Indonesian Senior High School Research Articles

The Representation of Global Competence in a Senior High School English Textbook in Indonesia

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.

Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.

The Influence Of Self-Confidence On Mathematical Problem Solving Ability Of Senior High School in Indonesia

The Influence Of Self-Confidence On Mathematical Problem Solving Ability Of Senior High School in Indonesia

Framework problem solving based augmented reality media to empower scientific explanation skill

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.

A New Program to Foster Inclusion: Unraveling Language Teachers’ Pedagogical Practices to Differentiated Instruction

The "Guru Penggerak" program is Indonesia's Merdeka Belajar initiative, aiming to enhance the quality of education by equipping teachers to implement differentiated instruction (DI). This study investigates its implementation focusing on Indonesian language teachers who have been qualified as the Guru Penggerak. Drawing on a qualitative case study conducted in three Indonesian senior high school teachers, this research explores how teachers integrate DI across content, process, and product domains in language education. Findings reveal that teachers adeptly differentiate content by curating diverse learning materials and collaboratively establishing classroom agreements. Process differentiation entails tailoring instructional delivery to accommodate varied learning styles and readiness levels, employing specialty grouping and facilitating student engagement. Moreover, teachers differentiate product by offering multiple avenues for demonstrating learning outcomes and leveraging technology for flexible assignment submission. Through DI, teachers create inclusive and engaging learning environments, promoting deeper comprehension, critical thinking, and student autonomy. This study underscores the transformative potential of DI in language teaching, advocating for pedagogical approaches that prioritize individual student needs and foster linguistic proficiency.

ENHANCING GRAMMAR TEACHING IN AN INDONESIAN SENIOR HIGH SCHOOL THROUGH THE USE OF GRAMMAR WHEEL

Attaining proficiency in grammar is crucial for students as it serves as the foundation for language use. However, many individuals shy away from learning it, perceiving it as a daunting and challenging task. This research is aimed at enhancing grammar teaching by applying Grammar Wheel. It focuses on the active and passive voice mastery of three forms of tenses including simple past tense, past continuous tense, and past perfect tense. Conducted in one of the public Senior High Schools in Indonesia, this study was participated by 35 students and an English teacher. Having troubles in comprehending grammar, the teacher needed media and activities to deliver the grammar materials interestingly. Two cycles of Classroom Action Research (CAR) were implemented. The data were collected using observation sheets, field notes, video recordings, interview guidelines, and exercise sheets. The analysis was carried out qualitatively following the steps proposed by Cresswell (2012). The results revealed that language teaching had been successfully improved and students were more motivated to engage in the learning process being in a comfortable and supportive learning environment. Furthermore, learners’ knowledge in mastering the three types of tenses increased significantly as evidenced by their writing. Hence, the Grammar Wheel has proven to be an effective tool for teaching grammar in the classroom.

Demystifying the cultural representations in international high school English textbooks: a social-semiotic approach and teachers’ views

ABSTRACT Albeit cultural content in English textbooks have been much reported, little empirical evidence addresses global or international-distributed English textbooks. To fill this void, the present qualitative content analysis study aims to explore the representation of cultural content in international English textbooks used for Indonesian senior high school students. For another contribution, we also attempt to gain English teachers’ perceptions of cultural content in the textbooks examined through written interviews. Grounded in a social semiotic approach, the findings showcased that the textbooks’ content represents inner-circle countries in the aspect of perspectives, products, persons, and practices. Further, the imbalance in the cultural representation of the outer circle and expanding circle countries indicated that the authors do not sufficiently increase the global cultural awareness of English language learners because other cultural perspectives on varieties of English are not included. The interviews analysis revealed that the cultural contents were short and required improvement.

