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All Journal English Language Teaching Educational Journal Teaching English as a Foreign Language Journal
Agustina, Noor Qomaria
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center Agustina, Noor Qomaria; Mukhtaruddin, Fanni
English Language Teaching Educational Journal Vol 2, No 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.1043

Abstract

The competition in the workforce demands quality programs to make the learners to have competitive advantage by mastering the foreign language especially English. Language Training Centre is one institution that provide service on teaching language skill. The aim of this research was to make an evaluation on the program conducted by the Centre using the CIPP Model developed by Stufflebeam that evaluated the effectiveness and quality of the program seen from the context, input, process and product, and was applied for a program namely Integrated English Learning (IEL). The methodology was the combination of quantitative and qualitative design. The setting was a a language Center and the participants were the students from two departments. This study described the program from the point of view of its context, input, process and product. The context is seen from the effectivity of the program, while the input discusses about the quality.  The process is to describe the implementation of the program and the product reveals how the goals are achieved.
Teacher professional development during COVID-19 pandemic: Opportunities and challenges Purwanti, Eko; Anggraini, Ririn; Agustina, Noor Qomaria
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.426

Abstract

Teacher Professional Development (TPD) is any activities conducted by teachers to upgrade their teaching skills in order to maintain their professionalism. The activities of TPD have recently been greatly affected by the COVID-19 pandemic, resulting in the termination of almost all TPD activities. The study aimed at investigating TPD among English language secondary school teachers during the COVID-19 pandemic focusing on its opportunities and challenges. Using qualitative approach and descriptive qualitative research design, the study involved four English language teachers at two Secondary Schools in Yogyakarta as the participants. In-depth interviews with these four participants were conducted to achieve the objectives of this study. The findings of the study discovered that mastering the technology, improving the competency in designing online class, improving the competency in class management skill, and building peer collaboration among teachers were all the opportunities experienced by the teachers in conducting TPD activities during the COVID-19 pandemic. Moreover, teachers’ lack of digital competency, unstable internet network, limited number of TPD activities, and inadequate support system were the challenges experienced by these teachers in conducting TPD activities during the COVID-19 pandemic. These findings imply that despite the difficult times these English teachers faced during COVID-19 pandemic, they managed to improve their qualities as teachers by maximizing the opportunities of conducting TPD. Keywords: Professional, teacher competences, COVID-19 pandemi, Teacher Professional Development, opportunities, challenges
Improving social functional text writing in Thai nursing students through contextual teaching and learning: Insights from classroom action research Priyandara, Shana Noor Izza; Soviyah, Soviyah; Agustina, Noor Qomaria; Lassamano, Hamidah
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.1261

Abstract

This study explores the implementation of the Contextual Teaching and Learning (CTL) approach to enhance social functional text writing skills among nursing students at Fhisrinthon Nursing School, Yala, Thailand. Social functional texts, such as patient reports and healthcare instructions, are essential for effective communication in nursing. The research investigates: (1) How is the CTL approach implemented to improve nursing students' writing of social functional texts? (2) What improvements in writing abilities and engagement are observed under the CTL approach? Using a classroom action research design, the study follows two iterative cycles of planning, action, observation, and reflection. Participants include 15 nursing students, with data collected through writing tasks, classroom observations, interviews, and reflective journals. Writing scores are analyzed quantitatively, while qualitative data are examined thematically. Findings indicate that the CTL approach, integrating real-life nursing contexts, significantly improves students’ writing. Key strategies include aligning learning objectives with nursing-specific materials, vocabulary building, dialogue creation, and role-play activities in simulated hospital settings. Writing scores improved from 67.2 (pretest) to 75 (Cycle 1) and 78.6 (Cycle 2). Students also reported increased motivation, engagement, and satisfaction with the learning process. This research highlights the effectiveness of the CTL approach in nursing education, demonstrating its role in enhancing both writing skills and communication competencies essential for nursing practice. It offers practical insights for educators integrating contextually relevant teaching methods into English language instruction for healthcare professionals.
Co-Authors Fanni Mukhtaruddin Lassamano, Hamidah Priyandara, Shana Noor Izza Ririn Anggraini Soviyah, Soviyah