian, terdapat 3 orang partisipan yang mengungkapkan bahwa mereka tidak merasakan perkembangan karena penyebab tertentu. Signifikansi hasil penelitian dan persepsi yang mayoritas positif menyiratkan bahwa mind mapping merupakan strategi yang cocok untuk mengembangkan gagasan pada penulisan teks argumentatif. Maka, pada penelitian selanjutnya, menarik untuk melihat fungsi mind mapping pada komunitas belajar yang lebih besar dan menggabungkannya dengan strategi lain untuk mengoptimalkan hasil belajar.How to Cite: Rosita, E., Halimi, S. S. (2023). ","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48183806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STUDENTS’ PERCEPTION ON THE USE OF SOCIAL MEDIA IN LEARNING ENGLISH AT TADULAKO UNIVERSITY","authors":"Muh. Arasy Hairul, N. Nurhayati","doi":"10.15408/ijee.v10i1.31853","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.31853","url":null,"abstract":"ABSTRACTThe purpose of this study was to explore students’ perceptions on the use of social media in learning English. The research design used in this study was qualitative research based on a case study approach, and the data were collected through interview transcripts and documents. The participants of this study were five students of the English education department of Tadulako University selected purposively. The results of descriptive analysis showed that most of the students had positive perceptions on the use of social media in learning English. Social media was believed to be helpful in improving students' English language skills. They stated that social media provides them with English content sources to practice their English skills, particularly listening, speaking, vocabulary, and pronunciation. Moreover, social media offers a variety of English contents, allowing students to access and choose contents that they like anytime and anywhere. Youtube and Instagram are the most widely used social media platforms for learning English in receptive skills including listening and reading skills.ABSTRAKTujuan dari penelitian ini adalah untuk mengeksplorasi persepsi siswa tentang penggunaan media sosial dalam pembelajaran bahasa Inggris. Desain penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui transkrip wawancara dan dokumen. Partisipan dalam penelitian ini adalah 5 orang mahasiswa jurusan Pendidikan Bahasa Inggris Universitas Tadulako. Hasil analisis deskriptif menunjukkan bahwa sebagian besar siswa memiliki persepsi positif tentang penggunaan media sosial dalam pembelajaran bahasa Inggris. Media sosial sangat membantu dalam meningkatkan kemampuan berbahasa Inggris siswa. Mereka menyatakan bahwa media sosial memberi mereka sumber konten bahasa Inggris untuk melatih keterampilan bahasa Inggris mereka, terutama mendengarkan, berbicara, memperluas kosa kata mereka, dan meningkatkan pengetahuan pengucapan mereka. Media sosial menawarkan konten bahasa Inggris yang beragam, memungkinkan siswa untuk mengakses konten bahasa Inggris yang mereka sukai kapan saja dan di mana saja. Youtube dan Instagram adalah platform media sosial yang paling banyak digunakan untuk belajar bahasa Inggris dalam keterampilan reseptif, keterampilan mendengarkan, dan keterampilan membaca.How to Cite: Hairul, M.A., Nurhayati. (2023). Students’ Perception on the Use of Social Media in Learning English At Tadulako University. IJEE (Indonesian Journal of English Education), 10(1), 160-181. doi:10.15408/ijee.v10i1.31853.","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CLASSIFYING \"CULTURE\" IN INDONESIAN SECONDARY PUBLIC EDUCATION EFL TEXTBOOKS","authors":"S. Akmal, Nashriyah Nashriyah, Najmiatul Fauza, Chamisah Chamisah, Khairiah Syahabuddin","doi":"10.15408/ijee.v10i1.29924","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.29924","url":null,"abstract":"ABSTRACTThis study investigates the categorization of cultural materials and the sense of the culture of two \"Bahasa Inggris 2017 updated edition\" English textbooks for grades X and XI in senior high school in Indonesian secondary education. This study examines which cultures are exemplified in the