PQRS (Preview, Questions, Read, and Summarize) Strategy for Teaching Reading Skill: An Action Research at Indonesian Senior High School Students

It is evidence that the literacy and reading proficiency for Indonesian students need to be enhanced. Therefore, the objective of this study is to enhance the reading proficiency and learning engagement of eleventh-grade students at SMA Persada Bandar Lampung in the academic year 2023/2024 through the implementation of the Preview, Question, Read, Summarize (PQRS) strategy. The research involved twenty-two students and followed the Classroom Action Research (CAR) approach, consisting of planning, acting, observing, and reflecting phases within each research cycle. Notably, the progress in students' learning engagement is evident in the mean scores, with the first cycle averaging 35.32 and the second cycle averaging 38.50, indicating an improvement of 3.18 points. Additionally, there was a noteworthy enhancement in students' reading proficiency, illustrated by the mean scores for their learning activities: 58.52 in the first cycle and 70.45 in the second cycle, reflecting an improvement of 11.93 points. These findings affirm that the PQRS Strategy effectively enhances both students' reading ability and their engagement in learning activities. Therefore, it is important to recommend PQRS teaching strategy to be used in English class. Keywords: CAR, Reading Comprehension, PQRS (Preview, Question, Read, and Summarize) Strategy

Challenges in Teaching Literature in an EFL Context (A Case Study of Indonesian Students)

The significance of literature in language learning has grown considerably. This is particularly true in the context of English as a Foreign Language (EFL), where it is recognized as a valuable tool for enhancing English skills. Nonetheless, the focus on teaching English literature for its intrinsic value rather than solely as a means for language acquisition is limited, especially in Indonesia. Therefore, the purpose of this study is to explore the teaching of English literature to EFL students in Indonesian high schools. Specifically, the study aims to investigate the criteria employed by English literature teachers in selecting literary works, identify challenges faced by teachers when instructing EFL students in English literature, and examine the strategies they employ to overcome these challenges. The research entails a case study involving a teacher instructing two distinct English lessons at a senior high school in Indonesia. The findings reveal the following: Firstly, the primary considerations for selecting literary texts include factors such as length, language complexity, canonical status, and the author's cultural background. Secondly, challenges encountered encompass reading habits, English proficiency, and the availability of resources. Consequently, this research underscores the potential for further exploration within the realm of teaching English literature to EFL students in Indonesia, with the pursuit of effective instructional models being a noteworthy avenue for future investigation.

Meta-Analysis of the Numbered Head Together Learning Model on Learning Motivation and Comparison of Its Effectiveness at the Elementary to Senior High School in Indonesia

Meta-Analysis of the Numbered Head Together Learning Model on Learning Motivation and Comparison of Its Effectiveness at the Elementary to Senior High School in Indonesia

Exploring Indonesian senior high school teachers’ perceptions of first language use in teaching English

This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.

Islamic Teachers’ Implementation of the Merdeka Curriculum in Senior High Schools: A Systematic Review

In response to the evolving educational landscape in Indonesia, this systematic review explores the implementation of the Merdeka Curriculum at the senior high school level, with a specific focus on the dynamic interplay between Islamic teachers and the curriculum. The study aims to shed light on the pivotal roles played by Islamic teachers in shaping the educational experience within the framework of increased school autonomy. As these teachers navigate the autonomy granted by the curriculum, they serve as key agents in imparting knowledge and instilling Islamic values in students. The research objectives center on investigating the challenges faced by Islamic teachers, particularly concerning the delicate balance between religious education and a broader curriculum. Simultaneously, the study identifies opportunities for innovative and culturally relevant teaching practices within the Merdeka framework. Employing a comprehensive literature review, the research contributes valuable insights for policymakers, administrators, and educators seeking to enhance the integration of Islamic values in Indonesian senior high schools. In terms of key findings, the study reveals nuanced challenges in balancing religious education with broader curricular goals. However, it also identifies promising opportunities for innovative teaching practices that align with cultural nuances within the Merdeka Curriculum. These findings underscore the significance of navigating school autonomy effectively, especially in the context of Islamic education. In addition, they emphasize the need for tailored approaches to ensure a harmonious integration of Islamic values in the evolving landscape of senior high schools in Indonesia.

