English Subject Research Articles

Research on the Strategy of Developing Assessment Literacy of English Teachers in the Context of English Subject Key Competences

Research on the Strategy of Developing Assessment Literacy of English Teachers in the Context of English Subject Key Competences

Development of Character Assessment Instrument on English Learning FOR Junior High School Students

This research endeavors to address a pressing need in education, specifically, the development of a robust character education assessment tool for junior high school students in the context of English subjects. The primary focus of this study is producing character education assessment instruments in English subjects for junior high school students with good construction. This study is a research and development using the ADDIE development model. The instrument development process consisted of the analysis stage, the design stage, development stage, implementation stage and evaluation stage. The instrument developed is an assessment instrument on English subjects in the form of self-assessment, analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The instrument developed has met the validity and reliability requirements with the results of content validity shown by the Aiken index of 0.955 while the test results with CFA show the loading factor value on each item > 0.4 and the student character measurement model compiled is fit with the theorized model by proving the results of p-values = 0.056; CFI = 0.979; TLI = 0.972; RMSEA = 0.031; SRMR = 0.055 with the results of the reliability of the items in each dimension/factor > 0.7.

University Students’ and Lecturers’ Needs in General English Subject at PGRI Silampari University

University Students’ and Lecturers’ Needs in General English Subject at PGRI Silampari University

Implementation Of The Think Aloud Strategy To Improve The Skills Of Reading Narrative Texts For Class X-9 MAN 1 Pasuruan Regency

Until now, the reading culture in Indonesia is still among the lowest in the world. This has an impact on the low ability or reading skills of students. One of the solutions provided by the government to overcome this problem is to issue a unique GLS Manual Series related to the Think Aloud Strategy for high school level and equivalent. The research, which was conducted using the Classroom Action Research (PTK) approach, aims to apply the think-aloud strategy to class X-9 at MAN 1 Pasuruan in the even semester of the 2022-2023 school year. The formulation of the problems in this study include: (1) how is the think-aloud strategy practiced in improving narrative text reading skills in class X-9 MAN 1 Pasuruan? and (2) to what extent can think aloud strategy improve narrative text reading skills in class X-9 MAN 1 Pasuruan? Based on the results of the implementation of cycle 1 and cycle 2, the researcher concluded, first, the implementation of the think-aloud strategy in class X-9 MAN 1 Pasuruan can be fully (100%) practiced in accordance with the references or guidelines that have been outlined in the literature review. Second, the application of the think-aloud strategy can significantly improve the reading skills of class X-9 students of MAN 1 Pasuruan both in the knowledge (cognitive) and skills (psychomotor) aspects. In the cognitive element, there was a very significant increase from cycle 1 to cycle 2. The same thing happened in the psychomotor element, although not too significant. Thus the second and third indicators of success where the mean score of class X-9 on the cognitive and psychomotor aspects of > 80% is well fulfilled. There are several suggestions for further research, first, the think-aloud strategy is very feasible to practice in the teaching and learning process in English subjects (mapel) and also other subjects because this strategy is able to improve the quality of students' thinking in understanding the text being read. Second, modeling a new strategy is also very much needed as an initial guide or guide for students to make it easier to practice independently when reading other texts. Finally, further research is needed in other subjects, besides English, by using the think-aloud strategy or modifying it with other strategies.

Effectiveness of Online Learning in English Subject at Pangkalpinang state Junior High School during Covid-19 Pandemic

Effective online learning is virtual face-to-face learning carried out through communication and information technology by teachers and students since the emergence of the Covid-19 pandemic by fulfilling 5 indicators (management of learning implementation, communicative processes, student responses, learning activities and learning outcomes) which are supported by adequate infrastructure (Internet network, smartphone memory, internet quota) especially English language learning. Is the implementation of online English learning effective at Pangkalpinang State Middle School? remembering that there were several obstacles found in the field, namely difficult networks, full smartphone memory, insufficient internet quota, bad weather such as thunderstorms, and the absence of students' parents to accompany them during the learning process. This research is a mix-method research that uses a questionnaire distributed via WhatsApp as a data collection method. The questionnaire contains 8 closed questions and 3 open questions. The population contains all state junior high school students in Pangkalpinang. Samples were taken using cluster random sampling. The data analysis technique used is descriptive statistical analysis, the results of which are developed using qualitative analysis.

