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<![CDATA[The Analysis Of English Teacher Barriers On Teaching English Through Kahoot: ELT Teacher Experiences ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 1 (2023): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v5i1.7289
<![CDATA[The integration of technology in classroom activities can provide innovation in the learning process. The teacher should use the proper technology or learning platform that can attract students motivation in learning activities so that students can improve their understanding of the materials being taught. There are many technologies or learning platforms that teachers can implement in the learning process; one of those is the Kahoot learning platform. This research is conducted to find out the barriers faced by English teachers when implementing the Kahoot learning platform during English learning activities in the classroom. This research used a qualitative through descriptive approach. The informants in this research are three English teachers who implemented the learning process by using the Kahoot learning application. The data was collected through observation, a questionnaire, and an interview to know how barriers occurred in the learning process during the use of the Kahoot application. The data was analyzed through data reduction, data display, and conclusion. The results showed that there are some barriers that teachers face during the implementation of the learning process through the Kahoot learning application. They are: 1) student technology; 2) student interest; 3) preparation; 4) clear instruction; and 5) time management.]]>
<![CDATA[The Analysis Of English Teacher Barriers On Teaching English Through Kahoot: ELT Teacher Experiences ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 1 (2023): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v5i1.7289
<![CDATA[The integration of technology in classroom activities can provide innovation in the learning process. The teacher should use the proper technology or learning platform that can attract students motivation in learning activities so that students can improve their understanding of the materials being taught. There are many technologies or learning platforms that teachers can implement in the learning process; one of those is the Kahoot learning platform. This research is conducted to find out the barriers faced by English teachers when implementing the Kahoot learning platform during English learning activities in the classroom. This research used a qualitative through descriptive approach. The informants in this research are three English teachers who implemented the learning process by using the Kahoot learning application. The data was collected through observation, a questionnaire, and an interview to know how barriers occurred in the learning process during the use of the Kahoot application. The data was analyzed through data reduction, data display, and conclusion. The results showed that there are some barriers that teachers face during the implementation of the learning process through the Kahoot learning application. They are: 1) student technology; 2) student interest; 3) preparation; 4) clear instruction; and 5) time management.]]>
<![CDATA[The Importance Of Critical Thinking Skill To Vocational Students: Strategies And Benefits ]]>
<![CDATA[Mardatillah, Oktariza]]>;
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ VOCATECH: Vocational Education and Technology Journal Vol 5, No 2 (2024): April ]]>
Publisher : <![CDATA[Akademi Komunitas Negeri Aceh Barat ]]>
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DOI: 10.38038/vocatech.v5i2.136
<![CDATA[AbstractCritical thinking is one of the skills that are emphasized in 21st-century learning. This ability aims to make students competent at finding solutions and innovations to every problem they face in everyday life. Critical thinking teaches students to be prepared to be tough individuals and to find solutions to challenges that occur in their surroundings. Therefore, this study aims to explain how to promote the critical thinking skills of vocational students through various strategies and activities that can develop critical thinking skills as well as benefit learning. This research was carried out using qualitative methods through a library approach. The data in this study were obtained by collecting information from various sources, such as articles, books, and journals related to the application of critical thinking in learning, as well as documentation. Data analysis was carried out in three stages: data reduction, data display, and conclusions. Teachers can develop students' critical thinking skills in a variety of fun ways, both individually and in groups. Through improving critical thinking skills, students can become tough individuals who are ready to become responsible problem solvers. Teachers need to improve students' thinking skills by providing activities that can solve problems so that students can be more courageous in providing ideas and innovation from the activities they carry out. Keywords:Critical thinking; vocational; strategies; benefits. AbstrakBerpikir kritis merupakan salah satu kemampuan yang ditekankan pada pembelajaran abad 21. Kemampuan ini bertujuan agar siswa memiliki kompetensi yang baik dalam mencari solusi dan inovasi dari setiap permasalahan yang mereka hadapi dalam kehidupan sehari-hari. Berpikir kritis mengajarkan peserta didik untuk siap menjadi individu yang tangguh dan solutif terhadap tantangan yang terjadi dilingkungan sekitar. Oleh karena itu, penelitian ini bertujuan untuk menjelaskan bagaimana mempromosi kemampuan berpikir kritis siswa vokasi melalui berbagai strategi dan kegiatan yang dapat mengembangkan kemampuan berpikir kritis serta benefits dalam dalam pembelajaran. Penelitian ini dilaksanakan dengan menggunakan metode kualitatif melalui pendekatan kepustakaan. Data dalam penelitian ini didapatkan melalui pengumpulan informasi dari berbagai sumber seperti artikel, buku dan jurnal yang berkaitan dengan penerapan berpikir kritis dalam pembelajaran, serta dokumentasi. Analisa data dilakukan melalui tiga tahap yaitu data reduksi, data display, dan kesimpulan. Guru dapat mengembangkan kemampuan berpikir kritis siswa melalui berbagai cara yang menyenangkan baik secara individu maupun berkelompok. Melalui peningkatan kemampuan berpikir kritis siswa bisa menjadi individu yang tangguh dan siap menjadi problem solver yang bertanggung jawab. Guru perlu untuk meningkatkan kemampuan berpikir siswa secara baik melalui pemberian aktivtas yang dapat memecahkan masalah sehingga siswa dapat lebih berani dalam memberikan ide dan inovasi dari kegiatan yang mereka lakukan.Kata Kunci: Berpikir kritis; vokasi; strategi; manfaat.]]>
