English Language Education Study Program Research Articles

Using a Storybook and the Four Resources Model to Foster Critical Literacy in an English as a Foreign Language Classroom

The ideology and social-political viewpoints of the author have an impact on their texts. Students should thus assess their reading and writing assignments from several angles and avoid taking any material at face value. However, there is still a lack of literacy practice in the EFL environment that goes beyond breaking down linguistic elements and comprehending the surface material of the texts. As a result, educators should switch from conventional literacy to critical literacy. Beyond just decoding words, critical literacy interprets them in light of their context to conclude the social, political, and ideological viewpoints expressed in the text. This research aims to determine if using a storybook and the four resources model of critical literacy may help first- semester students in the English Language Education Study Program at Universitas Bale Bandung practice critical literacy. The four resources model suggested by Luke and Freebody (1999) served as the foundation for the text discussions. Focus group interviews, classroom observations, and notebooks they kept while researching a tale were all used to gather the data. The results demonstrated that including an account and four resources help pupils strengthen their critical thinking skills. Through breaking codes exercises, discussion of the storybook during the meaning-making stage, comprehension of the story's structural elements and social function during the text-use phase, and critical discussion of the storybook, the students could identify the writer's language choice and challenge social norms. Despite its drawbacks and limitations, this research shows that critical literacy practice is feasible in EFL contexts, particularly in reading classroom.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Discovering EFL Graduate Students’ Difficulties And Strategies During Self-Directed Web-Based Listening Activities

This research was conducted to discover the difficulties faced and the strategies employed by students of the Master of English Language Education Study Program during self-directed web-based listening activities at the B2, C1, and C2 levels of CEFR. In this research, the researcher involved 8 students of the Master of English Language Education Study Program at a state university in Indonesia who enrolled in the same class for the English Proficiency for Teachers course. During the course, the students autonomously developed their listening proficiency. At the same time, the students were asked to report their results of listening activities while also identifying and reporting the difficulties they faced and the strategies to overcome the difficulties during the listening activities in the form of task reports and self-reflective writing. The researcher employed the content analysis method to explore the reflective writing and reports written by the students of the Master of English Language Education Study Program to discover the difficulties they faced and the listening strategies they employed. The students’ reflections were analyzed to set the rubric for discovering their difficulties and strategies. Then, the researcher used the rubric as an instrument to analyze the data. As a result, this research has confirmed that students of the Master of English Language Education Study Program faced various difficulties and employed various strategies during the self-directed web-based listening activities at the B2, C1, and C2 levels of CEFR. This research also provides valuable insight for anyone in the English language education field.

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a quantitative descriptive design by utilizing a validated writing test. The subjects of the study were 40 students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills.
  

The MBKM Programs in The Higher Education Settings: EFL Students’ Expectations

The Merdeka Belajar Kampus Merdeka or Emancipated Learning-Independent Campus, hereinafter called MBKM, was launched by the Ministry of Education, Culture, Research, and Technology in 2020. In consequence, several higher education institutions may implement the MBKM curriculum. This study attempts to explore EFL students’ expectations towards eight programs of the MBKM. This study utilized qualitative descriptive, and the data were obtained through open-ended questions. Furthermore, 33 students in the sixth semester of the English Language Education Study Program (ELESP) participated as the respondents. The data were analyzed descriptively by describing the students’ expectations towards the MBKM programs in their study program. The findings revealed that they have high expectations for each program of MBKM, for instance, the Internship program provides a real-life experience, and clear job descriptions for students from different majors. The next program, the Teaching Assistance provides students opportunities to teach in the class and improve their teaching skills. Meanwhile, the Research activities enhance students’ critical thinking skills, problem-solving, article publication, and knowledge of research methods. Furthermore, the Humanity project enhances students’ social sensitivity to community issues. The Entrepreneur program facilitates students in the business sector and reduces unemployment in Indonesia. The Independent project enhances students’ innovative ideas and increases students’ bargaining power at both national and international levels. The last program, the Community service facilitates students to identify communities’ problems, and develop the village. The implication of the MBKM curriculum will positively contributed to the successful of the best practice of the aforementioned programs in each higher institution in the near future.

