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Tertiary Students’ Challenges Toward the Use of Oral Presentation in Speaking Class Raihan Utami, Alvi; Amalia, Lulu Laela
Basic and Applied Education Research Journal Vol 5 No 1 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.05.01.01

The use of oral presentations is expected to develop students’ language skills. It helps the students to practice for improving students’ communicative competence. However, the oral presentation was challenging for EFL students. Therefore, this study attempted to investigate students' obstacles in using oral presentations during their performance. The participants of the study were twenty-one first-year students of English Education Study Program at a university in Lampung. This study used qualitative study and the data were gained by delivering a Likert scale questionnaire to the students on their perspectives towards the use of oral presentation during one semester adapted from Nouh et al. (2015). In addition to this, an interview was used to verify the data and gain further information in depth. The result showed that two main factors brought challenges for students during oral presentation, they were personal traits and presentation skills. In addition, these two common factors should be put in attention during the process of learning oral presentation. Furthermore, the conclusion of the study showed that most of the students felt anxious, nervous, and not well-prepared during oral presentations.

Two Indonesian Mothers’ Journey in Nurturing Children’s Bilingual Development: From Practices to Aspects of Reflection Maolida, Elis Homsini; Kurniawan, Eri; Noorman, Safrina; Amalia, Lulu Laela
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.24945

This study presents the reflections of two Indonesian mothers working as EFL teachers on their experiences of fostering their children's bilingual development. It employed a narrative inquiry approach, gathering the participants' stories through oral and multimodal narratives. The mothers shared their stories during a semi-structured interview and through photos and videos. The findings reveal that the participating mothers introduced English to their children early by engaging them in natural English interactions and activities such as story reading before bed, hands-on activities, role-playing, games, and daily communication. Despite many similarities in activities, the consistency and continuity of providing exposure to English and Indonesian languages are different. The first mother implemented One Parent One Language Strategy (OPOL) with her child, using English with mother and Indonesian with father. On its journey, she shifted the strategy to Minority Language at Home strategy (MLaH) due to her husband’s passing with her child communicated English at home and learned Indonesian from school, relatives, and communities. Meanwhile, the second mother used English and Indonesian (mixing language strategy) to communicate with her daughter, using English as the dominant language. When her daughter started mixing the structure of the languages and experienced language confusion, the second mother minimized English use at home and shifted to using Indonesian as the dominant language at home. The findings also indicate that in nurturing children’s bilingualism, the mothers’ choices of practices involved five aspects of reflection: their philosophy, belief, theory, practice, and sociocultural aspect beyond practice. This study highlights that the process of nurturing children’s bilingual development is not a linear process. It involves a more complex relation of various factors that influence parents’ decision in (dis)continuing certain language policies.

Writing Indigenous Narratives Through Project-Based Learning: Promoting Students’ Critical Thinking in an EFL Classroom Lestari, Indrie Setya; Nurnaningrum, Gayatri; Astuti, Indri Andriani; Hermawan, Hengki Anggra; Lugina, Tiana Dara; Amalia, Lulu Laela
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75812

This study investigates how PBL enhances students’ critical thinking abilities as they compose narrative texts based on indigenous narratives in an English as a Foreign Language (EFL) classroom. The research conducted among 35 ninth-grade students (divided into seven groups) in a public junior high school in Bandung, Indonesia, using qualitative methods, including observation and document analysis, the study evaluates students' critical thinking through the Critical Thinking VALUE Rubric. Results indicate that PBL significantly promoted critical thinking, with students engaging in deeper reflection on cultural, ethical, and social issues in their narrative projects. High-Perceived Critical Thinking (HPCT) stories exhibited greater complexity and analysis than Low-Perceived Critical Thinking (LPCT) stories, which focused more on practical aspects. The PBL model can improve students' critical thinking skills, as evidenced by four out of seven groups falling into the High-Perceived Critical Thinking (HPCT) category. This study is significant because previous research has rarely combined culturally relevant content with structured critical thinking development in EFL contexts, creating a gap in effective instructional strategies. Therefore, it is recommended that EFL educators integrate culturally meaningful project-based tasks with explicit scaffolding to systematically nurture both critical thinking skills and language proficiency among learners.