The Perceptions of Students and Teacher Challenges in Utilizing “Kejar.Id” at One of Vocational School in Serang Regency

The purpose of this study is to determine student perceptions and challenges faced by a teacher when using Kejar.id during the Covid-19 pandemic. This article uses qualitative descriptive methods with interviews, questionnaires, and documentation techniques to collect data. The data have collected from the twelfth-grade students and the English teacher which have learned using Kejar.id in English subject. The researcher himself is the instrument of this research to analyze the data from participants. The research findings showed that mostly students gave good perceptions about Kejar.id. The students said that the use of Kejar.id helped them in terms of student administration, checking learning progress, accessing virtual classes, the learning process and assessment, meanwhile, the problem experienced by students was the network. Furthermore, the results of interviews conducted with the teacher showed that there are four problems arose in using Kejar.id, namely teaching learning styles and culture challenges, pedagogical e-learning challenges, technological challenges, and time efficiency challenges. The results of this research indicated if students gave the positive perceptions in using Kejar.id also the teacher have faced several challanges when using Kejar.id as learning management system in English classroom

Availability of English Textbooks on Influencing Teachers' Effectiveness in Community Secondary Schools in Rombo District, Tanzania

The study investigated the availability and influence of English textbooks on teaching and learning effectiveness in community secondary schools in Rombo District in Kilimanjaro region. The study was guided by the System Resource Theory on Organizational Effectiveness developed by Yutchman and Seashore (1967). A convergent parallel design involves a collection of both quantitative and qualitative data from 150 respondents, including 10 heads of schools, 20 English subject teachers, and 120 students, obtained through purposive and stratified random sampling techniques. Data were collected through questionnaires, interview schedules, and documentary reviews whose validity and reliability were established. Descriptive and inferential statistics were used to analyze quantitative data, which were summarized into frequency and percentage. The study found that the policy of student – English textbook policy ratio is implemented by different means, including encouraging teachers to use the available English textbooks, providing English textbooks in schools, giving homework to students, and improving the learning process in various ways, such as testing students after reading a passage, giving assignment, instruction and activities to students. The study concluded that, despite the shortage of English textbooks in community secondary schools, their existence brings effective learning and teaching in English language subjects. The study recommended that the government should provide enough English textbooks to the community secondary schools to ensure a good student-English textbooks ratio policy is achieved. Also, heads of schools should provide clinical supervision to teachers to exhaust English textbooks during the teaching process since some schools have textbooks that are not utilized effectively in teaching and learning activities.

Factors Influencing Sttudents’ Speaking Passivity on Social Media

Speaking is one of the essential skills that every individual, especially students, must possess to support their other abilities. In this highly modern era, social media needs to be explored, particularly concerning students' speaking skills. Many students remain passive when speaking through social media. This case is intriguing to explore and investigate. This research aims to investigate the factors that can influence students' speaking passivity on social media, using a qualitative approach. Data were obtained by interviewing the English subject teachers of the 10th grade in a private high school in Surabaya. The researcher found that several factors influencing the speaking passivity of 10th-grade students include fear of making mistakes, bad pronounciation, and a lack of vocabulary. The results of this research can serve as a reference for both students and teachers to study solutions for these factors.

Assessment Evolution: Crafting Diagnostic Tests to Empower the Independent Curriculum in English Education at MTs Negeri 5 Brebes

Diagnostic tests are essential in the English language curriculum for Class VII at MTs Negeri 5 Brebes, especially within the framework of an independent curriculum. This research, employing a Research and Development approach and adapting the ADDIE model, aimed to explore the implementation, design, and development of these tests. Engaging 32 students, the study focused on the feasibility of diagnostic tests for 'My School Activities' material, utilizing the V Aiken formula for data analysis. The research revealed that while diagnostic tests under the independent curriculum align with previous curricula (KBK, KTSP, 2013), they uniquely emphasize cognitive and non-cognitive diagnostics. The design of these tests is detailed, starting from Phase D English learning outcomes to validation of test question instruments. Notably, the development of the diagnostic test model proved effective for use in Class VII English subjects, as evidenced by high validation results, achieving a V score of 0.81 in the range of 0.80-1.00. This comprehensive model includes aspects such as the independent curriculum structure, English language learning, differentiated learning, teaching aids, and assessment methods. The study underscores the importance of diagnostic tests in identifying individual learning needs, thus supporting differentiated learning and enhancing the overall educational experience for students in English language learning.