IMPLEMENTATION OF ICE BREAKING IN SPEAKING SKILL AT SMA KARTIKA XX-1 MAKASSAR

Tiwi Arisca Aguisty Lowu, 2023. Implementation of Ice Breaking in Speaking Skill at SMA Kartika XX-1 Makassar. Skripsi, English Language Education Study Program, Faculty of Education and Literature, Bosowa University (Supervised by Andi Hamzah Fansury and Rampeng). This study aimed to find out whether the implementation of Ice Breaking improve the student speaking skill. This study focused on pre-experimental research one group pre-test and post-test. The population in this study were students of class X MIPA 4 SMA Kartika XX-1 Makassar and it consist of 20 students as the population. Data obtained from writing test pre-test, treatment, post-test, and questionnaire. The results of this study used inferential analysis of the t-test by SPSS 25 version which showed a significant effect on the students? mean score speaking skill between the pretest and post-test. The mean score of the students? speaking enhanced from 40.60 in the pretest to 72.60 in the posttest. The significance value calculated 0.000 was smaller than 0.05 (P-value = 0.000 < 0.05). Thus, it can be concluded that there are significant influences of using Ice Breaking method on students’ speaking skill.

Analysis of Higher-Order Thinking Skill (HOTS) in the Mid-Term Test of English Language Education Study Program Pamane Talino College of Education

The implementation of Higher-Order Thinking Skill (HOTS) questions in every subject is essential to meet the challenge of 21st century. It is used to stimulate the students critical thinking in analyzing certain issue. However, the use of HOTS questions in the assessment is still limited. This research analyzes HOTS question in the mid-term test of 5 subjects in English Language Education Study Program STKIP Pamane Talino. We examine the test item using The Revised Blooms Taxonomy. The items are analyzed quantitatively and they are described qualitatively. The researchers found out that 62% of the test item classified into Lower-Order Thinking Skill (LOTS) and merely 38% test items are classified into HOTS. The finding of the research also reveals that the level of HOTS included in the mid-term test is in the level of analysis. Therefore, the lecturer should be encouraged to create the HOTS-based test item.

Analysis on the Problems in Writing References of Undergraduate Students’ Research Proposal

As a fundamental skill of academic writing, academic writers are supposed to be able to acknowledge all authors cited in their references. However, undergraduate students find it difficult. This research aimed at finding and describing problems in writing references done by undergraduate students. This research was carried out at Tanjungpura University, Pontianak, in the English Language Education Study Program, Teacher Training and Education Faculty. This research involved 16 undergraduate students academic year 2015. The objects of this research were the research proposals written by 16 undergraduate students. This was a descriptive qualitative study. Document analysis was used to gather the 161 references taken from the research proposals. Content analysis was the analysis instrument. The data denoted that problems arouse mainly from 5 major problems: 1). Improper way of writing in- text citation, 2). Improper way of writing reference list, 3). Not including page information in direct quotation, 4). Citation style inconsistency, 5). Indication of plagiarism. From these research findings, it can be concluded that commonly, the students of English Education of English Study Program, Teacher Training and Education Faculty, Tanjungpura University still have problems in writing citation and reference list.Keywords: Reference problems, Academic writing

An Analysis of The Students' Perceptions Towards The of Google Classroom in Pnline Classes

The purpose of this research is to identify and describe the perception of the sixth-semester students towards the use of Google Classroom in online classes. The subjects of this study were ten Regular A students, in the English Language Education study program, Universitas Tanjungpura. This study uses a quantitative approach with a descriptive study method. The data in this study were collected through a close-ended questionnaire which was divided into two sections, students' perception and features of Google Classroom. Furthermore, the data in this study were analyzed using descriptive statistics which were described and interpreted through diagrams and pie charts. The research findings show that most students have a positive perception of the use of Google Classroom in online classes. In addition, the feature that helps students the most in online classes is submitting assignments.Keywords: perceptions, Google Classroom, online classes

