Indonesian Secondary School Research Articles

TEACHERS' PERCEPTION ON ONLINE LEARNING OF ENGLISH FOREIGN LANGUAGE IN THE POST COVID-19 PANDEMIC

A global pandemic caused by Coronavirus or Covid-19 gave horrible impacts toward many important sectors, including education. This global crisis including Indonesia, forced educational institutions to switch their teaching methods into online teaching and learning for around two and a half years. In the post Covid-19 pandemic, the education was back to normal where schools and university accepted students to learn in the classes. Therefore, the use of online learning that was important during Covid-19 pandemic, might be useful to give variation in learning process in the post Covid-19 pandemic. This study was conducted to explore teachers’ perception on online learning of EFL in the post Covid-19 pandemic. The participants were 21 EFL teachers from university and secondary school in Indonesia. This study used a qualitative descriptive approach with online questionnaire. From the finding and result, it showed that teachers considered EFL online learning was still important because online learning provided flexible time in scope of teaching. Furthermore, the contents or materials of online learning could be saved on the internet for long time and could be seen or accessed again. In conclusion, EFL online still gave positive impact towards students and teachers in the post Covid-19 pandemic.Keyword: Post Covid-19 pandemic, EFL, perception, online learning

Senior High School Students' Perceptions about the Use of Smartphones as English Learning Media

in this research, the researcher focused on the students’ perception on the use of smartphone as an English learning media especially for Indonesian Secondary High School (SMA) students. This is the type of concurrent mix (combination) research whose qualitative method is more highly used than its quantitative method. Data collecting techniques in this research are survey study with Likert-scaled questionnaire, direct observation, and interview. The survey results then classified and ranked statistically to know the frequency level of the smartphone use in learning English as well as to encounter students’ perception on it. To present more comprehensive data and information, the research result then quantitatively illustrated in an appropriate chart or diagram, and qualitatively described in narrative form. The implication about the use of smart phone is presented as well to give more insightful view for the students or teachers about how to maximize the advantages of smart phone media in learning English.

Employability of students in vocational secondary school: Role of psychological capital and student-parent career congruences

The main problem of vocational secondary school graduates is unemployment or inactive youth. Apart from developing their ability, external support, particularly from their parents, is also important for students in a collectivistic country like Indonesia. Therefore, this study aims to predict the role of psychological capital and perceived student-parent career congruences to the employability development of vocational secondary school students. Participants were 317 final-year students from rural private vocational secondary schools in Indonesia, 46.23% male and 31.76% female. They were 17–19 years old, mean age of 17.21 and standard deviation of 0.64. The data were analyzed by hierarchical regression analysis. We found that psychological capital and student-parent career congruences were indeed significantly correlated with employability development in the vocational secondary school students. These findings are beneficial for vocational schools in preparing the school program to improve students’ psychological ability and work readiness. The results also give some insights for parents to provide facilitative support for their children to make them more employable as vocational graduates.

Teachers’ Talk and Students’ Attitude in Learning English at Secondary Schools in Indonesia: A Correlational Analysis

Teachers’ talk is a key tool for engaging students in learning. This research is carried out to examine the correlation between students’ attitude and teachers’ talk in learning English at secondary schools in Indonesia in which English is taught as a foreign language. These two aspects are substantial when learning objectives are to be achieved. Unlike the previous studies that focused more on the nature of teachers’ talk and its effect on the development of specific language skills, this study scrutinizes the interrelation between teachers’ talk and one of the individual differences possessed by language learners, i.e., attitude. Two research questions are formulated to be answered by this study. First, what types of attitude possessed by the learners and how they are classified? Second, how does teachers’ talk correlate with the learners’ attitude in the attempt of achieving the learning goals? A quantitative approach is applied in this study involving learners of two secondary schools, namely, SMAN 6 and SMKs Harapan Bangsa as research population in Sidrap, a district in South Sulawesi Province, Indonesia. The researcher used purposive sampling technique in choosing 160 research samples from these two secondary schools. The data were collected using questionnaire and a set of hypotheses testing is utilized to measure the normality, linearity/regression, validity, and the reliability of the instrument. Pearson correlation value formula by Pearson was used to determine whether correlation existed between teachers’ talk and students’ attitude in learning English. The result of the analysis shows the correlation coefficient between teachers’ talk (X) and students’ attitude (Y), which confirms that both variables have correlation, which was interpreted as fair. The Pearson correlation value, which in this case is 0.350, shows a tenuous positive correlation. The implication of this study lies on the importance of teachers’ talk in shaping the learners’ attitude, which in turn leads to the success of language learning.

