Articles
<![CDATA[Translanguaging in International Student Teaching: Narratives of Filipino Teachers in an Indonesian Setting ]]>
<![CDATA[Prasetya, Willy]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v15i2.28135
<![CDATA[Regardless of numerous studies on translanguaging, little attention has been given to its practice among pre-service teachers, particularly in the ASEAN context. To fill this gap, this article explores the experiences of three pre-service English teachers from the Philippines who were assigned to a private elementary school in Indonesia as part of a pre-service teacher exchange program. Working in a context that did not share a similar first or second language, the three teachers used English, their second language, as a lingua franca in communicating with the students. Drawing upon data from their teaching diaries, class observation, and in-depth interviews, this article reveals that using English in the classroom was challenging because English was neither the first nor the second language of their students. Three narratives from the teachers are recounted to shed some light on their use of translanguaging to bridge the communication gap. The implication of the study is also discussed.]]>
<![CDATA[KAJIAN PENEMPATAN HELICOPTER STAND DI BANDAR UDARA INTERNASIONAL JENDERAL AHMAD YANI SEMARANG ]]>
<![CDATA[Willy Ari Prasetya]]>;
<![CDATA[Sundoro]]>;
<![CDATA[Budi Prasetyo]]>
<![CDATA[ Langit Biru: Jurnal Ilmiah Aviasi Vol 12 No 3 (2019): Langit Biru: Jurnal Ilmiah Aviasi ]]>
Publisher : <![CDATA[Politeknik Penerbangan Indonesia Curug ]]>
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<![CDATA[Arrangements for Helicopters in Aprons and the availability of adequate facilities is one of the supporting factors in providing the best service. In its implementation, during conducting research at the General Ahmad Yani International Airport Semarang, the author saw the conditions at the Parking Stand N1 in the Apron still not in accordance with their functions and uses. The unavailability of a helicopter stand to place a helicopter so that the helicopter placement process is still tandemed in the Parking Stand for Fix Wings and the unavailability of the helicopter stand markers has an impact on Marshallers who do not know the helicopter placement limit, do not have calculations that will also impact on objects around the Parking Stand . The problems that occur this of course causes not well ordered Helicopter parked tandem with a fix wing. The unavailability of Helipad or Helicopter Stand is less than optimal, so that it greatly affects the security and safety of airport service users]]>
<![CDATA[Indonesian undergraduate students' perceptions of problem-based learning implementation in an ELT class: A small-scale survey ]]>
<![CDATA[Zalfah Ananda Juver]]>;
<![CDATA[Willy Prasetya]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 2 (2022): December, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i2.9032
<![CDATA[This study aimed at identifying Indonesian undergraduate students’ perceptions of Problem-Based Learning (PBL) implementation in an English language education department at a private university in Indonesia. Using total population sampling, 74 students who were taking a language classroom management course in which PBL was implemented through collaborative work were involved in this survey study. The data were collected using a 21-item questionnaire from Jaeger and Adair (2014) that was based on Senocak (2009). The data were then analyzed statistically to identify the participating students’ perceptions of PBL implementation by interpreting the patterns of the data. Based on the results of this study, the participants tended to perceive that PBL helped them become more self-directed. However, many of them felt that the collaborative work implemented in PBL was more a difficulty than an ease. The implication of this study is also discussed.DOI: 10.26905/enjourme.v7i2.9032]]>
<![CDATA[Linking Classroom to Real-World Practices: Problem-Based Learning in Microteaching for EFL Teaching Practicum Preparation ]]>
<![CDATA[Willy Prasetya]]>;
<![CDATA[Anandayu Suri Ardini]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 5, No 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
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DOI: 10.35308/ijelr.v5i1.7237