AN ANALYSIS OF THE STUDENTS’ MOTIVATION TOWARD ENGLISH LEARNING IN ONLINE CLASSES

The purpose of this research is to describe the students’ motivation toward English learning in online classes and investigate the types of motivation of the students. The data in this study were collected through questionnaires and interviews. The participants in this study were 125 students of the English Language Education Study Program, Universitas Tanjungpura, batch 2020 and 2021, REG A and PPAPK class. The research findings revealed, that most of the students of the English Language Education Study Program, Universitas Tanjungpura, batch 2020 and 2021 have a high level of motivation toward English learning in online classes on both types of motivation, intrinsic and extrinsic. The research findings showed that 94% of students are categorized as students with a high level of motivation, and the other 6% are categorized as students with a low level of motivation. Specifically, students are more extrinsically motivated than intrinsically with a total mean score for extrinsic motivation is 2.95 and for intrinsic motivation is 2.57. Several factors were found to influence students to have extrinsic and intrinsic motivation such as cost-effectiveness, accessibility, environment, career, facility, confidence, personal enjoyment, need, and preference. The findings of this research suggest pedagogical implications.

STUDENTS’ LIVED EXPERIENCES PRACTICING DIGITAL LITERACY USING YOUTUBE AS AN ENGLISH LEARNING TOOL

Technology integration transformed English learning, innovating tools and platforms that change educational dynamics. Among various digital platforms, YouTube emerges as a versatile global resource with extensive content for English learning. However, simply providing access to YouTube does not guarantee effective, safe use or learning. This phenomenological study explores the lived experiences of students in the English Language Education Study Program at Sanata Dharma University using YouTube to learn English. Students' lived experiences shown through their beliefs, feelings, actions, and decision-making on YouTube. This research examined how students practice digital literacy while learning English on YouTube and how these practices give meaning to their learning. Findings revealed experiences like evaluating video trustworthiness, collaborating with fellow YouTubers, creating videos, addressing safety and privacy concerns, and applying videos creatively for personalized language goals significantly impacted their learning. Students expressed positive attitudes about these digital literacy practices, emphasizing the benefits of self-paced access to authentic English resources. This study provides insight into how students leverage digital platforms like YouTube for language learning through critical digital literacy practices. The findings suggest implications for educators seeking to train students in determining credible information for learning through digital platforms, as this issue gained substansial participants’ attention.

STUDENTS’ PERCEPTION OF USING SOCIAL MEDIA IN WRITING ENGLISH AS A FOREIGN LANGUAGE

This study aimed to find out the perception of semester VIII students of the English Language Education Study Program at Universitas Tanjungpura about the most used social media for writing English as a Foreign Language. This study used a descriptive design and a quantitative method. To collect the data, the researcher used a survey through a questionnaire and interview. The population in this study was 81 students, while the sample was 39 students from classes A1, A2, A3, B1, and B2. The instrument for collecting the data was 28-item questionnaires and 4 main questions interviews. The result of this study was that students have positive perceptions with a total of 79%. Furthermore, from the data, it was found that the most used social media for English writing practice was Instagram with a total of 73%. Moreover, the reason students use Instagram to write English is caused by external factors and internal factors. Therefore, students perceive that Instagram is the most appropriate social media to practice English writing skills.