중학생의 시험 불안이 영어 학업 성취에 미치는 영향

Objectives This study aims to identify the relationship between learners' test anxiety and the Dunning-Kruger effect while seeking metacognition, a research trend that has recently received increased attention. The purpose of the study is to confirm whether test anxiety and the illusion of competency that middle school students gain during written English language exams are real, and to analyze and demonstrate how these variables affect academic performance (midterm/final).
 Methods Test anxiety was measured using the ARTS, a test anxiety scale, among second-grade learners at a coeducational middle school. To verify the Dunning-Kruger effect, a survey was conducted one week before the midterm and final exams to collect expected scores in English subjects. The difference score, the gap between expected and actual scores, was used to confirm metacognitive abilities and the illusion of competence.
 Results It was confirmed that test anxiety has a significant negative effect on academic achievement, and a negative correlation between expected scores and actual scores was also confirmed. The Dunning-Kruger Effect, in which the ‘high’ group underestimated and the ‘low’ group overestimated, was observed in the same way as in previous studies. It was observed that the illusion of competency in the final exam was reduced through the simple procedure and experience of checking their scores on the midterm exam, and it was discovered that metacognition can be learned and improved.
 Conclusions It was confirmed that test anxiety exists among middle school English learners. In the divided quartile groups, the ‘high’ group has low test anxiety but underestimates their abilities, while the ‘low’ and ‘low middle’ groups have high anxiety but are overconfident about their abilities. We propose follow-up research to identify trends that occur regardless of subject or grade, as well as research on educational measures that can relieve test anxiety while remaining humble and accurately assessing one's own status.

On null-subject languages and the Overt Pronoun Constraint: A comparison of English, Mandarin and Japanese

This study reports on findings from two experiments investigating the interpretive patterns of overt pronouns in an embedded subject position with three types of matrix subjects (i.e. a referential NP, a quantified NP, or a wh-phrase) in Mandarin, English, and Japanese. According to the Overt Pronoun Constraint (OPC), overt pronouns in null-subject languages cannot have bound-variable interpretation, i.e. they cannot be bound by a quantified NP or a wh-phrase. This constraint has been assumed to be universal and accessible for learners at early stages of second language (L2) acquisition. The results of Experiment 1 show that, although Mandarin is a null-subject language, Mandarin and English native speakers as well as L2 learners of both languages demonstrated similar patterns of interpretation, accepting both coreference readings and bound-variable readings, the latter being contrary to the prediction of the OPC. The results of Experiment 2 show that Japanese native speakers differed from Mandarin native speakers in that the former accepted both coreference readings and bound-variable readings at chance levels. These findings clearly demonstrate that the OPC cannot be characterized as a property of null-subject languages generally, given the lack of effect in Mandarin, and there are cross-linguistic variations in interpretive patterns for overt pronouns among languages that exhibit the effect.

How Mr. Bean Film Influence Student’s Engagement in Learning Tenses

This research concentrates to analyze student’s engagement in learning English in online environment amid Covid 19. Mr. Bean film used in this study to help students understand English tenses for EFL classroom. A random choice of English subject was made with 21 students from Technique Information of Computer Science faculty at Universitas Al Asyariah Mandar Indonesia. The English tenses content and language level difficulty based on a Mr. Bean film was chosen in teaching were: simple present tense, present continuous, Present perfect, past simple. They looked at the Mr. Bean film, analyze the tenses, re write the tenses in sentences then create their own tenses. After the film, the participants replied to material understanding and questions by retelling on their video. The collected data were subject to descriptive qualitative. The findings showed that Mr. Bean film have a positive effect on English understanding of tenses content. It can be argued that the participants better understand the English tenses with film. In addition, it is found in this study student’s engagement increase and they were motivated to learn English tenses. The teacher's pedagogy is to use a certain Mr. Bean film to enhance the student’s motivation, engagement and help to be easier to understanding tenses.