textbooks and how they are characterized. The study's design follows a qualitative descriptive design through content analysis. Both the \"categories of culture\" approach of Cortazzi and Jin (1999) and the \"sense of culture\" approach of Adaskou, Britten, and Fahsi (1990) were used in the present study. The data showed that the Bahasa Inggris tenth-grade textbook focused more on source culture instead of the target culture and international culture. Nonetheless, in the Bahasa Inggris eleventh-grade textbook, the target culture is more dominant than the source and international cultures. In both books, the pragmatic sense dominated the aesthetic, semantic, and social sense. This study also uncovered an imbalance in the number of cultural categories exhibited. This study proposes that writers of EFL textbooks should accommodate a balanced representation of source culture, target culture, and international culture, as well as provide an excellent four-cultural sense in the textbooks.ABSTRAKPenelitian ini menyelidiki kategorisasi bahan budaya dan pemahaman budaya dari dua buku teks bahasa Inggris \"Bahasa Inggris 2017 edisi terbaru\" untuk kelas X dan XI di sekolah menengah atas dalam pendidikan menengah di Indonesia. Penelitian ini menguji budaya mana yang diwakili dalam buku teks dan bagaimana budaya tersebut dikarakterisasi. Desain penelitian ini mengikuti desain deskriptif kualitatif melalui analisis konten. Pendekatan \"kategori budaya\" dari Cortazzi dan Jin (1999) serta pendekatan \"pemahaman budaya\" dari Adaskou, Britten, dan Fahsi (1990) digunakan dalam penelitian ini. Data menunjukkan bahwa buku teks bahasa Inggris kelas sepuluh lebih fokus pada budaya sumber daripada budaya target dan budaya internasional. Namun, dalam buku teks bahasa Inggris kelas sebelas, budaya target lebih dominan daripada budaya sumber dan budaya internasional. Pada kedua buku tersebut, pemahaman pragmatik mendominasi pemahaman estetika, semantik, dan sosial. Penelitian ini juga menemukan ketidakseimbangan dalam jumlah kategori budaya yang ditampilkan. Penelitian ini mengusulkan bahwa penulis buku teks bahasa Inggris sebagai bahasa asing sebaiknya menyertakan representasi yang seimbang dari budaya sumber, budaya target, dan budaya internasional, serta menyediakan pemahaman budaya yang baik dalam empat aspek dalam buku teks.How to Cite: Akmal, S., Nashriyah, Fauza, N., Chamisah, Syahabuddin, K. (2023). Classifying \"Culture\" in Indonesian Secondary Public Education EFL Textbooks. IJEE (Indonesian Journal of English Education), 10(1), 83-105. doi:10.15408/ijee.v10i1.29924","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44654898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ASSESSMENT MEDIA FOR OFFLINE AND ONLINE WRITING TESTS AT JUNIOR HIGH SCHOOLS DURING THE COVID-19 PANDEMIC","authors":"S. Zulfa, N. Husna, Dhila Nurul Azmi, Didin Nuruddin Hidayat","doi":"10.15408/ijee.v10i1.27898","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.27898","url":null,"abstract":"ABSTRACTThis study explores writing assessment media used by English teachers in offline and online assessment procedures during the last Covid-19 pandemic. This qualitative study incorporates a case study design with five English teachers of junior high schools serving as research participants selected purposively. The data for this study were gathered using semi-structured interviews with English teachers and students writing documents. The study results indicate that English teachers utilized different media in their offline and online assessments. For the offline activities, they used conventional paper-based media to collect writing samples, administer written tests, and conduct writing projects to measure students' attainment levels of their writing skills. For the online activities, they used platforms familiar to them, including Google Classroom, Google Form, and WhatsApp, and most of them assessed their students using multiple choice questions; yet some of the teachers did paper-based tests but submitted them to the online media. The teachers used rubrics for both assessment modes and provided feedback accordingly. One important implication of this research for post-pandemic English teaching underscores the significance of teachers' initiatives of alternating offline and online media to assess students' writing skills and maximize students' learning experiences in response to actual classroom constraints and opportunities.