Garuda - Garba Rujukan Digital

Pre-service English teachers’ motivation to pursue a career in teaching viewed from speaking self-efficacy Hartono Hartono; Nani Hidayati; Wiyaka Wiyaka
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23358

Previous research on pre-service teachers’ motivation to pursue a career in teaching found different results. Some research found altruistic motivation dominant in determining career decisions, while others suggest extrinsic or intrinsic motivation. The current study extended the topic by relating pre-service English teachers’ motivation to teach to English-speaking self-efficacy. There were 94 pre-service English teachers of different semesters participated in this study. Data were collected with a Likert-type questionnaire. Pre-service English teachers have a high motivation to pursue a career in teaching, and extrinsic motivation was the most dominant motive. The nobility of the profession, sustainability of job demand, inspiration from the teachers, and flexible working hours are among the extrinsic motives. The pre-service teachers also have a high level of English-speaking self-efficacy. However, they still have problems with anxiety, the use of idioms, the use of accurate grammar and vocabulary, and fluency. Between motivation to teach and their speaking self-efficacy lies a significant positive correlation at a moderate level. This moderate level of the relationship suggests that English-speaking self-efficacy is not a determining factor in motivating pre-service English teachers to have a career in teaching. Consequently, some English teachers may have inadequate proficiency in the language they teach.

The Impact of Chinese Whisper Game towards EFL Young Learnersâ€™ Vocabulary Mastery Aniswatun Nafisah; Choiril Anwar; Hartono Hartono; Riana Permatasari
Journal of Advanced Multidisciplinary Research Vol 3, No 2 (2022): December 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.3.2.79-92

The purpose of this research was to find out whether the use of Chinese whisper game was effective to enhancein enhancing vocabulary mastery of young learners of the fifth graders of MI Nurul Huda Sidokumpul. The method of this research was quasi-experimental design because the researcher did not randomize on the sample. The sample of this research consisted of 25 students of class VA as the experimental group and 22 students of class VB as the control group. The researcher used pre-test and post-test for the control group and experimental group to collect the data. The researcher used SPSS v.16.0 software program to analyze the data. The researcher used three steps in this research. They were: pre-test, treatment, and post-test. The result of the pretest and post-test of the experimental group were 58.76 and 91.84, while the result of the pre-test and post-test of the control group were 60.36 and 70. 27. The result of the analysis showed that sig (2-tailed) was 0.000 (or <0.05. It means that there was a significant difference between the two means of post-test. It was concluded that H0 was rejected and H1 was accepted. Therefore, using the Chinese Whisper Game was effective to enhance the vocabulary mastery of young learners.Â

Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities Hartono Hartono; Elok Widiyati; Choiril Anwar
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc. It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.

Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities Hartono Hartono; Elok Widiyati; Choiril Anwar
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26021

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc. It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing Hartono Hartono; Choiril Anwar; Afina Murtiningrum
Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v12i1.28-48

This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.

Integrating technology into English language teaching at Indonesian high schools: Teachers reflections Choiril Anwar; Hartono Hartono; Fatih Yavuz
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41868

English Language Teaching (ELT) is something that has changed dramatically in recent times due to technology. Even though it could potentially reshape ELT, appropriate implementation remains a challengefor most teachers who are often uncertain as to how to use technology to improve learning. This article looks into the experiences and reflections of Indonesian high school English teachersintegrating technology into their ELT pedagogical practices, from making lesson plans, having classroom activities, to setting up the assessment. Quantitative and qualitativedata were collected and analyzed through a mixed-methods approach. It involved an online survey distributed to 20 diverse Indonesian high school English teachers as well as semi-structured interviews conducted with 10 teachers. The results indicated that there is an increasing use of technology for ELT purposes, particularly to facilitate language reception,language production, and interaction. Theresults also found some challenges and limitations, including technical issues, training and support, and access equity. These insights can help guidethe future development of Indonesian high school ELT practices, inform investment in technology infrastructure, and support targeted professional development initiatives focused on technology integration. The findings are discussed in the context of existing research on ELT and technology integration, with particular emphasis on their significance for high school English teachers in Indonesia. The results provide implications for ELT policymakers, practitioners, and researchers in Indonesia and evidence the importance of context-sensitive solutions to provide meaningful integration of technology in the variability of Indonesian high school settings.

Language problems encountered by undergraduate EFL students in writing scientific papers for publication Hartono Hartono; Ollyvia Putri Angella; Choiril Anwar
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.388-400

College students are currently also required to publish articles in scientific journals. This requirement is beneficial for their research and writing development; however, writing scientific articles is not easy, especially for undergraduate students. This paper investigates the language problems encountered by undergraduate EFL students when writing scientific papers for publication. It is a mixed-methods study involving both quantitative and qualitative data collection and analysis. The respondents were 25 undergraduate students writing English papers for publication and 3 lecturers supervising them. Selected. They were from an English Education program at a university in Semarang, Central Java, Indonesia, and were selected purposively. The data were collected through a 10-item closed-ended questionnaire and interviews with both students and lecturers. The quantitative data were analysed descriptively, while the qualitative data were analysed thematically. The results indicate that the primary language problems faced by undergraduate students in writing papers for publication are vocabulary selection, phrase structure, and article usage. They also have significant challenges with the correct use of tenses, sentence structure, word class, and subject-verb agreement. Though facing problems, the students reported that they were able to solve them by using AI tools. This implies that incorporating technology into the teaching of writing can be beneficial.

Enhancing elementary school teachers’ understanding and practical skills in implementing a deep learning approach Hartono Hartono; Kurniawan Yudhi Nugroho; Choiril Anwar; Mega Mulianing Maharani; Sugeng Hariyadi
Indonesian Journal of Community Services Vol 8, No 1 (2026): May 2026
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.8.1.23-33

Since early 2025, the Indonesian government, c.q. The Ministry of Primary and Secondary Education has introduced a deep-learning approach to primary and secondary education. This new approach aims to improve education quality by relying on three pillars: mindful, meaningful, and joyful learning. Many elementary school teachers, however, have not fully understood the approach due to limited access to training and professional development programs. Considering this, the community service team from the English Education Study Program at Sultan Agung Islamic University held a one-day workshop to help enhance elementary school teachers' understanding and ability to apply the approach in their classrooms. The workshop was a collaboration between the community service team and the Ahmad Yani Teacher Working Group (KKG), and was held on November 27, 2025, at the SDN Bergas Lor 01, Bergas subdistrict, Semarang Regency. Fifty-five teachers from various elementary schools in the KKG area participated in the workshop. They were presented with the deep learning approach and related topics, such as growth mindset, assessment in deep learning, the SOLO taxonomy, teaching strategies, and more. They worked in groups, discussed, and demonstrated learning strategies. After the workshop, participants were given assignments to deepen the material. Feedback from the survey suggests that the teachers participated well and enjoyed the workshop, finding it beneficial for developing their skills. However, due to time constraints, the workshop was unable to fully explore the deep learning approach. Therefore, more training and workshops are still needed.

Title

Found 18 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 18 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 18 Documents
Search