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All Journal Journal on English as a Foreign Language (JEFL) Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching Pedagogy : Journal of English Language Teaching Journal of English Teaching and Learning Issues Journal of Research in Instructional JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Genre Journal: Journal of Applied Linguistics of FBS UNIMED
Siregar, Renol Aprico
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A critical content analysis of writing materials covered in Indonesian high school English textbooks Siregar, Renol Aprico; Sukyadi, Didi; Yusuf, Fazri Nur
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30169

Abstract

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.
An Exploration on EFL Teachers’ Perceptions Of effective 21st- Century Pedagogical Competencies Siregar, Renol Aprico; Fauziati, Endang; Marmanto, Sri
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i1.1548

Abstract

The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachers’ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data. The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the students’ creativity due to the widely opened sources of information which positively affect students’ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.
“It’s Helpful but Unreliable”: Exploring EFL Postgraduate Students’ Beliefs in Using ChatGPT in Academic Writing Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.30871

Abstract

Chat Generative Pre-Trained Transformer (ChatGPT) has emerged as a valuable tool for enhancing writing and other creative activities. However, there has been limited exploration of postgraduate students' perspectives on utilizing ChatGPT within the realm of academic writing. To address this gap, this study conducted semi-structured interviews with two postgraduate students from different universities to gather their narratives and experiences regarding the integration of ChatGPT into their academic writing processes. The thematic analysis reveals that the students hold a favorable view of ChatGPT's utility in aiding their academic writing, particularly in generating ideas, creating outlines, and receiving prompt feedback on their work. Nevertheless, the findings raise concerns about the validity and reliability of the information generated, particularly regarding usage limitations. The study highlights the need for more professional development programs to enhance the digital literacy of postgraduate students by utilizing artificial intelligence. Additionally, the study's contributions are detailed, along with several recommendations for future research.
Co-Authors Amalia, Suci Nugrah Didi Sukyadi Endang Fauziati Fazri Nur Yusuf Fransiskus Dinang Raja Ika Lestari Damayanti Lenga, Klemens Maksianus Lita Liviani Taopan Maria Wisendy Sina Nenden Sri Lengkanawati Sri Marmanto Sri Marmanto Sri Marmanto, Sri Suci Nugrah Amalia WILLEM SARAGIH