Development of the Brainstorming, Exploring, Talking About, Applying (BETA) Learning Model to Improve Social Studies Students' Critical Thinking

This research aims to develop a learning model Brainstorming, Exploring, Talking about, Applying (BETA) which is effective for every online and offline learning process and a combination of both. The research personnel involved 3 lecturers and 8 students from the English Language Education study program and the History Education study program, FKIP Mahasaraswati University Denpasar. Method research and development (R&D) is used to develop the BETA learning model. Research on the development of the BETA model has been carried out in several stages, namely model development, model testing and implementation of the learning model in the classroom as well as implementation of the BETA model through E- Learning. The BETA model can be implemented by teachers well in the classroom according to the stages of implementing the model, so that students' critical thinking abilities can be improved. It is hoped that research can be carried out on an ongoing basis to apply the BETA learning model in other schools with the aim of introducing the learning model widely in society so that it can improve students' critical thinking abilities. Developing E-Learning better so that it can reach all groups of teachers and students who use E-Learning.

An Analysis Of Students’ Problems In Writing Essays

This research aimed to describe the problems sixth-semester English students face in writing essays and determine the factors that cause the problems. This research was designed to be qualitative, with a descriptive study as the methodology. The subject of this researcher was the twenty students in the sixth semester of the English language education study program, faculty of teacher training and education, Universitas Tanjungpura in the academic year 2022/2023, taken as the sample of the research by using the purposive sampling. Document analysis, qualitative surveys, and interviews were used to get the data. Tools of data collection used were documents, open-ended questionnaires, and interviews. The findings revealed that students had problems writing essays, especially with organization, mechanics, grammar, and vocabulary. Besides, it was also found that the factors caused the problems in writing essays were lack of knowledge, loss of motivation and practice, "writer's block," lack of ability to find related information and facts, lack of ability in word choices and vocabulary mastery, and unsupportive environment.

Investigating pre-service teachers’ perceptions on readability tools: a case study in Indonesia

<span lang="EN-US">The readability tools allow us to measure the readability of a text. The previous studies have elaborated the use of readability tools to analyze reading materials, but it is relatively sparse regarding the teaching of readability tools especially involving the second language teaching education (SLTE) program as a context. Therefore, this study aimed to explore the acceptance of pre-service English as a foreign language (EFL) teacher upon readability text tools. It covers their acceptance towards the tools, the extent to how the pre-service teachers accept the Web-FX and Readability Analyzer as readability tools and seeks for participants’ concerns using the tools. The study was conducted at one English Language Education Study Program at in East Java, Indonesia, involving 33 third-year undergraduate students taking pre-teaching program. Having incorporated a qualitative data analysis approach on the students’ text analysis reports and interviews, the study revealed that the participants have positive acceptance of the tools for several reasons. Some final concerns from pre-service teachers after readability tools teachings are presented, including suggestions for future research related to readability tools.</span>

Reading Strategies Used By the Students of English Language Education Study Program

The purpose of this research is to investigate the reading strategies used by the sixth-semester students of English Language Education Study Program who have the highest grade in reading subjects. There were 37 students who participated in this research. The data were obtained through the Survey of Reading Strategies (SORS) questionnaires developed by Mokhtari and Sheorey (2002) and interviews with 10 students. The data were analyzed through descriptive statistics and qualitative analysis. The result revealed that students frequently used three categories of reading strategies: global reading strategies, problem-solving strategies, and support strategies. The students also used skimming, scanning and mind mapping strategies. Then, the most frequently used reading strategies were problem-solving strategies, followed by global reading strategies and support strategies. In conclusion, the students used various reading strategies to comprehend readings well.

Developing project-based e-module for contextual written language skills course at English language education study program