Implementation of Small Group Discussion Method as an Effort to Improve Student Learning Outcomes in English Subjects for Junior High School

This research is classroom action research with two ( II) cycles which aims to determine the improvement in learning outcomes and responses of class IX-B students at SMP Negeri 21 Surabaya in learning the material. Agreement and Disagreement through models Small Group Discussio n . Data collection methods include observation, questionnaires and tests . Subject study is participant educate class IX-B SMPN 21 Surabaya Academic Year 2023/2024. Object study is enhancement results learn and respond students on the material Agreement and Disagreement through models Small Group Discussion. Research result showing that in cycle I the percentage completeness Study student reached 64% and rising to 88% in cycle II. Response student to application method Small Group Discussion showing positive response . _ Therefore can concluded that application method small group discussions can increase learning outcomes and student responses _ significant to the eye Middle School English lessons This research is classroom action research with two ( II) cycles which aims to determine the improvement in learning outcomes and responses of class IX-B students at SMP Negeri 21 Surabaya in learning the material. Agreement and Disagreement through models Small Group Discussio n . Data collection methods include observation, questionnaires and tests . Subject study is participant educate class IX-B SMPN 21 Surabaya Academic Year 2023/2024. Object study is enhancement results learn and respond students on the material Agreement and Disagreement through models Small Group Discussion. Research result showing that in cycle I the percentage completeness Study student reached 64% and rising to 88% in cycle II. Response student to application method Small Group Discussion showing positive response . Therefore can concluded that application method small group discussions can increase learning outcomes and student responses significant to the eye Middle School English lessons

The Implementation of Differentiated Learning in Merdeka Curriculum In Learning English at High School

An independent curriculum is a policy of learning program designed to restore the national education system. It enables schools, teachers, students, and all school resources to innovate, be creative, and learn independently. Teachers are the main drivers in this process. In differential learning, teachers choose the material to be taught taking into account students' readiness, interests, and learning styles. Currently, educators are more inclined to use conventional learning approaches. In this case, a teacher-center learning approach is used rather than a student-centric learning approach. The aim of this study is to find out how differential learning is used in an independent curriculum for English courses in high school (SMA). The study uses qualitative descriptive methods. The results of this study show that differential learning can be applied in an independent curriculum to English subject.

The Importance of Digital Literacy in Improving Students' Skills in English

Pandemic Indonesia believes that Indonesians still experience "technology stuttering", especially in the education sector, where technology is scarce due to the availability of technological equipment. The phenomenon of pandemic situations makes online learning difficult for teachers and students because they do not have enough skills to implement online learning. This affects the quality of the learning process and the results of students in school, especially in English subjects. The purpose of this study is to observe the digital literacy skills of high school students in Bengkulu. This study was based on descriptive qualitative semi-structured interviews to investigate 21 students. The use of digital literacy in learning English was used in those interviews, and the results of the interviews are discussed in the journal. Digital literacy is a student's ability to search for information on the Internet. In addition, digital literacy allows students to choose information carefully. This study shows the student's ability to find appropriate information in their English material. In addition, this study explains the importance of digital literacy, especially for ESL students, and how to use English digital literacy in the post-pandemic situation in Indonesia.

Retelling as a Strategy in Enhancing Students’ Reading Comprehension of Recount Text; A Classroom Action Research

The goal of this study is to improve students' reading comprehension of recount text. It was implemented in the second grade of MTs Bustanul Ulum in Pekanbaru. This study included 30 students who had difficulty understanding recount text. As a result, the majority of them did not meet the English subject's minimum criteria. It seeks to determine whether the Retelling strategy can improve students' reading comprehension of recount texts, as well as what factors influence it. This was a two-cycle action research study. Each cycle included four meetings. The researcher and collaborator worked together to collect data through observation, field notes, tasks, tests, and interviews. The study discovered that implementing a retelling strategy could improve students' reading comprehension of recount text. This conclusion was reached based on an increase in the students' mean score in recount text reading comprehension tests from cycle I to cycle II. Furthermore, it was discovered that the material provided, the teacher's ability to guide and explain the material well, the students' motivation, and the appropriate strategy all influenced the change in students' reading comprehension of recount text. To summarize, the implementation of a retelling strategy improves second-year students' reading comprehension of recount text at MTs Bustanul Ulum, Pekanbaru