TRANSLINGUAGING IN EFL CLASSROOM AND ITS IMPACT ON STUDENT'S PERFORMANCE AT A SECONDARY SCHOOL LEVEL: A SYSTEMATIC REVIEW

Translinguaging is a phenomenon of language use where the people are bilingual or multilingual. Tanslinguaging occurs in the community and schools, both rural and urban areas. At the Indonesian secondary school level, the learning of English as a foreign language (EFL), teachers and students at schools use the target language (English) and the Indonesian language as the official language in the education system. But, local languages also occur and are used in schools for the students who have their local language, including in rural schools. This article uses the literature review method to analyze the use of translanguaging (Indonesian language, local language, and English) in EFL classrooms at schools and its effects. The author collects several national and international journals. The journal was compiled purposively, which related to translanguaging at schools. The literature review found that translinguaging in the EFL classroom influences students' performance with multilingual backgrounds (Indonesian language, local languages, and English). Therefore, translinguaging-based instruction is considered good if applied to learning English as Foreign Language (EFL).

Reconstructing Grammar Exercises: A Systemic Functional Grammar Approach

Despite the sufficient amount of language textbook analysis studies that have been conducted, little attention focused on grammar exercises analysis presented in the Indonesian junior high school English textbooks that facilitated the students to make meaning where functional grammar principles were adopted. This current study nuanced education artifacts analysis. The researchers intended to reveal to what extent the English grammar exercises present functional grammar exercises. Moreover, The study provided a practical suggestion to teachers, textbook developers, and language practitioners to revise and include the functional grammar approach in designing English grammar exercises. Anchored into critical document study, this study focused to find the representation of functional grammar exercises portrayed in an English language textbook where the mandated English language curriculum endorses genre-based and text-based language pedagogy in an Indonesian secondary school context. Two analytical tools were combined (i.e. transitivity analysis and critical discourse study) to reveal the existing English grammar exercises. The findings present a total of 88 English grammar exercises found in the textbook. However, 28 English grammar exercises indicated activities for the student to make meaning. The result provided a critical suggestion for grammar exercises revision that facilitates students to make meaning and understanding the social practices of the language. However, this study only provided a textbook analysis, further studies possibly focus on action studies where the functional grammar exercises were implemented in classroom activities.

The Effects of Textual Enhancement Technique on the Acquisition of Comparison Degrees of Indonesian Secondary School Students

Textual enhancement technique is a technique that refers to the specific linguistics target through the text. The main purpose of this study was to determine whether the technique of using textual enhancement affects the students' grammar mastery, especially in the comparison degree material. Comparison degree is the process of comparing things, persons, or places through the level of quality, or relation and is formed by adjectives and adverbs. This research method was quantitative in the form of a pre-experimental design. There were 40 Indonesian Secondary School students participating in the study. They were randomly assigned to one control and one experimental group by 20 participants in each group. During the four-week period of the current study, the participants received the instructions and treatment. Then the experimental group was exposed to comparison degrees presented with four different textual enhancement techniques. The control group was exposed to comparison degrees used with a different technique (traditional technique) in teaching activities. The data were collected after instructional sessions during the four weeks through paragraphs focusing on comparison degrees production written by the participants. After the treatment, a comparison degree was also administered to the control group, as a posttest. The results showed that the textual enhancement technique can be an alternative strategy in learning English, significantly affecting Indonesian secondary school students’ comparison degrees.