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi berbagai bentuk media penilaian menulis yang digunakan oleh guru bahasa Inggris dalam kegiatan offline dan online selama Covid-19. Penelitian ini menggunakan studi kualitatif dengan desain studi kasus. Partisipan penelitian ini meliputi lima guru bahasa Inggris di sekolah menengah pertama yang dipilih dengan teknik purposive sampling. Instrumen penelitian menggunakan wawancara semi-terstruktur untuk setiap guru bahasa Inggris dan dokumen tulisan siswa. Hasil penelitian menunjukkan bahwa guru bahasa Inggris menggunakan dan menerapkan media penilaian menulis yang berbeda dalam kegiatan luring dan daring selama dan pasca pandemi Covid-19. Selama kegiatan offline, guru bahasa Inggris menggunakan kertas sebagai media produk tulisan, tes tertulis, dan proyek untuk menilai tulisan siswa. Sementara itu, selama kegiatan daring, guru bahasa Inggris menggunakan media platform daring seperti Google Classroom, Google Form, dan WhatsApp; guru menilai dengan menggunakan pertanyaan pilihan ganda namun beberapa guru masih menggunakan kertas untuk dikirimkan ke media tersebut. Guru bahasa Inggris menggunakan rubrik khusus dan memberikan umpan balik dalam menilai tulisan siswa selama kegiatan offline dan online. Pengalaman baru dalam mengintegrasikan media penilaian alternatif dalam menulis dapat bermanfaat bagi guru bahasa Inggris dan siswa, terutama untuk membantu tugas menulis.","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47917357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"POTENCIES OF EXERCISING AGENCY AMONGST PRE-SERVICE ENGLISH TEACHERS IN MICRO TEACHING","authors":"Santi Farmasari, B. Baharuddin, Dewi satria Elmiana, Andra Ade Riyanto, Aulia Dwi Amalina Wahab","doi":"10.15408/ijee.v10i1.30873","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.30873","url":null,"abstract":"ABSTRACTThe role of teachers as agents of learning has been echoed for decades. As a driving force in an educational institute, teachers with high agency can be analogous to critical enzymes in the body of education. However, whether or not a sense of agency has been introduced, promoted, or facilitated amongst students studying to become teachers still receives little attention. This study seeks for evidence of potencies and typology of agency amongst final year pre-service English teachers (PSETs). 199 students were facilitated to explore English learning problems in high schools and constructed problem-based lesson plans from which their agency was identified. 24 PSETs with a high degree of agency were involved in a focus group discussion. The study reveals potencies of exercising agency which were greatly informed by the PSETs’ past and present learning experiences. The agentive actions were related to the implementation of technology, better engagement, and project-based learning. By doing so, the PSETs have shown their future professional identity which is important for pre-service teacher educators and institutions. This study has important implications for pre-service teacher educators to instill and further the development of agency during their teacher education program taking into account their students’ ecological capitals and capabilities. ABSTRAKPeran guru sebagai agen pembelajaran telah digaungkan sejak lama. Sebagai penggerak di institusi pendidikan, guru dengan tingkat agensi yang tinggi dapat dianalogikan sebagai sebuah enzim krusial di dunia pendidikan. Namun, masih sangat sedikit penelitian yang mengkaji bagaimana agensi ini dapat diperkenalkan, didorong atau difasilitasi untuk berkembang pada calon guru Bahasa Inggris. Penelitian ini dilaksanakan untuk mengetahui potensi-potensi dan jenis-jenis agensi pada mahasiswa calon guru tingkat akhir. 