A Comparative Analysis of the Philippine and Indonesian English Curricula at the Elementary Education Level Asyifa, Firly; Rodliyah, Rojab Siti; Amalia, Lulu Laela; Mababaya, Ahmad Dindang
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.30813

Curriculum plays an important role in education because it provides a structured framework for learning. Understanding how English curricula in different countries are constructed can be beneficial for improving educational quality. This study, therefore, aimed to analyze and compare the Indonesian and Philippine English curricula, focusing on their construction, particularly at the elementary education level. The study employed document analysis through three stages. First, the data were coded using themes adapted from Tyler’s Rationale (objectives, design, scope and sequence, evaluation). Then, a comparative analysis was conducted to identify similarities and differences between the two curricula. Finally, the findings were interpreted by considering contextual and philosophical factors influencing each curriculum. Findings reveal significant differences: the Philippine curriculum introduces English from Kindergarten, highlighting its role as a second language that is vital for national development and global integration. It employs a structured approach emphasizing early exposure, higher-order thinking, and standardized assessments. By contrast, Indonesia introduces English in Grade 3, prioritizing foundational skills in the Indonesian language first; and emphasizing flexibility, formative assessments, and greater teacher autonomy, allowing contextualized adaptation to diverse student needs. Despite these differences, both curricula aim to foster communicative competence, critical thinking, and intercultural awareness, essential skills for 21st-century learners. The results bring to light the importance of context-sensitive curriculum development that balances international educational trends with local linguistic realities, contributing theoretically by clarifying how national contexts influence curriculum choices in ESL and EFL environments. Practically, it provides actionable insights for policymakers and curriculum designers aiming to develop adaptable, inclusive, and culturally relevant English programs in multilingual contexts.

DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH Damayanti, Ika Lestari; Nurlaelawati, Iyen; Amalia, Lulu Laela; Dharma, Nindya Soraya; Ratnaningsih, Sri
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.v11i3.7706

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.

Project-Based Learning: The Highlighting Teachersâ€™ Views of Teaching English Language in Secondary Schools Lutfiyana, Faza; Amalia, Lulu Laela; Pitaloka, Ashanti Dayani Ajeng; Novianti, Sri
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10644

It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project.Â

Tertiary Students’ Challenges Toward the Use of Oral Presentation in Speaking Class Raihan Utami, Alvi; Amalia, Lulu Laela
Basic and Applied Education Research Journal Vol. 5 No. 1 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.05.01.01

The use of oral presentations is expected to develop students’ language skills. It helps the students to practice for improving students’ communicative competence. However, the oral presentation was challenging for EFL students. Therefore, this study attempted to investigate students' obstacles in using oral presentations during their performance. The participants of the study were twenty-one first-year students of English Education Study Program at a university in Lampung. This study used qualitative study and the data were gained by delivering a Likert scale questionnaire to the students on their perspectives towards the use of oral presentation during one semester adapted from Nouh et al. (2015). In addition to this, an interview was used to verify the data and gain further information in depth. The result showed that two main factors brought challenges for students during oral presentation, they were personal traits and presentation skills. In addition, these two common factors should be put in attention during the process of learning oral presentation. Furthermore, the conclusion of the study showed that most of the students felt anxious, nervous, and not well-prepared during oral presentations.

