Articles
<![CDATA[VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ VOICE OF CURRICULUM CHANGE ]]>
<![CDATA[Dewi Sukawati]]>;
<![CDATA[Tono Suwartono]]>;
<![CDATA[Asti Diah Palupi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v12i2.12649
<![CDATA[Teachers' attitudes toward curricular changes cause a variety of challenges regarding the implementation of school-based teaching and learning. The objective of this descriptive-qualitative research is to explore teachers' voice toward curriculum change from 2013 Curriculum to Freedom-to-Learn Curriculum at private vocational high schools. Data was gathered from two vocational high school English teachers volunteers in Banyumas City, Indonesia. They were recruited through convenience sampling. In-depth interviews and corresponding documents were used to obtain data. The interview focuses on teachers' understanding of the curricula, administration, assessment system implemented, and teachers' attitudes toward curriculum change. The results reveal that, at the time the study was carried out, the teachers understood both the 2013 Curriculum and Freedom-to-Learn Curriculum. They were able to adjust to changes in the administration procedure and the evaluation system. They agreed that it is too soon to see the effects of the newly implemented Freedom-to-Learn Curriculum by now, while believing the curriculum will find its way with a better understanding and execution over time. The researcher urges other researchers to do further investigations on this qualitative approach related to a broader issue, more general data, and more relevant methods.]]>
<![CDATA[Vocational School Members’ Responses to English Summative Mobile-Based Assessment during the Study from Home Period ]]>
<![CDATA[Muljani]]>;
<![CDATA[Suwartono, Tono]]>
<![CDATA[ Educalitra: English Education, Linguistics, and Literature Journal Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (366.152 KB)
|
DOI: 10.5281/zenodo.12798564
<![CDATA[The research aims to reveal the responses to English summative Mobile-Based assessment during the Study from Home period of the vocational school members of State Vocational School 1 of Banyumas in Central Java, Indonesia. This kind of Mobile-Based assessment was administered due to the circular letter about the implementation of National Education during the emergency of Covid 19. Therefore the school adopted the policy to carry out the summative assessment by using students’ mobile device at home. The participants of this study were the stakeholder (Vice Principal of curriculum), an English teacher, and three students. The data was collected through semi-structured interviews. The data was transcribed (write down verbatim) and analyzed inductively. The data analyzed showed that the schools members responded to English summative Mobile-Based assessment positively, although there were some negative responses for certain cases. The findings are able to answer the research question which is dealing with the participants’ response. The participants gave various responses which are different from one another. Above all, in the conclusion the researcher could obtain the advantages and few disadvantages of the implementation of English summative Mobile-Based assessment.]]>
<![CDATA[Teachers’ Perception and Practices of Intercultural Communicative Competence Integration in EFL Classroom: A Systematic Literature Review ]]>
<![CDATA[Nafisah, Shofia]]>;
<![CDATA[Oktarina, Ika]]>;
<![CDATA[Santri, Dewi]]>;
<![CDATA[Suwartono, Tono]]>
<![CDATA[ Educalitra: English Education, Linguistics, and Literature Journal Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.10596576
<![CDATA[Intercultural communicative competence stands as a cornerstone in modern English as a Foreign Language education, playing a pivotal role in nurturing learners' abilities to navigate diverse cultural landscapes. This systematic review meticulously examines the perspectives and practices of EFL educators in integrating intercultural communicative competence into language teaching, drawing insights from a comprehensive analysis of diverse studies across global contexts, the systematic review methodology of Gough and Newman’s way employed. The findings underscore a discrepancy between teachers' positive perceptions and practices in integrating intercultural communicative competence into the EFL classroom. Besides, the researchers highlight the responsibility of educators in fostering inclusive learning environments that empower learners with the indispensable skills for successful cross-cultural communication in an interconnected world.]]>
<![CDATA[Exploring the Role of Artificial Intelligence (AI) Support in Assisting Students’ English-Speaking Skills ]]>
<![CDATA[Pujo Pangestu, Hurip]]>;
<![CDATA[Suwartono, Tono]]>
<![CDATA[ Educalitra: English Education, Linguistics, and Literature Journal Vol. 3 No. 2 (2024) ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.13134979