Developing Multimodal Mindful Material for Secondary School in Indonesia Post Covid-19 Pandemic

This article determines the students' perception towards the usage of multimodal in learning activities, especially English language in the class. The long pandemic has changed the students' learning style, making them back pushed into the usual classroom activity when they are offline but with some upgrading innovation. With the multimodal mindful material approach through student workbook (LKS). Media that are familiar with offline class students will adapt to the usual learning atmosphere but can still ensure that students have a broad learning experience and a free learning style. Therefore, it is possible for the teacher to accept their different learning abilities. The subjects of this research are 25 ninth grade students of SMPN 15 Malang using research and development methods. Data analysis taken with questionnaire, observation, and documentation with reference model ADDIE (Analysis, Design, Development, Implementation and Evaluation.)

Teachers’ Metamorphoses: A Narrative Inquiry into Indonesian Secondary School Teachers' Resilience during the Covid-19 Pandemic

The Covid-19 pandemic has been going on for a while, as the virus was first discovered back in late 2019. Education is one of the most impacted sectors during the pandemic, where teachers around the world are expected to change their approaches, making sure that students are still able to learn without attending school and have ‘normal’ learning circumstances. Through this research, we investigate how teachers convey their teaching experience during the Covid-19 pandemic and how resilience appears in the teachers’ stories. Therefore the research question is how resilience appears in the teachers’ stories about their teaching experience during the Covid-19 Pandemic. The result of the study shows that all participants have reached growing phases through adversity (the Covid-19 pandemic) according to Pattterson & Kelleher's (2005)’s four-cycle phase of resilience.

Recount Text in EFL Vocational School: A Thematic Structure Analysis

Recount text is a staple material taught in the first year of Indonesian secondary schools yet research on this dominant ELT unit is limited despite the common observation of many students struggling to produce a well-written recount text. To address this research gap and problem, this study conducted a textual meaning analysis in the texts written by tenth-grade Vocational School. This study aimed to figure out the types of themes shown in 14 recount texts written by 14 students from two different vocational schools with other majors. The approach used the content analysis method and belonged to descriptive qualitative research. Content analysis is used as the technique to analyse the data considering Eggins’ 1994 Systemic Functional Linguistics (SFL) theory. The analysis revealed that most of the themes used are Unmarked Topical Themes. Every student has a different way of delivering messages in the Recount text that they made. Moreover, the researchers found Marked Topical Theme, Mood Adjunct Interpersonal Theme, Conjunction Textual Theme, Conjunctive Textual Theme, Continuative Textual Theme, and Multiple Theme. The result of the present study is hoped to provide insights, gained from observing patterns of Theme and Rheme relations, for secondary English teachers’ endeavours to help improve students’ cohesion.

THE IMPORTANCE OF MOBILE LEARNING (M-LEARNING) ACTIVITIES TO ENHANCE STUDENTS’ LEARNING ENGAGEMENT IN INDONESIAN SECONDARY SCHOOLS

Mobile technologies have been considered a valuable tool to enhance various learning practices. Therefore, this paper critically evaluates existed literature reviews in regard to the importance of the related learning tool to increase students’ learning engagement in Indonesian secondary schools. In particular, this paper attempts to examine how mobile learning activities provide more advantages instead of the disadvantages in the classroom. Furthermore, this research also discusses the possible challenges in the implementation of M-learning and evaluates M-learning activities in the learning process. Ultimately, the paper concludes that M-learning activities play essential roles to offer various benefits to students’ learning engagement in the Indonesian secondary school context. For instance, developing students’ personal development, triggering students to work collaboratively and providing flexible learning.