<![CDATA[Analysis of Foreign Culture Representation in the 10th Grade English Compulsory Textbook ]]>
<![CDATA[Prayudha.S, Joko]]>;
<![CDATA[Azwandi, Azwandi]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 6 No. 2 (2024): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v6i2.138
<![CDATA[Culture is a way of life or outlook that applies in a particular region or community. Through culture, a person will gain an understanding of diverse intercultural matters. This research analyzed the foreign cultural representation in English compulsory textbooks for the 10th-grade students of the senior high school published by the Ministry of Education and Culture of the Republic of Indonesia as an introduction to culture to Indonesian students. This research used a mixed method by using a descriptive approach. The data was collected through analysis of the content in pictures, images, passages, charts, and everything in English textbooks that related to foreign culture representation. Next, data was analyzed by compiling based on the types of culture, dissembling the different types of culture, re-assembling culture based on the right type, interpreting, and concluding. The results showed that the foreign cultural representation on English compulsory textbook consists of four cultural aspects, they are aspect of product culture, aspect of practice culture, aspect of perspective culture, and aspect of person culture. Based on the research results, English teachers must provide a good understanding of foreign cultures to students so they can gain insight into intercultural competence.]]>
<![CDATA[ANALYSIS OF STUDENTS’ DIFFICULTIES IN UNDERSTANDING ENGLISH VIDEO (A DESCRIPTIVE STUDY) ]]>
<![CDATA[Prayudha.S, Joko]]>;
<![CDATA[Suja, Aidillah]]>
<![CDATA[ Borneo Journal of English Language Education Vol 5, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bjele.v5i1.4271
<![CDATA[At this time the use of English has become part of modern human communication habits. Almost all existing linguistic aspects also often switch in English as a variation of language use. Even so, the use and understanding of good and correct English is still very necessary to be taught to students so that they have a good understanding of the use of English. One way to practice English comprehension is through the use of English videos. Videos in English provide opportunities for students to understand more broadly how the language is used in everyday life. However, in fact there are still many students who still have difficulty understanding the meaning and use of English sentences when watching English videos. Therefore this study examines students' perceptions of difficulties in understanding the meaning and use of English when watching English videos. The research method used is qualitative through a descriptive approach. The informants in this study consisted of several students who attended English classes by watching English videos. Data obtained through learning observation and interviews. Data were analyzed through data reduction, data display, and conclusions. The results of the study showed that students experienced various difficulties when understanding words or sentences from the English videos they watched, such as the use of foreign vocabulary that they had not encountered before, fast dialogue which made it difficult for students to digest the intent of the video conversation, students experienced obstacles in constructing meaning. and descriptions of scenes making it difficult to understand the context of sentences, lack of understanding of students in connecting vocabulary into an ambiguous sentence, and limitations of students in exploring the storyline of the video shown. To overcome this difficulty problem, English teachers need to provide appropriate teaching solutions so that students can better understand the meaning of English video dialogue so that they can build skills in constructing good and correct student sentence patterns.]]>
<![CDATA[INSERTING LOCAL WISDOM MATERIALS TO ENHANCE STUDENTS CONFIDENCE IN SPEAKING SKILL ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ Journal of Language, Literature and Teaching Vol 5, No 2 (2023): August - November 2023 ]]>
Publisher : <![CDATA[Journal of Language, Literature and Teaching ]]>
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DOI: 10.35529/jllte.v5i2.75-85
<![CDATA[Speaking skills are one of the most productive language skills. The ability to speak makes students able to produce utterances so that students can speak using a language. However, in reality there are still many students who are not optimal when asked to speak English well. There are still many students who lack confidence when practicing their speaking skills in front of the class, such as speeches, conversations, small talks, even questions and answers. Therefore, this research aims to increase students' self-confidence in speaking skills through integrating material using local wisdom. This type of research is qualitative by explaining the application of learning through local wisdom in English classes. Data was obtained through a literature study by collecting several sources related to the use of local wisdom material, and interviews with two English teachers. Data was analyzed through data reduction, data display, and conclusion. The research results show that the use of local wisdom can be used as a way to make students feel more confident when speaking English, this is because the material used is familiar and they often encounter it so it is easy for students to explain a description of a place, tourist attraction or object. other. Apart from that, the use of local wisdom material is able to build students' cultural awareness of local culture.]]>