<![CDATA[This research explores the role of Artificial Intelligence (AI) support in helping students' English-speaking skills. With the increasing importance of speaking skills in academic, professional and social contexts, this research aims to analyze the role of AI assistance in helping students' English-speaking skills. This research uses descriptive qualitative methods with 4 sixth semester student participants from a private university in Purwokerto who often use AI to help their English-speaking skills. Data was collected through semi- structured interviews and analyzed using data reduction techniques, data presentation, and drawing conclusions. The research results show that AI makes a significant contribution to English language learning through personalization of learning, automatic evaluation. However, there are challenges in using AI such as lack of human interaction, limited features and AI not being able to understand complex situations. This research provides insight into the benefits and challenges of using AI in language learning, as well as its implications for the development of students' English-speaking skills.]]>
<![CDATA[Exploring ChatGPT to Assist English Language Learners’ Learning Process ]]>
<![CDATA[Mariafif, Adha]]>;
<![CDATA[Suwartono, Tono]]>
<![CDATA[ Educalitra: English Education, Linguistics, and Literature Journal Vol. 3 No. 2 (2024) ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.5281/zenodo.13134594
<![CDATA[The current study investigates the utilization of ChatGPT to assist students in their language learning process through a descriptive qualitative study. Research data was collected via semi-structured interviews using purposive sampling, targeting five English language education students at a private faith-based university in Purwokerto. The findings indicate that students understand the use of ChatGPT and can effectively use prompts to interact with it. The study also indicates that participants generally use ChatGPT to assist with completing assignments, language learning, and writing their final projects. Participants commonly found that ChatGPT provided inaccurate information and lacked contextual understanding. To address these challenges, they cross-referenced information from ChatGPT with their own knowledge and reliable sources. The study also identified potential challenges such as plagiarism, using ChatGPT for cheating, and dependency on ChatGPT to complete assignments. This study supports the notion that ChatGPT can facilitate and support the language learning process for students.]]>
<![CDATA[CAN DIFFERENT LEARNING STYLES IMPACT EFL LEARNERS' TOEFL ACHIEVEMENT? ]]>
<![CDATA[Palupi, Asti Diah]]>;
<![CDATA[Suwartono, Tono]]>;
<![CDATA[Sukawati, Dewi]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24127/pj.v13i1.8751
<![CDATA[Educators need insights into how various learning styles can influence learners' performance in assessments. Exploring the impact of different learning styles on EFL learners' TOEFL reading achievement is a multidimensional endeavor with implications for educators, learners, and the broader society. This study aims to investigate the extent to which vocational diploma EFL learners acquired English based on their preferred learning styles. The ex-post facto design was used for this study. As many as 37 participants were selected purposely from all majoring fourth semester students at an EFL vocational diploma college. A questionnaire was used to divide the participants into three groups depending on their preferred learning styles: visual, auditory, and kinesthetic. A TOEFL reading test was employed to measure the participants’ English proficiency. The average scores for each learning style group were calculated and revealed that visual learners had an average TOEFL reading score of M=43.22, kinesthetic learners had an average TOEFL reading score of M=38.70, and auditory learners had an M=35.00. To statistically compare these averages, one-way analysis of variance (ANOVA) was used. The ANOVA results showed a non-significant finding with df=2, F=1.102 and P=0.344. The findings revealed that the TOEFL reading comprehension scores of students with different learning styles did not differ significantly. This study contributes to the ongoing discourse surrounding individualized learning experiences and standardized language assessments. As the field of language education continues to evolve, further research will be pivotal in refining pedagogical practices to better meet the diverse needs of learners striving to excel in their language proficiency endeavors. ]]>
<![CDATA[Globalization and College Students’ Attitudes towards Learning English in an Indonesian Context ]]>
<![CDATA[Suwartono, Tono]]>
<![CDATA[ Acta Pedagogia Asiana Volume 3 - Issue 1 - 2024 ]]>
Publisher : <![CDATA[Tecno Scientifica Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.53623/apga.v3i1.330
