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All Journal EDUPY EDUCAFL : E-Journal of Education of English as a Foreign Language Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL: English Teaching Journal Journal Of English Language and Education Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Kontribusia : Research Dissemination for Community Development International Journal of English Linguistics, Literature, and Education (IJELLE) JOLLT Journal of Languages and Language Teaching Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat JEELS (Journal of English Education and Linguistics Studies) Journal of English Language Teaching and English Linguistics ETERNAL: English Teaching Journal
Frida Unsiah
Universitas Brawijaya
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Postmodern Teachers’ Self-understanding in Sekolah Penggerak Prasetyo, Aditya Pandu; Ratri, Devinta Puspita; Unsiah, Frida; Prasodjo, Pandu
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10415

Abstract

This study investigated how teachers enhanced their professional self-understanding as educators and how this self-understanding influenced their teaching performance. The study adopted a narrative inquiry research design. Qualitative data were collected through semi-structured interviews, guided by Kelchtermans’ theory. The data were gathered from seven teachers in Sekolah Penggerak, categorized into two groups: novice teachers and experienced teachers. Thematic data analysis was used to analyze the qualitative data. The research drew two main conclusions regarding teachers’ professional identities and the impact of continuous learning on their performance. First, most teachers unequivocally identify themselves as educators. Second, professional self-understanding significantly impacts teachers' teaching performance. The study suggested several recommendations for future research to expand upon its findings and provided more comprehensive insights into professional self-understanding in various educational contexts.
Students’ Perceptions of Google Translate Use in English Learning: Vocational High School Context Rahman, Ardiyanti Shofia; Unsiah, Frida
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5000

Abstract

This study explores the perceptions of the 10th grade tourism students towards the use of Google Translate in learning English. Using mixed methods, data were collected through questionnaires and semi-structured interviews with 36 students of a vocational high school in East Java, Indonesia. The quantitative data were analyzed using descriptive statistics and the qualitative ones were analyzed thematically. The findings showed that students frequently used Google Translate to translate words, sentences, and paragraphs in academic assignments. The high frequency of the use indicates a fairly high level of reliance, especially among students with lower English proficiency. However, some of the more critical students still checked the translation against other sources to ensure accuracy. While Google Translate facilitates access to English, its limitations in translating tourism terminology may hinder in-depth understanding.      Therefore, it is important that teachers provide supervision and incorporate alternative learning resources to support students in developing more independent and contextualized language skills, such as more accurate digital dictionaries or practice-based methods. With the right approach, Google Translate can be an effective tool without replacing more in-depth learning.
Pre-Service Teachers' Experiences with Chatgpt During a Vocational High School Teaching Practicum Ihsanurrahmah, Fathonah; Unsiah, Frida; Dewi, Dian Novita; Aiman, Amirul
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14284

Abstract

Incorporating ChatGPT in the educational field rapidly gained attention for its potential in the teaching and learning process, particularly in English for Specific Purposes (ESP). This exploratory case study investigates pre-service teachers’ experiences using ChatGPT during their teaching practicum in vocational high schools. Data were collected through a Focus Group Discussion (FGD) with 4 pre-service teachers from different vocational majors. The findings revealed that ChatGPT served as a valuable teaching assistant, helping pre-service teachers generate content-specific materials, plan student activities, and design assessments. Pre-service teachers also noted ChatGPT's usefulness in addressing challenges related to limited technical vocabulary resources and subject-specific content. However, this study identified several limitations in using ChatGPT, including inaccuracies in specialized terminology, rigid language outputs, and overly simplistic assessment tasks that required careful prompting and editing. This study highlights the need for strategic incorporation of AI tools in teacher education and suggests further research to optimize AI applications in vocational education settings
Speaking challenges and strategies in English medium instruction (EMI): Integrating language learning with vocational skills for vocational high school students Akmal, Mohammad Mirza; Unsiah, Frida
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9806