<![CDATA[Investigating Students’ Speaking Fears in Making English Video Project ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ Journal of Language, Literature and Teaching Vol 5, No 1 (2023): April - July 2023 ]]>
Publisher : <![CDATA[Journal of Language, Literature and Teaching ]]>
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DOI: 10.35529/jllte.v5i1.23-33
<![CDATA[Speaking skills are one of the most productive language skills. Where the speakers will produce an utterance through the means of speech. In the implementation of learning, sometimes there are still many students who feel afraid to speak English, even though speaking ability is very important to create good two-way communication. This study aims to investigate the speaking fears that students experience when making English video projects. The method used in this research is descriptive-qualitative. The participants in this study were 35 high school students who learned English through an English video project. The data were obtained through direct observation and interviews with several students regarding the fears they experienced when making an English video project. Data analysis through data reduction, data display, and conclusion. The results of the study show that there are still many students who feel afraid when speaking English and making English videos. The factors that influence this fear include background knowledge, messy grammar, embarrassment, and a lack of confidence, as well as feelings of pressure when practicing conversations in English through making English videos.]]>
<![CDATA[Students’ Opinion on English Group Discussion to Improve Collaboration Skill ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v5i1.7650
<![CDATA[Collaboration skills are one of the skills that are emphasized in 21st century learning where students are asked to be able to cooperate well in facing and overcoming problems that arise in learning, including when learning English. Collaboration skills in learning English enable students to be able to work together in helping and overcoming problems encountered when learning English. Therefore, this study aims to find out students' opinions on English group discussions to improve collaboration skills in learning English. The method used in this research is to use qualitative through a descriptive approach. The sample used in this study consisted of 36 students who were learning English. Data was collected through observation and interviews to determine students' perceptions of the English group discussion method in improving collaboration skills. After the data is collected, the data is analyzed through three stages, namely data reduction, data display and data conclusion. The results showed that some students had a good and positive interest in increasing collaboration skills using the English group discussion method. In fact, students tend to be able to do their best in doing English assignments by collaborating and studying together so that there is an increase in English achievement.]]>
<![CDATA[Analysis of Foreign Culture Representation in the 10th Grade English Compulsory Textbook ]]>
<![CDATA[Prayudha.S, Joko]]>;
<![CDATA[Azwandi, Azwandi]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 6 No. 2 (2024): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v6i2.138
<![CDATA[Culture is a way of life or outlook that applies in a particular region or community. Through culture, a person will gain an understanding of diverse intercultural matters. This research analyzed the foreign cultural representation in English compulsory textbooks for the 10th-grade students of the senior high school published by the Ministry of Education and Culture of the Republic of Indonesia as an introduction to culture to Indonesian students. This research used a mixed method by using a descriptive approach. The data was collected through analysis of the content in pictures, images, passages, charts, and everything in English textbooks that related to foreign culture representation. Next, data was analyzed by compiling based on the types of culture, dissembling the different types of culture, re-assembling culture based on the right type, interpreting, and concluding. The results showed that the foreign cultural representation on English compulsory textbook consists of four cultural aspects, they are aspect of product culture, aspect of practice culture, aspect of perspective culture, and aspect of person culture. Based on the research results, English teachers must provide a good understanding of foreign cultures to students so they can gain insight into intercultural competence.]]>
<![CDATA[The Analysis of Students' Difficulties in Speaking English through Voice Note ]]>
<![CDATA[Prayudha.S, Joko]]>
<![CDATA[ Foremost Journal Vol. 4 No. 1 (2023): Volume 4 No. 1 February 2023 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v4i1.3295
<![CDATA[The role of technology in the world of education cannot be separated because technology is actually the result of education and learning process. The use of technology becomes a support in the implementation of a success in teaching and learning activities. One of the technologies that can be used in learning English is to use a platform or voice note feature. Therefore, this study examines students' difficulties in learning English through voice note technology. The method used in this research is qualitative using a descriptive approach. Data were obtained through observation and interviews related to students' problems and obstacles in speaking skills using voice notes. The data were analyzed in a descriptive way by following the stages of data reduction, data display and conclusion. The results showed that students' difficulties in speaking skills were divided into two, namely internal and external. Internal factors include lack of self-confidence, courage, inspector, lack of understanding of English vocabulary. While external factors include technological sophistication, internet quota, learning resources or references.]]>
