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All Journal English Review: Journal of English Education ELTALL: English Language Teaching, Applied Linguistic and Literature Global Expert: Jurnal Bahasa dan Sastra
Saraswati, Nais
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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APPLYING HIGHER ORDER THINKING SKILLS (HOTS) PEDAGOGY: A CASE STUDY OF AN EFL CORE TEACHER Saraswati, Nais; Inderawati, Rita; Vianty, Machdalena
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7818

Abstract

HOTS (Higher Order Thinking Skills) is an indispensable skill crucial for meeting the future demands of the 21st century. It plays a fundamental role in encouraging students to think critically, be more creative, and effectively solve problems. HOTS pedagogy encompasses the entire teaching and learning process, encompassing the selection of teaching and learning strategies as well as the creation of tasks and assessments based on HOTS principles. This study aimed to explore how an EFL (English as a Foreign Language) core teacher understands and implements HOTS pedagogy in the EFL classroom. Qualitative research in the form of narrative inquiry was employed for this investigation, with a single participant chosen through criteria sampling. Data collection was carried out through semi-structured interviews, and data analysis utilized the constant-comparative method. The study's findings shed light on the teacher's planning when implementing HOTS pedagogy, the teaching techniques employed to foster HOTS skills in students, and the utilization of HOTS-based assessments. Additionally, the findings identified an issue with the arrangement of operational verbs in the EFL core teacher's planning and revealed that the use of discovery learning as a teaching technique created disparities in understanding the lesson between passive and dominant students. 
Social Emotional Learning in ELT: Opportunities and Challenges Wicaksono, Mbarep; Saraswati, Nais
Global Expert: Jurnal Bahasa dan Sastra Vol. 12 No. 1 (2024): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v12i1.4427

Abstract

Social Emotional Learning (SEL) plays a crucial role in developing students' emotional intelligence, social skills, and overall well-being. SEL focuses on five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Integrating SEL into English Language Teaching (ELT) aligns these competencies with language learning objectives, fostering improved communication skills and holistic student development. Research indicates that SEL enhances emotional and academic outcomes, increasing student motivation, self-confidence, and peer relationships. In ELT settings, SEL supports a positive learning environment by addressing students' emotional needs, which boosts engagement and reduces anxiety. Despite its benefits, SEL integration faces challenges such as curriculum constraints, limited time and resources, and varying levels of teacher preparedness. Effective integration requires balancing SEL with language goals, providing adequate professional development for teachers, and addressing diverse student needs. While integrating SEL into ELT poses challenges, it promotes resilience, a growth mindset, and better communication skills, contributing to overall student success. To fully capitalize on SEL, educators need ongoing training, and policymakers should support SEL within educational standards. Collaborative efforts among educators, researchers, and policymakers are essential to develop and sustain effective SEL practices, creating a more engaging and supportive learning environment for students. This paper focuses on the opportunities and challenges of the integration of SEL in ELT. Keywords: Social Emotional Learning, ELT Classroom, Opportunities, Challenges
English Idiomatic Expressions in EFL Classroom through Movies: Challenges and Opportunities Saraswati, Nais
Global Expert: Jurnal Bahasa dan Sastra Vol. 12 No. 1 (2024): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v12i1.4429

Abstract

This paper investigates the use of movies in teaching idiomatic expressions within English Language Teaching (ELT), focusing on both challenges and opportunities. Using a library-based research methodology, the study synthesizes findings from existing literature to address key questions about the primary challenges, benefits, and best practices associated with this teaching approach. The analysis identifies cultural barriers, contextual complexity, and student engagement as significant challenges. Conversely, movies enhance comprehension and retention, provide cultural enrichment, improve listening and speaking skills, and encourage autonomous learning. The findings suggest that movies, when carefully selected and appropriately used, can be a powerful tool in ELT, offering a dynamic and effective method for teaching idiomatic expressions. This study provides practical recommendations for educators on integrating movies into their teaching strategies to maximize educational outcomes. Keywords: English idiomatic expressions, ELT classrooms, challenges and opportunities, movies in education
Translanguaging in Indonesian Corporate Setting: Sociolinguistic Phenomenon, Affordances, and Constraints Saraswati, Nais
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i2.10946

Abstract

In Indonesia’s increasingly globalized and multilingual corporate landscape, translanguaging—the fluid use of multiple languages in communication—has emerged as a prevalent and strategic practice. This paper explores Indonesian-English translanguaging in corporate settings as a sociolinguistic phenomenon, as it socially situated, interaction-based, identity-linked, power-sensitive, context-dependent, and meaning-oriented. Using a library-based interpretivist approach, the research illustrates how employees employ translanguaging to clarify complex ideas, embed cultural relevance, and facilitate real-time collaboration. However, persistent constraints remain, such as language hierarchies, unequal English proficiency, and institutional resistance. The findings advocate for a reframing of translanguaging—not as linguistic deviation, but as a valuable communicative resource that bridges cultural divides, boosts workplace productivity, and supports professional advancement.
Co-Authors Machdalena Vianty Rita Inderawati Wicaksono, Mbarep