Abstract

English-speaking skills are essential for vocational high school students who must be prepared to communicate in globalized industries. However, despite the increasing use of English medium instruction (EMI) in vocational schools, limited research has examined the specific speaking challenges and coping strategies of students in these contexts. This study aims to explore the challenges and strategies for developing speaking skills within EMI to integrate language learning with vocational skills. This study employed an explanatory sequential design with quantitative and qualitative data. Data were collected through a questionnaire across two dimensions and interviews. One hundred students from a public vocational high school in Malang, Indonesia, participated in filling the questionnaire, with six randomly selected for interviews. Quantitative data were analyzed using SPSS and Microsoft Excel, while qualitative data underwent thematic analysis. Findings revealed internal challenges such as anxiety, limited vocabulary, and lack of practice, alongside external challenges like insufficient English-speaking programs and reliance on the mother tongue. Strategies included using language-learning apps, English media, and building social interactions. Intrinsic motivations, such as aspirations to study abroad and international friendship, also played a significant role. This study highlights the importance of creating supportive environments and provides insights for educators and policymakers in addressing students' needs.
A profile of primary school students’ literacy through EMI in CLIL Contexts Rachmajanti, Sri; Anugerahwati , Mirjam; Unsiah, Frida
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1802

Abstract

For several years, the competence of students in Indonesia has always been recorded as very low. In PISA, Indonesia ranks at the 3rd or 4th lowest position, especially in Reading, Mathematics, and Science. This condition has, of course, raised the concerns of educators in Indonesia, and some schools then decided to implement an international curriculum along with the 2013 Curriculum. With the international curriculum, students are required to have very good literacy, to comprehend the texts and questions they work on. This also entails teaching them with teaching strategies which, besides developing their language competence, also enhance their critical thinking skills. This paper reports some ways in which EMI and CLIL can develop primary school students‟ English proficiency, literacy, and critical thinking skills. Data were taken from some Primary Schools which implement the synergy of national and international standard curricula, particularly from the scores of the students on two tests. Focus of the learning is given to the students’ English proficiency and literacy. The total numbers are 248 students from 14 primary schools located in most cities in East Java and some in South Celebes. The results show that the program equips the student with higher proficiency, literacy, and critical thinking skills. This study implies that EMI in CLIL context can accommodate primary school students’ literacy learning. HIGHLIGHTS : ESL lessons in Primary schools implement the synergy of the National Curriculum and international framework do enhance students‟ literacy, proficiency, and critical thinking skills. The implementation of CLIL and EMI in primary school evidently gives benefits to the students‟ language proficiency. It is confidently stated that EMI, which is implemented in the CLIL program, particularly in the primary schools which implement the synergy of dual curriculum (the 2013 Curriculum and the international framework).
Menekan angka putus sekolah dan pernikahan dini Sudarwati, Emy; Kesuma, Bayu Adi; Ariani; Unsiah, Frida
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 6 No 3 (2023)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v6i3.20501

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan di Desa Semenpinggir dan Bakalan, Kabupaten Bojonegoro, Jawa Timur. Berdasarkan hasil kajian pendahuluan ditemukan empat permasalahan mendasar yaitu (1) rendahnya kesejahteraan ekonomi masyarakat, (2) tingginya angka putus sekolah, (3) kenakalan remaja, (4) pernikahan dini. Mengacu pada permasalahan tersebut, Tim Pengabdian Masyarakat Universitas Brawijaya melalui program sinergi bertajuk Program MMD (Mahasiswa Membangun Desa) yang didukung oleh Pemerintah Provinsi Jawa Timur mengaplikasikan metode PAR (Participatory Action Research) mencoba menyelesaikan permasalahan tersebut dengan fokus pada tiga bidang yaitu kesehatan, pendidikan, dan ekonomi. Angka putus sekolah, kenakalan remaja, dan pernikahan anak usia dini di Desa Semen Pinggir dan Desa Bakalan Kabupaten Bojonegoro. Manfaat dari hasil kegiatan pengabdian kepada masyarakat ini sejalan dengan rencana strategis pengembangan kegiatan pengabdian masyarakat di UB tahun 2021-2025 pada poin unggulan no 6 yaitu pelayanan sosial dasar (pendidikan dan kesehatan) dan lead point no 1 (kemasyarakatan), pemberdayaan ekonomi) dan SDGs no 3 dan 4. Hasil dari program pengabdian kepada masyarakat ini terlihat dari peningkatan kualitas sumber daya manusia, peningkatan motivasi belajar, penurunan angka putus sekolah, penurunan angka kenakalan remaja dan pernikahan dini.
Students’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students Kurniawan, Aditya Bima; Unsiah, Frida; Razali, Khairil Azwar
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.v12i2.10333