<![CDATA[Learners’ attitudes towards learning English as a global language have been widely discussed, yet little is known about this in Indonesia. This study aims to address this knowledge gap by exploring the responses of Indonesian university students to a survey on their attitudes toward learning English in the context of globalization. A total of 333 students volunteered to participate, representing diverse departments within a faculty at a university in Central Java Province, Indonesia. To collect data, we carefully adapted and designed a questionnaire, which was administered online using Google Forms. The collected data were analyzed using descriptive statistics. The analysis suggests that college learners and users of English in Indonesia hold a positive attitude towards learning the language. We also provide pedagogical implications.]]>
<![CDATA[The Jigsaw Learning Model to Promote Engagement in the English Language Classroom: A Teacher’s Reflection ]]>
<![CDATA[Suwartono, Tono]]>;
<![CDATA[Romdona, Yaomal]]>
<![CDATA[ Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024 ]]>
Publisher : <![CDATA[Tecno Scientifica Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.53623/apga.v3i2.401
<![CDATA[Learning activities employing the lecture model have induced boredom among students and resulted in poor participation in the classroom, including in the English as a foreign language class. Low student participation in classrooms may impede the development of their skills. The jigsaw cooperative learning model provides an opportunity for students to collaborate and actively participate. This collaborative action research aims to assist students in addressing engagement issues in English lessons through the jigsaw cooperative learning model. The collaborative action research involved a cohort of 36 primary school students, comprising 20 females and 16 males, in the city of Purwokerto, Indonesia. Data was collected through observation, and the observational data obtained were then analyzed using descriptive statistics. After three cycles, student engagement increased from 56% (baseline) to 65.56%, 75.56%, and 79.44%, respectively. The desired criteria for intervention success (75%) were met in cycle 2, leading to the conclusion of the investigation in cycle 3. Based on the results, it can be inferred that the adoption of the jigsaw learning model has effectively enhanced student engagement in the English language class. Practical implications of the study are then presented.]]>
<![CDATA[Lesson Study: A Collective Concern for Students’ Learning Improvement ]]>
<![CDATA[Suwartono, Tono]]>;
<![CDATA[Abdulloh, Abdulloh]]>;
<![CDATA[Khomsatun, Khomsatun]]>
<![CDATA[ Journal of Learning Improvement and Lesson Study Vol. 2 No. 1 (2022): JLILS (June Edition) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (542.609 KB)
|
DOI: 10.24036/jlils.v2i1.11
<![CDATA[Having a teaching art for a teacher has been a compulsory nowadays. Beside the basic requirement, the mastery of the content and also good lesson instructions are needed in the classroom. The skill or competency sometimes become the problems faced by the teacher in implementing a lesson plan. By understanding the cases, the teacher has to be aware of alternatives to best classroom activities. The lesson study is suggested to be an alternative solution for implementing a lesson plan. This study aimed to show how collaborative learning from the teachers can create collective concern among the teachers. This research employed a literary study directed for providing some perspectives and evidences to prove that teacher’s competence can be developed through collaborative learning. The results of this study has indicated that the teachers are strongly encouraged to apply the lesson study in attempt to find the best way for implementing the lesson plan because it can build a learning community among teachers, overcome ineffective learning practice based on clinic stages, and be implemented at any level.]]>
<![CDATA[ENHANCING STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING THROUGH GAMIFICATION ]]>
<![CDATA[Naviantara, Denta]]>;
<![CDATA[Suwartono, Tono]]>;
<![CDATA[Romdona, Yaomal]]>
<![CDATA[ Jurnal PTK dan Pendidikan Vol. 9 No. 2 (2023): Juli - Desember ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18592/ptk.v9i2.11080
<![CDATA[One of the contributing factors to the students' limited English proficiency can be attributed to the teacher's insufficient emphasis on fostering students’ motivation throughout the learning journey. The purpose of this research is to identify the initial factors influencing students' motivation to learn English, as well as to investigate the potential of gamification in increasing their motivation to study the language. The current study is a class action research that was carried out in the 8th grade of State Junior High School 1 Banyumas during the academic year 2023/2024. A dataset of observations and questionnaires administered to a cohort of 35 students is used in the study. The application of descriptive statistics is used in the data analysis process. According to research, engagement levels increased from pre-research (62% observation sheet, 68.21% questionnaire) to post-research (71.62% observation sheet, 79.36% questionnaire). Gamification has a positive impact on learners’ motivation because it increases interactivity and enjoyment in the learning environment. Hence, gamification can be a viable approach to increasing learners' motivation to acquire English language proficiency.]]>