Improving Students’ Vocabulary Mastery through Fun Thinkers Media

This research examines the vocabulary knowledge abilities of autistic students in English subjects at SMP Negeri 3 Hutabayuraja. According to Zuchdi (1995: 3-7) vocabulary mastery is a person's ability to recognize, understand and use words well and correctly by listening, speaking, reading and writing.The research's formulation of the issue is "Does vocabulary knowledge skills be improved through Fun Thinkers media for the first year Autistic students of SMP Negeri 3 Hutabayuraja". The purpose of the current research is to ascertain whether linguistic abilities among autistic pupils have increased as a result of exposure to Playful Philosophers materials. The method of gathering information is being tested. Five autistic children in class VII at SMP Negeri 3 Hutabayuraja served as the study's participants. This research uses an experimental method, namely using Single Subject Research (SSR) with an AB design. The usage of Fun Thinkers media can enhance vocabulary knowledge abilities for the first-year Autistic students at SMP Negeri 3 Hutabayuraja, according to the findings of the data analysis and.discussion above. It.can be seen that.the.provision of interventions in.the form.of Vocabulary Learning through fun thinkers’ media shows an increase in scores for RH students and the improvement obtained is quite good.

Communicative Classroom English of Pre-service Teachers

Classroom language shapes the way teachers communicate/ Interact in the classroom. Based on medium of Instruction the teacher has to be aware of the language phrases and expressions appropriate for the classroom situations. The NCF National Curriculum Framework (2005, 2009) of India mentioned the need of classroom English for teachers. The importance of classroom communication is highlighted in the B.ED. syllabuses prepared by the NCERT (National Council for Educational Research and Training) and SCERTs (State Council of Educational Research and Training). The present study considers the need for classroom English for pre-service teachers before they enter the profession. Previous research studies included testing of the classroom English language proficiency of in-service teachers of English subject. In addition to that, current study focuses on pre-service teachers of all subjects and their awareness of classroom English. For this purpose an online test was conducted with 36 pre-service teachers from different B.Ed. Institutions, Telangana and Andhra Pradesh, India. The results indicate that pre-service teachers should be given training to raise their awareness of Communicative English language phrases and expressions used for different classroom situations such as classroom management, content delivery, and feedback. The study has got implications for verbal and non-verbal classroom communication, and use of L2 (Second language) for classroom purposes.

Research on the Effectiveness of English Unit Homework Design Based on Big Idea in Junior High School

Homework is a crucial aspect of curriculum that reinforce and expand upon classroom teaching and guide teachers in improving their instruction. After many years of reform, China’s curriculum has entered the era of core competence which should be taken by homework as its ultimate goal. Traditional homework often focuses too much on repetition and quantity over quality, potentially reducing students’ enthusiasm for learning. With the “Double Reduction” policy, homework must now focus on educational value with reduced quantity and higher quality. In this study, the integrated unit design of English homework based on big idea is introduced to the English course of junior high school, trying to verify its effectiveness in helping achieve the core competence of English subject from the perspective of homework. The research involved eighth graders from a Chengdu middle school and used core competency tests from the Jinjiang District for pre- and post-experiment data. Interviews with students and teachers showed a positive reception to this new approach. Despite some limitations, the study suggests that homework based on big idea can effectively boost English core competencies in middle schoolers.

MENTORING IN INTEGRATING HOTS (HIGHER ORDER THINKING SKILLS) IN READING ASSESSMENT


 High Order Thinking Skills (HOTS) have been a topic of discussion among educators in Indonesia in recent years. The awareness of the importance of making test questions that contain HOTS is getting higher after seeing the test results of Indonesian students in several international standardized test events such as the Program of International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). It is a fact that PISA test and evaluation, the performance of Indonesian students is still relatively low. Consecutively, the average achievement scores of Indonesian students were ranked 62, 61, and 63 out of 69 countries evaluated. The fact drives this community service is done to enhance teachers’ competence in integrating HOTS into assessment, particularly in reading skills. The aim of this community service is to mentor Senior High School teachers who teach English Subjects with advanced skills to construct item tests that emphasize higher-order thinking skills in reading skills. The methods employed to achieve the goal are mentoring and focus group discussions. The result of this supervision is the increased ability of teachers in developing assessment of reading skills. This can be seen when the initial observation of the assessment of learning collected and analyzed was seen to have HOTS elements only 50%, and after the supervision and Focus Group Discussions were held, the ability was seen to increase to 80%, which means that the reading assessment created by Wijaya Putra High School teachers contain HOTS questions much higher than the initial conditions. In conclusion, this service activity is able to improve teachers' skills in developing HOTS-in reading assessments.