THE IMPLEMENTATION OF CODE MIXING AND CODE SWITCHING IN EFL CLASS

Language plays a crucial role in communication. English is regarded as a foreign language and is a required subject, particularly in Indonesian secondary schools. Every citizen spoke at least two languages, namely their mother tongue or regional language (B1) and Indonesian (B2). Despite the fact that they also use mother tongue or regional language in daily life to express respect and familiarity with interlocutors from the same group, Indonesian is typically used in both formal and informal contexts. This means that Indonesian students have limited exposure to English because English is only used in formal contexts and is rarely used outside the classroom. In language classrooms, code-switching is a strategy used to facilitate conversation. However, code-switching and code-mixing can help students improve their English speaking skills. The purpose of this study was to investigate how teachers and students implement code switching or mixing in EFL classrooms. This research method employs qualitative research by describing and identifying patterns directly associated with particular phenomena. The outcome demonstrated that code switching or code mixing in EFL classrooms can be an effective educational strategy.

English Phonological Modification of Teacher Talk for Indonesian Secondary School Students

Phonological modification of teacher talk is one of crucial things in teaching English as a foreign language for secondary school students. It aims at providing a comprehensible input and language model for students within the efforts of creating effective and meaningful teaching and learning activities designed. Therefore, this study is to explore the ways of employing English phonological modification and the reasons for using it for teaching secondary school students. To gain the data needed, the researcher applied descriptive qualitative research to explore the phenomenon in EFL classroom interaction involving three English teachers who perform their teaching at two different secondary schools in South Sulawesi, Indonesia; SMA Negeri 1 dan 2 Parepare. A direct classroom observation entailing audio recording and interview were utilized to gain the data and analyzed based on the conversational analysis framework. The data analysis reveals that EFL teachers regularly modify their English phonology by using four distinctive features, namely it is more extended pauses, slow rate of speech, exaggerate articulation, and clear articulation. Moreover, these modifications occurred in three numbers of reasons for emphasizing the presented materials, providing understandable and comprehensible input, and modeling the students to the target language. Those findings are taken into account that the use of phonological modification accelerated students’ comprehension in learning English.

Indonesian Students’ Mathematical Literacy And Attitude

This study aimed to analyze gender differences in mathematical literacy and attitude among secondary school students in Indonesia. This study also assessed the correlation between mathematical literacy and attitude. Secondary data set of PISA Mathematic 2012 was used in this study. The participants of the survey were 5622 Indonesian secondary school students (2860 females and 2762 males). The findings of this study were as follows. Firstly, the study found evidence that compared to females (m=22.6%), male students (m=23.2%) had significantly higher scores in mathematical literacy (p  0.001, t = -1.630, df = 5542.617). Secondly. there was no difference between male (m=3.07) and female students (m=3.06) in mathematical attitude (p = 0.73, t = 0.431, df = 3716). Lastly, this study found that there were no linear correlations between mathematical literacy and attitude (p = 0.982, r < 0.001).

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

Barriers of Teaching English Amidst the COVID-19 Pandemic: Voices of English Teachers in Indonesian Secondary Schools

The present study aims to explore a dozen barriers of teaching English in Indonesian secondary Schools amidst the COVID-19 pandemic. The qualitative study documents the teaching experiences of English teachers at Indonesian Junior high schools. By employing a purposive sampling technique, the writer collected data through semi-structured interviews with three English teachers in Indonesian secondary Schools. The result of the study evidence that the barriers of teaching English encountered by them amidst the COVID-19 pandemic cover the difficulties of controlling learning activities among students, the difficulties of providing feedback of English materials because of the distance, the constraints of signal and quota, the difficulties of identifying the progress of students’ learning at once and the students’ boredom during joining online class, ineffective assessment of English materials through e-learning, lack of preparation among English teachers and students in using e-learning, the difficulties in meeting students’ need, lack of training, support and technical expertise. This study has offered an implication of promoting successful English learning by providing innovative teaching media for English teachers and the need of better engagement among students in joining English class amidst the COVID-19 pandemic.