Enhancing English Speaking Skills through Learning Media and Discourse Marker Mastery: A Quasi-Experimental Study

Enhancing English Speaking Skills through Learning Media and Discourse Marker Mastery: A Quasi-Experimental Study

Improving Students’ Writing Skill Using Virtual Writing Tutor: Automatic Corrective Feedback

Technological advances are becoming a superior approach in the world of learning and education. Technology plays an important role in developing improved learning outcomes which are used as media or learning aids. The problem found was the low quality of students' writing skills, after observations students received assessments or feedback that were not detailed. Therefore, the research is to improve the quality of students' writing using the AI-based Virtual Writing Tutor platform. The study uses Classroom Action Research as a research design which is carried out cyclically in teaching research and is followed by increasing participant data results. This research involved 32 class XI students of Indonesian Senior High School for the 2023/2024 academic year. This research found that Virtual Writing Tutor can help improve students' writing performance. This can be seen through the average score which increased from the pre-test, starting from an average of 52.9, then increased in the progress-test to produce 63.2 and increased up to 75.6 in post-test. To find out responses from participants, interviews were conducted with a focus on strengths and weaknesses. Then, from the interview results, it was concluded that there were good impacts and bad impacts on the use of AI-based platforms. Keywords: Automatic Corrective Feedback, Virtual Writing Tutor, Writing Skill

Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective

Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.

An Evaluation of English Language Textbook for Senior High School Students in Indonesia

The transition from the revised 2013 curriculum in Indonesia to the Merdeka curriculum necessitates the utilization of learning resources, particularly textbooks employed by teachers and students in teaching and learning process. Consequently, this study aims to evaluate English textbooks utilized for the tenth grade of senior high schools in Indonesia. This research employs a qualitative approach with a content analysis design. The subject of this research is an English textbook designed for the tenth grade at the high school level, focusing on on odd semester material. The analysis of the textbooks took into account aspects of content feasibility and presentation. The study’s findings indicate that, in terms of content feasibility: 1) three chapters scored below four on the compatibility of materials with learning objective indicator, 2) three chapters scored below four on the accuracy of the materials indicator, and 3) three chapters scored below four on the supporting materials indicator. In terms of presentation feasibility, some chapters some chapters still received a score of two on the presentation of the material indicator, particularly in the project-based learning sub-indicator. The study’s results suggest that curriculum changes should be accompanied by adjustments to the learning resources utilized by teachers and students.
 Keywords: English textbook, content analysis, senior high school

Online Arabic Language Teaching Model Based on Collaborative Learning in Indonesian Senior High Schools

This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as "The Group Process Model" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.

Effectiveness of Artificial Intelligent Independent Learning (AIIL) with physics chatbot of global warming concept

This research aims to analyze the effectiveness of Artificial Intelligent Independent Learning (AIIL) with physics chatbot of global warming concept. Method of research uses the Research & Development method referring to the ADDIE development model. This research was conducted with 64 students at Senior High School in Indonesia who were divided into chatbot-based experimental groups and control groups. The results of this study were obtained by conducting the normalized gain <g> test of 0.60 (medium category) for the control group and 0.87 (high category) in the experimental group. As for the results of the Cohen's D effect-size test, the result was 0.93 with high category AAIL for increasing learning outcome. Thus, the developed AAIL chatbot has high effectiveness in increasing learning outcome.

A critical content analysis of writing materials covered in Indonesian high school English textbooks

Despite many studies addressing writing materials in English language learning textbooks in the Indonesian context, few reported the conformity of the English writing materials in senior high school textbooks intended for the 2013 curriculum to the genre of written language paradigm. The present study critically analyzed the existing writing materials covered in Indonesian senior high school textbooks. The data sources for this research were three English textbooks designed for three levels of senior high school students in Indonesia. The writing materials were selected from the textbooks as the representatives of the analysis objects. The data were analyzed following content analysis by integrating Brown (2004) as the conceptual framework. The results reveal that the writing materials are consistent with the framework. The books cover all text genres, including academic, professional, and personal writing. However, not all framework-informed sub-categories of texts are reflected in the writing materials of the examined textbooks. In addition, the evaluated textbooks emphasize student exposure to intensive writing tasks (grammatical transformation, short-answer sentence completion, and picture-cued tasks) and extensive writing tasks (paragraph construction, guided question and answer, and paraphrasing). These results highlight the need to align textbooks with the curriculum genre of the written language paradigm and to balance intensive and extensive writing tasks to prepare students for real-life writing situations.

Brief Mobile App-Based Mindfulness Intervention for Indonesian Senior High School Teachers: A Pilot Randomized Controlled Trial Protocol (Preprint)

Brief Mobile App-Based Mindfulness Intervention for Indonesian Senior High School Teachers: A Pilot Randomized Controlled Trial Protocol (Preprint)