Abstract

The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.
Utilizing Wordwall.Net on the Improvement of Students’ Vocabulary Mastery: An ICT-Based Lesson Wandari, Titin; Unsiah, Frida; Sahar, Rafidah
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.v12i2.10754

Abstract

The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.
Leveraging Collaborative Strategic Reading (CSR) on Project-Based Learning (PjBL): Text Types Unsiah, Frida; Suwarso, Pratnyawati Nuridi; Sujannah, Wahyu Diny; Adi, Sugeng Susilo; Damio, Siti Maftuhah
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11363

Abstract

Reading is regarded as an essential activity in language learning, providing a valuable source of information, an exciting activity, a tool of communication, and a way to enhance one's knowledge. Collaborative Strategic Reading (CSR) is implemented in reading classes to enhance students' reading comprehension. The present study aimed to find out the correlation between students’ perceptions of Collaborative Strategic Reading (CSR) projects and their reading achievement. The participants of the study were 165 students of the second semester batch 2022/2023 taking a Reading Course in one of public universities in East Java Indonesia. The current study employed correlational design and the data were collected through a questionnaire consisting of four dimensions with 20 items adapted from Fan (2010). The dimensions were students’ general perceptions of CSR instruction, perceptions of implementation procedures of CSR, and views on their learning attitudes in CSR. The data on the students’ reading achievement were obtained through their TOEIC reading test, CSR project, midterm test, and final test scores. The data taken from students' perceptions of CSR and reading achievement were analyzed through Pearson Correlation coefficient. The result shows that the correlation between students’ perceptions of CSR and their reading achievement are highly significant. CSR encourages students to get involved actively in reading activities and increase their critical thinking to comprehend texts. Such experiences are beneficial for them which affect their perceptions of CSR towards their reading achievement.
How Do EFL Students Across Gender Perceive Classpoint toward Their Motivation in Learning English? Ramadhani, Frenni Shalsabillah; Unsiah, Frida
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.338

Abstract

This study seeks the difference between female and male students' intrinsic and extrinsic motivation and attitudes toward using Classpoint in EFL learning. Applying quantitative research, 61 EFL high school students of Brawijaya Smart School participated in this research. The instrument used in this study was a questionnaire consisting of 21 items using a Likert-type scale—the chosen items comprised three topics (students' intrinsic and extrinsic motivation and attitudes toward the use of Classpoint). The data analysis uses SPSS 27 and t-test to seek the significance of the result of the present study. This research indicates that female students have a higher motivation rate and attitude toward using Classpoint in EFL classrooms and that students across genders significantly differ in their perception of intrinsic motivation and attitudes. It also showed that utilizing Classpoint augments intrinsic motivation better than extrinsic motivation. The result implies English teachers should motivate and encourage male students to participate in the learning process by providing fun activities and giving rewards.
Co-Authors Agus Gozali Aiman, Amirul Akmal, Mohammad Mirza Ariani Damio, Siti Maftuhah Degeng, Putu Degeng, Putu Dian Danayanti Devinta Puspita Ratri Dian Novita Dewi, Dian Novita Emy Sudarwati Fariska Pujiyanti Ghozali, Muhammad Afifuddin Ihsanurrahmah, Fathonah Irene Nany Kusumawardani, Irene Nany Iswahyuni Iswahyuni Kesuma, Bayu Adi Kurniawan, Aditya Bima Kusumawardani, Irene Nany Mirjam Anugerahwati Moh. Hasbullah Isnaini Muhammad Isnaini Prasetyo, Aditya Pandu Prasodjo, Pandu Pratnyawati Nuridi Suwarso, Pratnyawati Nuridi Rahman, Ardiyanti Shofia Ramadhani, Frenni Shalsabillah Razali, Khairil Azwar Riski Nindya Lestari Sahar, Rafidah Shabrina Dwi Andani Sri Rachmajanti Sugeng Susilo Adi Sujannah, Wahyu Diny Wandari, Titin Widiyati, Theresia