<![CDATA[Although Problem-Based Learning has been frequently explored in higher education, little is known about how it is implemented in English teaching practicum preparation context. To fill this practical gap, this article discusses the implementation of Problem-Based Learning in a microteaching class to prepare EFL pre-service teachers for teaching practicum in schools with various conditions. This article elaborates how students critically identified and found solution to the authentic problems posed at the beginning of every practicum cycle. This problem-solving process not only developed pre-service teachers’ critical thinking but also raised their awareness of the importance of being an adaptive teacher.]]>
<![CDATA[The Use of Flashcards Monopoly to Facilitate Elementary Students’ Learning English Vocabulary ]]>
<![CDATA[Sri Melani]]>;
<![CDATA[prasetya, willy]]>
<![CDATA[ Journal of English Language Teaching and English Linguistics Vol. 9 No. 1 (2024): Journal of English Language Teaching and English Linguistics ]]>
Publisher : <![CDATA[Universitas PGRI Yogyakarta ]]>
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<![CDATA[In learning English, using appropriate methods to support learning is highly considered, especially for young learners. It helps increase students' motivation and engagement in learning, and students can more easily understand English learning. In this article, the teaching practice implemented the game-based learning method through flashcards monopoly. This article aims to facilitate the learning of English vocabulary for elementary students who have never studied English. The article data was obtained through the implementation of teaching practice which was carried out for 5 months (February-June). Moreover, the teaching practice was carried out in grade 4 at one of the public elementary schools in the Sukabumi district, Indonesia. Students acquire English vocabulary and easily understand and remember it through the flashcard Monopoly game. Students are very interested in learning, actively participate, and are brave enough to mention new vocabulary, the use of flashcards monopoly also motivates and engages students in learning English.]]>
<![CDATA[Literature Review on Trends of Comprehension Instruction for Elementary School Students ]]>
<![CDATA[Parlindungan, Firman]]>;
<![CDATA[Prasetya, Willy]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 01 (2022): Education Human and Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
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DOI: 10.33086/ehdj.v7i01.2589
<![CDATA[Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.]]>
<![CDATA[Exploring Teachers’ Agency to Overcome the Challenges Post- Pandemics English Language Teaching ]]>
<![CDATA[Wahyuningtias, Dwi Dyah]]>;
<![CDATA[Prasetya, Willy]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 5, No 2 (2023): November ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
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DOI: 10.35308/ijelr.v5i2.8379
<![CDATA[Teachers in Indonesia have gone through a serious crisis of challenges over the last few years due to the COVID-19 pandemic, which has resulted in changes that occurred in the Indonesian education world after the epidemic ended. Teachers may have to rebuild their class conditions to manage their classes well and also face challenges in class conditions as they adapt to the new curriculum component. The study examines what challenges teachers face and how teacher agency is in dealing with new challenges after the pandemic period is over. Data analysis in this case explores the challenges arising from students and curricula as well as how schools can deal with those challenges. The method used in this study is descriptive qualitative that explores the characteristics of phenomena, explaining the underlying causes or mechanisms. This involves the collection and the data were analyzed by using semi-structural interview. The results show that teachers seek after the transition, teachers seek external training to enhance their skills and apply their knowledge effectively. School agencies and teachers provide adequate facilities for training, preparing teachers to create and use support applications.]]>
<![CDATA[Indonesian English Teachers’ Narratives on Adapting to Curriculum Change ]]>
<![CDATA[Fikri, Naufal Mufatih Al]]>;
<![CDATA[Prasetya, Willy]]>
<![CDATA[ IJECA (International Journal of Education and Curriculum Application) Vol 7, No 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/ijeca.v7i3.26251
