Articles
<![CDATA[Investigating Indonesian EFL pre-service teachers’ conceptions of culture and intercultural competence ]]>
<![CDATA[Arief Eko Priyo Atmojo]]>;
<![CDATA[Tomy Kartika Putra]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.22673
<![CDATA[Globalization inevitably increases communication among people from different languages and cultural backgrounds. This phenomenon dramatically demands changes in the traditional aims of language teaching which rely on the norms and values of native-speaking countries. A large body of literature encourages language teaching to be concerned more with intercultural competence (hereinafter IC), which is allegedly effective to help students achieve successful intercultural communication. Nonetheless, in the Indonesian context, there is still an iota of evidence regarding pre-service teachers’ understandings of the terms culture and IC. Thus, this study attempts to gain insights into Indonesian English as a Foreign Language (EFL) pre-service teachers’ understandings of culture and IC. It is considered as a single case study employing questionnaires and interviews. In total, 26 EFL pre-service teachers participated in this study by answering a questionnaire, with mainly close-ended and some open-ended questions. From these participants, seven pre-service teachers were interviewed. The results suggested the discrepancy in the participants’ understandings of culture and IC. This condition may hinder the meaningful goals of cultural teaching and the effective pedagogical practices in their future EFL classrooms. Drawing on the results, the present study provides some recommendations for the pre-service teachers and teacher education in an attempt to develop cultural teaching in English Language Teaching (ELT).]]>
<![CDATA[STUDENTS’ PROBLEMS ON S-V AGREEMENT IN TOEFL AND THEIR PROPOSED SOLUTIONS ]]>
<![CDATA[Arief Eko Priyo Atmojo]]>
<![CDATA[ Leksema: Jurnal Bahasa dan Sastra Vol. 3 No. 2 (2018) ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/ljbs.v3i2.1409
<![CDATA[This article is presented to discover the students’ problems in subject-verb (S-V) agreement and provides pedagogical solutions to these problems. This study employed descriptive design. There were two instruments used to collect data. The first instrument was a test. It consisted of 10 items with two different types of questions. The second instrument was an open-ended questionnaire consisting of two questions. The participants were 25 social science students of a private university in Yogyakarta. The data included in this study were 10 students’ works which were randomly selected. The result shows that the students' problems in S-V agreement came from their misunderstanding on: future continuous tense, singular-plural subject, appositive, the use of present participle as adjective, the use of simple present tense, the use of either … or … to show one subject, the presence of double subjects, and the use of both to show double subjects. To encounter these problems, the teacher is suggested to teach the students about the essential elements of a sentence first rather than teaching other aspects. The essential elements are subject and predicate. In short, the students must understand well that a sentence, at least, must consist of one subject and one predicate (verb). After understanding the essential elements of a sentence, the students can be taught to understand other supporting aspects which also become the causes of students’ problems in S-V agreement.]]>
<![CDATA[Investigating Indonesian EFL pre-service teachers’ conceptions of culture and intercultural competence ]]>
<![CDATA[Arief Eko Priyo Atmojo]]>;
<![CDATA[Tomy Kartika Putra]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.24815/siele.v9i2.22673
<![CDATA[Globalization inevitably increases communication among people from different languages and cultural backgrounds. This phenomenon dramatically demands changes in the traditional aims of language teaching which rely on the norms and values of native-speaking countries. A large body of literature encourages language teaching to be concerned more with intercultural competence (hereinafter IC), which is allegedly effective to help students achieve successful intercultural communication. Nonetheless, in the Indonesian context, there is still an iota of evidence regarding pre-service teachers’ understandings of the terms culture and IC. Thus, this study attempts to gain insights into Indonesian English as a Foreign Language (EFL) pre-service teachers’ understandings of culture and IC. It is considered as a single case study employing questionnaires and interviews. In total, 26 EFL pre-service teachers participated in this study by answering a questionnaire, with mainly close-ended and some open-ended questions. From these participants, seven pre-service teachers were interviewed. The results suggested the discrepancy in the participants’ understandings of culture and IC. This condition may hinder the meaningful goals of cultural teaching and the effective pedagogical practices in their future EFL classrooms. Drawing on the results, the present study provides some recommendations for the pre-service teachers and teacher education in an attempt to develop cultural teaching in English Language Teaching (ELT).]]>
<![CDATA[Project-based learning in English academic writing: Students’ and lecturer’s views, hindrances, and practical strategies ]]>
<![CDATA[Atmojo, Arief Eko Priyo]]>;
<![CDATA[Hanifah, Zahrotun]]>
<![CDATA[ Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 1: June 2024 ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/jemin.v4i1.8993
<![CDATA[Despite a plethora of studies on project-based learning (PjBL) for teaching English academic writing in a higher education setting, it has remained underinvestigated in non-English department contexts, and students’ practical strategies to overcome hindrances have also been underexplored. This present study scrutinizes the views, hindrances, and practical strategies involved in the enactment of PjBL for teaching English academic writing in a non-English department setting. This study adopted a qualitative research method with a single-case study design. Three undergraduate students and one English academic writing lecturer were purposefully recruited as participants. Data were gathered through individual, semi-structured interviews. Thematic analysis was utilized to analyze the data, and member checking was employed to ensure trustworthiness. The findings suggest that the students positively viewed the enactment of PjBL as very helpful although they had mixed opinions about whether the project should be carried out individually or in groups. Moreover, PjBL offers four advantages, including minimizing individual tasks, avoiding getting stuck, accomplishing the project in a well-planned manner, and engaging students more actively. Appropriate technological tools and teaching media are encouraged to be incorporated into PjBL. Although several hindrances related to teamwork and writing were encountered, the students attempted to overcome these hindrances with some practical strategies. Implications, limitations, and future studies are also discussed.]]>