In-House Training on HOTS-based media literacy for EFL teachers in Pangandaran Regency Sri Setyarini; Rojab Siti Rodliyah; Lulu Laela Amalia; Pupung Purnawarman; Surya Aulia Sukarman
Jurnal Abmas Vol. 26 No. 1 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.33

The rapid development of digital technology has introduced new challenges in instructional practices, particularly in relation to media literacy. Empirical conditions in Pangandaran Regency indicate that many English teachers still utilize digital media primarily as instructional support tools, with limited integration of critical analysis and Higher Order Thinking Skills (HOTS) in classroom activities. This community engagement program aimed to enhance English teachers’ understanding and professional competence in implementing a HOTS-oriented media literacy instructional model. The program employed an action research approach conducted through four stages: preparation, implementation, evaluation, and follow-up. Data were collected qualitatively through in-depth interviews, participant observation, and analysis of training documents. The participants consisted of 60 individuals, including school supervisors, principals, and junior secondary English teachers affiliated with the teachers’ professional forum (MGMP). The findings demonstrate improvements in teachers’ conceptual understanding of media literacy, shifts toward more reflective and analytical instructional strategies, and increased awareness of ethical and social dimensions of media use. The program highlights that structured HOTS-based training contributes positively to strengthening teachers’ professional competence in responding to the demands of digital-era learning environments. Abstrak Perkembangan teknologi digital yang pesat menghadirkan tantangan baru dalam praktik pembelajaran, khususnya terkait literasi media. Kondisi empiris di Kabupaten Pangandaran menunjukkan bahwa sebagian besar guru Bahasa Inggris masih memanfaatkan media digital sebagai alat bantu penyampaian materi, dengan integrasi analisis kritis dan keterampilan berpikir tingkat tinggi (HOTS) yang masih terbatas dalam kegiatan pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan kompetensi profesional guru Bahasa Inggris dalam menerapkan model pembelajaran literasi media berbasis HOTS. Program dilaksanakan menggunakan pendekatan kaji tindak melalui empat tahap, yaitu persiapan, pelaksanaan, evaluasi, dan tindak lanjut. Pengumpulan data dilakukan secara kualitatif melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen pelatihan. Partisipan kegiatan berjumlah 60 orang yang terdiri atas pengawas sekolah, kepala sekolah, dan guru Bahasa Inggris tingkat SMP yang tergabung dalam MGMP. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap literasi media, perubahan strategi pembelajaran yang lebih reflektif dan analitis, serta meningkatnya kesadaran terhadap dimensi etika dan sosial dalam penggunaan media. Program ini menegaskan bahwa pelatihan terstruktur berbasis HOTS berkontribusi positif dalam memperkuat kompetensi profesional guru dalam menghadapi tuntutan pembelajaran di era digital. Kata Kunci: HOTS; in-house training; kompetensi profesional guru; literasi media.

An Investigation of teacher talk and student talk in Indonesian EFL Classroom Interaction Nursehag, Dahia Alqalbi; Amalia, Lulu Laela
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84086

Several research studies have explored how teachers and students communicate in a classroom setting. Balancing talking time whether teacher-dominant or student-dominant during the learning process and the quality of interaction in the classroom is a challenge faced in teaching methodology even in Indonesia. The primary focus of this particular research was to examine the different types of communication, both from teachers and students, in an EFL Indonesian classroom. Additionally, the study aimed to determine the proportion of verbal interaction during the learning process. This descriptive qualitative research gathered data through observations and interviews with the participants consisting of a teacher and secondary school students, selected using a purposive sampling technique. The data collection used observation and interviews. The result of classroom interaction observation was analyzed by using Flander’s Interaction Analysis Categories (FIAC). The findings showed that teacher talk dominated the classroom interaction, accounting for 74.4% of the overall communication. Within the teacher talk category, lecturing was the most frequently used method, making up 30.3% of the interactions. On the other hand, students primarily engaged in the student talk response category, comprising 9.6% of the interactions. These observations led to the conclusion that the teacher played a dominant role in the classroom, relying heavily on lectures, while students' participation was mostly limited to responding to the teacher's questions. It is recommended that further investigation of the study be integrated into communication media which is appropriate to the needs of the students.

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