<![CDATA[Curriculum change has occurred multiple times in Indonesia. The latest curriculum change to Kurikulum Merdeka (Emancipated Curriculum) posed some challenges and difficulties among teachers because they were required to implement the curriculum and any policies from the central government in a relatively short time. The present study aims to describe how two Indonesian EFL teachers adapted to such curriculum change. Two English teachers with over a decade of experience were involved. One taught at a vocational high school in a rural area, focusing on practical English. The other taught at an urban school, emphasizing academic English. To collect the narratives, semi-structured interviews were conducted. Thematic analysis with predefined themes based on Fullan's theoretical framework was applied to point out unique data patterns that would shed some light on how the two participants adjusted themselves and their practices in response to changes in curricular policies. This study will examine how teachers adapted to rapid curricular changes in Indonesia, including the challenges they faced, the support they received, and the strategies they employed, such as the utilization of online resources like YouTube.]]>
<![CDATA[Exploring pre-service English teachers’ perceptions and practices of critical thinking in Indonesian EFL classrooms ]]>
<![CDATA[Kuswandaru, Ganang]]>;
<![CDATA[Prasetya, Willy]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v4i2.8893
<![CDATA[Critical thinking is essential for success in the 21st century, particularly in language learning. This study explores pre-service English language teachers’ (ELTs) perceptions and practices regarding critical thinking instruction in Indonesia. Through a qualitative case study approach, semi-structured interviews were conducted with two pre-service ELTs from a private university in Yogyakarta. Thematic analysis revealed a rich tapestry of insights into the participants’ understanding of critical thinking, their perceived importance in language learning, and their willingness to integrate critical thinking into their teaching practices. The findings highlight the significance of critical thinking in language acquisition, as it empowers students to analyze complex information, evaluate diverse perspectives, and form informed judgments. Participants emphasized the need for incorporating critical thinking strategies into language teaching to enhance students’ cognitive abilities and facilitate deeper understanding. Nevertheless, the study also identified potential challenges, including the uneven distribution of critical thinking practices across the education system and the need for specialized teacher training to implement critical thinking instruction effectively. The study contributes to understanding pre-service ELTs’ perceptions and practices of critical thinking in Indonesia. It also provides valuable insights for teacher training programs, curriculum development, and future research investigating critical thinking instruction in English language teaching.]]>
<![CDATA[Penerapan Project-Based Learning dalam Pembuatan Materi Pembelajaran Bahasa Inggris oleh Calon Guru ]]>
<![CDATA[Prasetya, Willy]]>
<![CDATA[ Refleksi Pembelajaran Inovatif Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/rpi.vol5.iss1.art1
<![CDATA[Artikel ini bertujuan untuk mendeskripsikan penerapan project-based learning dalam proses pembuatan materi pembelajaran Bahasa Inggris yang dilakukan oleh calon guru Bahasa Inggris yang mengikuti pendidikan guru di suatu universitas di Indonesia. Menggunakan integrasi konsep Culturally Relevant Pedagogy (CRP) dan Multimodality, model ini diterapkan dengan mahasiswa yang mengembangkan materi pembelajaran bahasa Inggris secara berkelompok melalui kolaborasi dengan guru bahasa Inggris di sekolah formal. Prosesnya mencakup pencarian kolaborator, identifikasi kebutuhan, serta pengembangan dan evaluasi materi pembelajaran yang sesuai dengan konteks kelas. Hasil menunjukkan bahwa implementasi PjBL membantu mahasiswa dalam menghubungkan teori dengan praktik dalam pengembangan materi pembelajaran. Mahasiswa memperoleh pemahaman lebih dalam mengenai keberagaman siswa dan pentingnya integrasi budaya dalam pembelajaran. Selain itu, pendekatan ini meningkatkan keterampilan kolaborasi, komunikasi, serta kemampuan analisis dalam mengembangkan materi yang relevan dan kontekstual. Beberapa tantangan muncul dalam pelaksanaan program ini, seperti pergeseran jadwal presentasi, perubahan guru kolaborator, serta keterbatasan waktu dalam penyusunan materi. Meskipun demikian, mahasiswa menunjukkan peningkatan pemahaman dalam mengembangkan materi pembelajaran berbasis konteks. Program ini juga memberikan pengalaman langsung dalam menyusun materi yang dapat diterapkan di kelas dan mendukung penguatan keterampilan yang relevan dengan dunia kerja.]]>
