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All Journal Al Ishlah Jurnal Pendidikan ENGLISH JOURNAL Jurnal Wahana Pendidikan English Journal JOLLT Journal of Languages and Language Teaching Jurnal Simki Pedagogia
Sharizan, Sharizan
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Representation of Global Competence in a Senior High School English Textbook in Indonesia Sharizan, Sharizan; Yulia, Yuyun; Handayani, Riris; Titania, Fani Nabila; Thamrin, Andi Hidayat
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5299

Abstract

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
CONSTRUCTIVISM APPROACH TO DEVELOP STUDENTS’ CRITICAL THINKING FOR WRITING ANALYTICAL EXPOSITION TEXT Sharizan, Sharizan; Titania, Fani Nabila; Handayani, Riris; Hidayah, Ayu Rahmah
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This research examines the use of the constructivism approach to develop students’ critical thinking for writing analytical exposition texts. This notion appears as the response to the student’s problem in constructing analytical exposition text critically. The primary resources of this literature review research are written and spoken literature. This study explains the foundation of constructivism approach to develop students’ critical thinking for writing analytical exposition texts. According to the discussion of this literature research, the constructivism approach can be used to create essential thinking since it lets the students construct knowledge by themselves from natural and contextual experiences in the field. That is why the constructivist approach has the potential to develop students’ critical thinking while writing analytical exposition texts. However, teachers and students should understand this approach, especially in implementing it, to maximize the use of constructivism for developing critical thinking in writing analytical exposition texts.
CONSTRUCTIVISM APPROACH TO DEVELOP STUDENTS’ CRITICAL THINKING FOR WRITING ANALYTICAL EXPOSITION TEXT Sharizan, Sharizan; Titania, Fani Nabila; Handayani, Riris; Hidayah, Ayu Rahmah
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research examines the use of the constructivism approach to develop students’ critical thinking for writing analytical exposition texts. This notion appears as the response to the student’s problem in constructing analytical exposition text critically. The primary resources of this literature review research are written and spoken literature. This study explains the foundation of constructivism approach to develop students’ critical thinking for writing analytical exposition texts. According to the discussion of this literature research, the constructivism approach can be used to create essential thinking since it lets the students construct knowledge by themselves from natural and contextual experiences in the field. That is why the constructivist approach has the potential to develop students’ critical thinking while writing analytical exposition texts. However, teachers and students should understand this approach, especially in implementing it, to maximize the use of constructivism for developing critical thinking in writing analytical exposition texts.
The Use of Mendeley Application to Avoid Plagiarism: A Case Study in Indonesia’s Tertiary Educatio Sharizan, Sharizan; Rahmasari, Alissa; Eiden, Kheisen; Yulia, Yuyun; Herda, Rozanah Katrina; Ivashova, Elizaveta
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18424

Abstract

The Mendeley and other automatic citation applications are used to help make the writing process more effective and avoid plagiarism. It is used massively in this digital age. Then, this case study aims to explore the motives behind plagiarism and the role of the Mendeley application and other online tools in avoiding plagiarism in Indonesia’s tertiary education. The primary data was gathered by interviewing five master's students from one of the public universities in Indonesia. Then, the data is processed by transcribing, coding, selective, and axial coding. The results show five primary motives for plagiarism based on the interview: the lack of awareness and understanding of plagiarism, negative personal attitude, the ease of internet access, pressure from several aspects, lack of competency, and institutional factors. In terms of the role of Mendeley's application to avoid plagiarism, it is adequate to confirm, justify, and claim the issue conveyed in scientific work, highlight a particular idea, criticize or approve the premise of others, and build the argument. It can be concluded that there are various reasons scholars commit plagiarism, and the Mendeley application, as well as some other artificial intelligence tools, can help to avoid it. However, scholars need to uphold academic integrity and understand the use of the Mendeley application for educational purposes
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
Gamifying Reading Motivation in EFL Students: Enhancing Engagement and Language Learning Through ICT Anggrainy, Fitri Pangestu Noer; Sharizan, Sharizan; Sriyanda, Ricky; Farhan, Muhammad
Jurnal Simki Pedagogia Vol 7 No 1 (2024): Volume 7 Nomor 1 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i1.547

Abstract

This research investigates the potential of gamification in encouraging reading motivation among English as a Foreign Language (EFL) students. Reading motivation is crucial in language learning, and gamification offers promising inenues to enhance it. The study examines both reading skills and the various factors influencing reading motivation. Utilizing a conceptual paper methodology, this research systematically analyzes existing literature, theories, and concepts related to gamification and reading motivation in EFL learning, providing a comprehensive synthesis that forms the basis for understanding the potential impact of gamification on enhancing reading motivation among students. The synthesis of findings indicates that gamification positively impacts EFL learners’ reading motivation by fostering greater involvement, independence, and belief in their reading abilities. By incorporating game elements like points, badges, and leaderboards, this study reveals that through gamification in reading activities, learners not only achieve a sense of progress and competition but also overcome challenges like lack of interest, self-confidence, and autonomy in EFL reading, ultimately fostering increased motivation.
Co-Authors Anggrainy, Fitri Pangestu Noer Eiden, Kheisen Handayani, Riris Hidayah, Ayu Rahmah Ivashova, Elizaveta M. Sukarno Muhammad Farhan Musaldin, La Ode Rahmasari, Alissa Rihatmi, Rihatmi Rozanah Katrina Herda, Rozanah Katrina Sadiyah, Noviachri Imroatul Sriyanda, Ricky Thamrin, Andi Hidayat Titania, Fani Nabila Yuyun Yulia