<![CDATA[Mengungkap Rahasia Kecakapan Bahasa yang Unggul dari Guru Bahasa Inggris: Sebuah Studi Wawancara ]]>
<![CDATA[Atmojo, Arief Eko Priyo]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 8 No. 1 (2022): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v8i1.3224
<![CDATA[This study tries to shed light on what makes the English teacher’s proficiency excellent and how these factors help the English teacher achieve excellent proficiency. One female English teacher from a private secondary school participated in this study. Her excellent English proficiency is proven by some proficiency test certificates such as TOEFL and CEFR. Data were garnered through a series of semi-structured interviews based on well-prepared interview guidelines. The principles of data saturation were applied to ensure the credibility of the data. The data analysis was done by employing thematic content analysis. The results suggest that there are four main factors which contribute to the English teacher’s excellent proficiency. These factors include high self-motivation, long learning experience, diverse kinds of exposure, and various kinds of practices. Several affective factors like the feeling of fun, enjoyment, and interest also contribute to the process of language learning and acquisition which lead to excellent English proficiency. Further studies on English proficiency are still encouraged with different methods, settings, and contexts.]]>
<![CDATA[Teacher-Made YouTube Videos in Online EFL Classes: Non-English Department Students’ Perceptions and Practices ]]>
<![CDATA[Atmojo, Arief Eko Priyo]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 1 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/acuity.v7i2.2531
<![CDATA[This research aims to seek answers on the students’ perceptions towards teacher-made YouTube videos for learning English online and how do they take advantage of the videos. Eight non-English department students were invited to become participants and they voluntarily accepted the invitation. Data were garnered through written reflections. It was then continued by three rounds of semi-structured focus group discussion. Coding was performed to analyze the data and done thrice at different times to ensure the credibility of the results. The results indicate the students’ general and detailed perceptions on the use of teacher-made YouTube videos which are very fruitful. The findings also show how the students use and take advantage of the videos and some difficulties they encounter. It implies that the student's perceptions and how they use and take advantage of the videos should be considered by EFL video creators in the future, including EFL teachers. Future researches may apply different methods, contexts, and participants.]]>
<![CDATA[PLEASE Strategy for Teaching Writing Viewed from Students' Self-Esteem ]]>
<![CDATA[Atmojo, Arief Eko Priyo]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v2i2.39
<![CDATA[This research aims to investigate whether: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. This research was done at a state secondary school located in Sragen, Jawa Tengah, Indonesia. Cluster random sampling was employed to get the sample consisting of two classes. PLEASE strategy was used in the experimental class meanwhile RAFT strategy was employed in the control class. The students in each class were categorized into students having high self-esteem and low self-esteem. Writing test and self-esteem questionnaire were utilized to gather data. Multifactor Analysis of Variance ANOVA 2 x 2 test and Tukey test were employed to analyze the data after normality and homogeneity tests were undergone. The results indicate that: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. It suggests that PLEASE strategy is an effective strategy for writing compared to RAFT strategy. Further researches comparing PLEASE strategy to other strategies, techniques, or methods and collaborating it with media and innovative materials for writing are encouraged.]]>
<![CDATA[EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia ]]>
<![CDATA[Arief Eko Priyo Atmojo]]>;
<![CDATA[Arif Nugroho]]>
<![CDATA[ Register Journal Vol 13, No 1 (2020): REGISTER JOURNAL ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
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DOI: 10.18326/rgt.v13i1.49-76
<![CDATA[In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL teachers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by both researchers, continued by several cycles of discussion. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged. Keywords: COVID-19, EFL teachers, online EFL learning, technology enhanced language learning, technology in language learning.]]>
<![CDATA[EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions ]]>
<![CDATA[Atmojo, Arief Eko Priyo]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 9, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v9i1.9127
<![CDATA[This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.]]>
<![CDATA[EFL pre-service teachers’ excessive use of Google Translate: Blessing or misfortune? ]]>
<![CDATA[Atin Kurniawati]]>;
<![CDATA[Arief Eko Priyo Atmojo]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v14i1.19497
<![CDATA[This study investigates EFL pre-service teachers’ use of Google Translate (GT) on a daily basis under three underlying questions: 1) Why do EFL pre-service teachers often use GT? 2) How do they use it on a daily basis? and 3) What are the drawbacks of using GT? Despite its benefits, debates over its use in educational settings remain a prevailing issue. For this reason, a case study approach involving six EFL pre-service teachers in different semesters was employed. To garner the data, an open-ended questionnaire and an interview that was done in several sessions were deployed. Thematic analysis was then utilized to analyze the data. The findings reveal that the EFL pre-service teachers’ excessive use of GT was caused by their lack of vocabulary, pronunciation, and grammar. Quick and easy use of GT and lack of confidence to express their own sentences also encouraged them to use GT excessively. They used GT on a daily basis for both academic and non-academic purposes. They also incorporated GT with other applications, especially for doing academic assignments, since they realized that GT was sometimes unreliable. Their background knowledge of English played an important role in examining the translation results of GT. The EFL pre-service teachers have been aware that using GT excessively could decrease their learning ability, and they should enhance their English proficiency to effectively use GT. It implies that GT can assist EFL pre-service teachers’ learning by primarily deploying their own knowledge and skills and only utilizing GT for enhancement.]]>