199 mahasiswa calon guru terlibat di penelitian ini. Mereka difasilitasi untuk dapat mengeksplorasi permasalahan-permasalahan pembelajaran Bahasa Inggris sebagai dasar penyusunan rencana proses pembelajaran (RPP). 24 dari 199 dengan potensi agensi yang tinggi di RPP mereka kemudian diundang pada diskusi kelompok terfokus untuk mengklarifikasi rencana-rencana agentif mereka dalam memecahkan permasalahan pembelajaran. Penelitian ini menemukan bahwa terdapat beberapa potensi agensi pada mahasiswa calon guru Bahasa Inggris yang berorientasi pada pemanfaatan teknologi, keterlibatan aktif dalam pembelajaran dan pembelajaran berbasis proyek. Hasil penelitian ini mempunyai implikasi penting terhadap model pembelajaran calon guru di lembaga pendidik tenaga kependidikan (LPTK) untuk menanamkan dan mengembangkan agensi guru sedini mungkin dengan memberikan stimuli-stimuli yang sesuai dengan kondisi ekologi dan kapasitas mahasiswa calon guru.How to Cite: Farmasari, S. Baharuddin, Elmiana, D. S., Riyanto, A.A., Wahab, A.D.A. (2023). Potencies of Exercising Agency Amongst Pre-Service English Teachers i","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ENHANCING STUDENTS’ LEARNING OUTCOMES: BITS AND PIECES GAME","authors":"Sriati Usman, B. Budi, A. Kamaruddin, Ayu Faradila","doi":"10.15408/ijee.v10i1.32312","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.32312","url":null,"abstract":"ABSTRACTThis research analyzes the implementation of the \"bits and pieces\" game on students' learning outcomes in writing English descriptive texts. A quasi-experimental design with Junior High School students as the population and a cluster random sampling technique used to draw the sample. Furthermore, two groups were administered pre- and post-test to collect the data. According to the data analysis, a noteworthy disparity existed in the post-test outcomes between the two groups. The experimental group had an average score of 86.60, whereas the control group had 62.43 score. By setting a significance level of 0.05 and degree of freedom (df) of 40 (21+21-2), the t-test demonstrated that the calculated t-value (6.487) surpassed the critical value (1.684), thereby indicating the acceptance of the research hypothesis. This implied that bits and pieces games have an effect on enhancing students’ learning outcomes. Therefore, the game can be a great contribution for English teachers in teaching English descriptive text, in terms of improving content, mechanics, organization, sentence structure, and grammar. ABSTRAKPenelitian ini menganalisis implementasi permainan bits dan pieces terhadap hasil belajar siswa dalam menulis teks deskriptif dalam bahasa Inggris. Desain penelitian yang digunakan adalah eksperimen semu. Populasinya siswa SMP dan teknik pengambilan sampel melalui cluster random sampling. Data diambil dari hasil pre- dan post-test pada kelompok kontrol dan eksperimen yang menunjukkan terdapat pengaruh atau peningkatan pada kelompok kontrol dan eksperimen. Nilai rata-rata dari post-test pada kelompok eksperimen sebesar 86.60 dan kelompok kontrol sebesar 62.43 dengan menerapkan tingkat signifikansi 0.05 dan derajat kebebasan (df) 40 (21+21-2), hal ini menunjukkan nilai t-hitung (6.487) lebih besar dari nilai t- tabel (1.684) yang bermakna bahwa hipotesa penelitian ini diterima. Dengan demikian permainan bits dan pieces berpengaruh terhadap peningkatan hasil belajar siswa dalam menulis teks deskriptif. Oleh karena itu, hasil penelitian ini sangat berkontribusi kepada guru Bahasa Inggris yang mengajarkan keterampilan menulis teks deskriptif Bahasa Inggris yang berkaitan dengan peningkatan isi, penggunaan tanda baca, huruf besar dan kecil, pengorganizatian teks deskriptif, dan aturan kata dalam kalimat.How to Cite: Hairul, M.A., Nurhayati. (2023). Exploring Teacher Educators’ Understanding of Critical Pedagogy and its Implementation in the English Reading Class. IJEE (Indonesian Journal of English Education), 10(1), 207-220. doi:10.15408/ijee.v10i1.32312 ","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44006147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}