The Impact of Digital Literacy and Social Presence on Teachers’ Acceptance of Online Professional Development

The global COVID-19 pandemic has created the urgent need for online instruction throughout all levels, including teacher professional development. As we move beyond the survival phase of remote teacher professional development, it is critical to well understand teacher acceptance and continued use of online professional development. Digital literacy and social presence (SP) have been widely studied to understand online teaching and learning process. However, there is a dearth of studies that examine the impact of digital literacy and SP on the acceptance of online teacher professional development (OTPD). This study aimed to examine if digital literacy and SP affected secondary school teachers’ acceptance and continued use of OTPD. A quantitative method was employed with two hundred and thirty-two Indonesian secondary school teachers completed a 48-item questionnaire based on an extended technology acceptance model and teacher digital literacy framework. Data were analyzed by structural equation modeling. The findings showed that digital literacy and SP significantly affected teachers’ acceptance of OTPD. Therefore, this study suggests that the proposed model is valid to explain teachers’ engagement in OTPD. The results have implications for educational leaders, designers, and facilitators who want to promote online professional development.

ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL LEARNERS: IN SEARCH OF CAUSES AND SOLUTIONS

In the last few decades, foreign language speaking anxiety (hereafter, FLSA) has been a debatable investigative issue among linguists and TESOL practitioners. One of the most salient factors is it generates an incapacitating impact for speakers to communicate orally in English as a foreign language. However, delving learning activities as a cause of FLSA and its solutions, notably in Indonesian secondary school level remains scarce. To fill the void, this study scrutinized the specific learning activities causing learners’ FLSA in the classroom and the solutions to resolve them. Three junior high school learners were recruited as the participants. The data were collected through semi-structured interviews and analyzed thematically (Braun & Clarke, 2006). On the one hand, the findings outlined that the students suffered from FLSA when they engaged in questions and answer session of the classroom English language learning activities and speaking performance activities. On the other hand, the solutions of such FLSA encompassed focusing on the learning process and ignoring the disruptive behaviour of their classmates. Pedagogically, creating a less anxious atmosphere of learning English speaking practices enables students to successfully acquire English language skills (e.g., speaking) and adapt to appropriate social and academic milieu.

TASK-BASED LANGUAGE TEACHING (TBLT) TO INCREASE ENGLISH SPEAKING SKILL OF INDONESIAN SECONDARY HIGH SCHOOL STUDENTS

The aim of this study is to investigate the benefits and challenges of Task-Based Language Teaching (TBLT) in the development of students’ speaking ability in Indonesian Secondary School Context. This study used comprehensive literature review from various sources. From the discussion, it is informed that TBLT is useful to increase English speaking competence of students. Firstly, TBLT is applicable to fosters students’ oral fluency. Secondly, TBLT can improves the speaking accuracy of students. Thirdly, TBLT helps students to enhance their speaking confidence. However, several challenges need to be addressed by the English teachers in order to use TBLT effectively. The finding of this study provides valuable literature for English teachers in Indonesia regarding the use (benefits and challenges) of TBLT to teach speaking skill.

A Comparative Study Between Islamic and Public High Schools on Multicultural Self-Efficacy

Having adequate multicultural self-efficacy enables students to get along, learn, and collaborate confidently and harmoniously with culturally diverse peers in any school setting. However, there is only a small number of research on this matter for the dual types of Indonesian secondary schools. The objective of this study was to compare Islamic and public high school students on multicultural self-efficacy. A 36-item Multicultural Self-Efficacy Scale for High School (MSES-HS) measured the multicultural self-efficacy of 246 Islamic and Public high school students in an online survey. It consisted of cultural insight, communication, cultural value, cultural awareness, and flexibility subscales. Results indicated that most of the students’ multicultural self-efficacy in both schools fell from a moderate to the highest level, except for small numbers at a low and a lower level. The current study found that the multicultural self-efficacy levels of Islamic and public high school students were not different significantly. In terms of differences by grade levels and gender, the study indicated similar results. The study highlighted findings to guidance and counseling services and suggestions to expand the investigation.