The ability to develop, project-based e-modules for the Contextual Written Language Skills course in a learning context into another learning context is anessential ability for students based on project-based learning. However, the learning pattern used is innovative learning, which can improve students’ skills and thinking abilities. The ability of project-based e-modules for the English lecturers to adapt their knowledge and skills from project-based e-modules for the Contextual Written Language Skills course to another course has been studied. This research focused on the presentation of discussion material that is not accompanied by an assignment or project or the systematics of preparing teaching materials and e-modules using project-based learning for Contextual Written Language Skills. The research used in this study is the Research and Development (RnD) development model by adopting the model Borg and Gall, which consists of 6 phases: 1) Gathering data and Information, 2) Need analysis, and 3) Material Design. 4) Validating by experts, 5) Revising, and 6) Final Product. The results of this study are based on an analysis of the needs of students who experience limited digital learning resources related to the material in the Contextual Written Language Skills course. Therefore, researchers are interested in developing textbooks in the form of e-modules to meet the needs of students and improve their learning outcomes. E-modules developed were validated by experts. Material expert validation had an average score of 88,61%, which was classified as very good. Media expert validation obtained an average score of 87,75% which was classified as very good. This means that the developed e-module is valid to be used in the Contextual Written Language Skills course.

Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar

This paper is based on a systematic literature review conducted to justify the introduction of a new course, 'English Language School Management' (ELSM), in the English Language Education Study Program (ELESP) at Universitas Negeri Makassar, Indonesia. The literature review involved a detailed analysis of academic sources relevant to English language education and management, identifying gaps in current academic discourse and practical educational needs in the post-Covid-19 context. Prompted by the implementation of the Merdeka Belajar Kampus Merdeka program, which necessitated curriculum revision, ELSM was developed. This course aims to provide ELESP students with critical insights into the operation and management of English language schools. These institutions are vital in non-formal education, as underutilized partners in teacher training programs, and as potential employment and entrepreneurial opportunities for graduates. The introduction of ELSM addresses a notable lack of focus on English language schools within Indonesian academic circles, despite their popularity and significant educational contributions. The development of this course is expected to enhance ELESP students' awareness of both the potential and challenges faced by English language schools, especially in the post-pandemic era.

Evaluating the Implementation of Project-Based Learning (PjBL): A Study at the English Language Education Study Program, Faculty of Education, Jambi University

The present study evaluated the implementation of Project-Based Learning (PjBL) by the lecturers at the English Language Education Study Program, Faculty of Education, Jambi University. Using information from 100 selected students through electronic email questionnaires with Likert’s 5 points-scale of frequency levels (never to always) concerning ten PjBL main principles, the results fell into the “good” category with an average score of (3.17). Principle 1 (Starting the class with driving questions/issues/problems); 2 (Students work independently in small groups based on a selected project); and 7 (The groups do project presentations for feedback) received the highest rate in the evaluation with an average score of (3.8) each, followed by the principle 4 (The groups discuss, pose, inquire, analyze, and evaluate issues or problems related to the topics) and the principle 9 (The students develop new soft-skills e.g. collaboration, problem-solving, critical thinking, and management skills) with the average scores of (3.5 & 3.2) respectively. The other principles such as “collecting information, facts, evidence, and data outside the classroom for the project work” (principle 5) and “receiving feedback and controls from the lecturers” (principle 6), still need to be improved and developed to achieve better results in the future.

Persepsi Santri Terhadap Kegiatan English Club Dalam Meningkatkan Motivasi untuk Berbicara Bahasa Inggris

In order to prevent other languages, such English, from receiving less attention or from developing as much for pupils at Islamic boarding schools, they are typically required to utilize Arabic in daily communication. The purpose of this study is to boost students' desire to use English through English Club activities. At the Thawalib Gunung Padang Panjang Modern Islamic Boarding School, Joint Field Practice or PLB students from the English Language Education Study Program at UIN Mahmud Yunus Batusangkar conducted this English Club activity. Three steps make up this English Club activity: the first stage involves supplying the necessary materials; the second stage involves practice and student performance; and the third stage involves evaluating the activity by speaking with students who have participated in English Club activities. The interviews revealed that many students were encouraged to speak English by English club activities, that some terms were challenging to read, and that English was not used frequently enough in daily life while they were attending the Islamic boarding school. Based on the results found in this research shows how important English Club activities are if carried out in Islamic boarding schools because apart from being able to speak Arabic, students can also master English.