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AN An Analysis Of The English Textbook "English In Mind Second Edition" Based On The Merdeka Curriculum Voni Nuralawiah; Syafrizal Syafrizal; Akhmad Baihaqi
Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i3.5333

This study aims to analyze the accordance of the content of the English textbook "English in Mind Second Edition" based on learning outcomes by the Merdeka curriculum, namely Listening-Speaking, Reading-Viewing, and Writing-Presenting. This research used qualitative research with content analysis methods and used documentation, questionnaires, and interviews to collect data. The findings of this study concluded that the English textbook includes about 41% of material relevant to the Listening-Speaking element, 31% of the material pertinent to the Reading-Viewing element, and 28% of the material appropriate to the Writing-Presenting element. This means that the English textbook as a whole is in accordance with the Merdeka curriculum. Based on student questionnaires about the elements of learning outcomes in textbooks, there are elements of listening, speaking, reading, viewing, writing, and presenting in textbooks. Then, for interviews with teachers, the textbook is in accordance with the learning outcomes in the Merdeka curriculum. However, no one learns about the Indonesian nation, for example, knowledge and culture, so this book is not recommended as a sourcebook but as a supplementary book. It can be concluded that based on these findings, the textbook "English in Mind Second Edition" is in accordance with the Merdeka curriculum as a supplementary book.

Duo Lingo Application for Teaching Speaking Skills Class: Students' Perception of Speech Ability Syafrizal Syafrizal; Niken Sekar Cahyaningrum; Tosi Rut Syamsun
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2881

Effect of Duo Lingo application to improve speaking ability. Duo Lingo to enhance student speaking ability. There are several problems with speech fluency This study is intended to find out the effectiveness of the Duolingo application on studentsâ€™ perception to improve their speaking skills. Thus, this study used a qualitative approach, especially using an ethnomethodology research design. Firstly, this study used a qualitative approach because the researcher is intended to reach the data from interviews studentsâ€™ procedures for creating and managing a sense of objective reality. This study is involved 27 students of grade IX from one class. Almost all students know the application of Duolingo,The result of the questionnaire indicates that 10 Neutral, 15 Agree, 2 Strongly agree that Duolingo as media improves English skills. It indicates that most of the learners agree that Duolingo is a media to improve English skills. As a result, teachers should be encouraged to use this app in language instruction and learning. Furthermore, teachers must ensure that this application is capable of being used efficiently. Another significant factor to consider is the use of cell phones in the classroom because some schools restrict mobile phone use while the classroom.

Implementation of Authentic Assessments in Daarul Qur’an International Primary School Nety Ariyani; Syafrizal Syafrizal; Yudi Juniardi
Journal of English Language Studies Vol 9, No 2 (2024): Available Online in September 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i2.26519

This study explores alternative assessment techniques in a grade six English class at Daarul Qur'an Primary School, Tangerang, with an emphasis on real-world applications and continuous improvement. While traditional assessments are still common, the introduction of Indonesia's 2024 Merdeka Curriculum highlights the need for more authentic assessments of language use. Using a descriptive qualitative method, data were gathered through observations, structured interviews, and document analysis. The study incorporates contextual teaching activities, such as video observations, email reading, role-playing, collaborative discussions, and group work, to enhance students' comprehension, pronunciation, vocabulary, and confidence in using English. These activities are designed to support the functional use of English in real-life scenarios. Formative assessments, including role plays, performance-based presentations, portfolios, and peer feedback, provide a comprehensive evaluation of students' progress. These methods foster active participation, creative thinking, and effective communication. The findings demonstrate that authentic assessments create a student-centered learning environment, promoting meaningful engagement and preparing students for practical communication challenges outside the classroom. By emphasizing real-world applications, these assessments lead to lasting learning outcomes and continuous improvement.

Studentsâ€™ Perceptions of Using Ted Talks as a Media to Improving Speaking Skill Syafrizal Syafrizal; Tosi Rut Syamsun
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

This research aimed to describe the students' perceptions of improving speaking skills using TED Talks as a learning media. Qualitative research is implicated in this study with a descriptive approach. The questionnaire was used as the instrument, and ten open-ended questions were allocated to the participants. The participants were English Department students in the sixth semester in precise. Nineteen students filled out the questionnaire. The data were analyzed in descriptive form. The result from the participants through the questionnaire reveals that the participants respond positively to the utilization of TED Talks in improving speaking skills. TED Talks assist students in mastering linguistic competencies. Furthermore, TED Talks help them give impactful and meaningful messages to enhance self-esteem and deal with anxiety when performing in front of audiences.

The Effect Of Using The Oxford Reading Club Application On Vocabulary Mastery Among Vocational School Students Muhammad Arzeto Wijdan; Syafrizal Syafrizal; Yusti Fargianti
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2296

This study aimed to investigate the effect of the Oxford Reading Club (ORC) application on students’ vocabulary proficiency through intensive reading combined with synonym–antonym strategies. This study employed a quantitative approach with a quasi-experimental design involving 60 vocational school students, divided into an experimental group and a control group. The experimental group was taught using the ORC application, while the control group received conventional instruction. Data were collected through pre-test and post-test and analyzed using descriptive statistics and an independent samples t-test after fulfilling normality and homogeneity assumptions. The findings revealed that both groups showed improvement; however, the statistical analysis indicated a significant difference between the two groups (Sig. = 0.04 < 0.05). This suggests that the use of the ORC application was more effective than conventional instruction in improving students’ vocabulary proficiency. The results highlight the potential of integrating digital reading platforms with structured vocabulary strategies to enhance learning outcomes in EFL contexts. Therefore, the ORC application can be considered as an alternative tool to support vocabulary learning, particularly in promoting engagement and contextualized language exposure among students. Keywords: Oxford Reading Club Application, vocabulary comprehension, EFL learners

The Role of Debate Adjudication in Developing Metacognitive Listening Comprehension: A Case Study of Undergraduate EFL Students at University of Sultan Ageng Tirtayasa Bayu Abdul Basit; Syafrizal Syafrizal; Rosmania Rima
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/d7at4y75

The majority of listening lessons for English as a foreign language (EFL) students in debate-based learning environments put students in the role of debaters, rather than the adjudicator, who might be more effective in helping students acquire metacognitive listening awareness. This qualitative case study set out to do four things: (1) explain how adjudication experience helps build metacognitive listening comprehension; (2) determine how much adjudication improves monitoring and evaluating skills; (3) find out what difficulties EFL students encounter when they actually have to be the adjudicator; and (4) compare the levels of metacognitive listening awareness between new and experienced adjudicators. Participating were four undergraduates chosen using a selective selection process from the English Debate Community (EDC UNTIRTA). Stimulated Recall Tasks (SRT), semi-structured interviews, and a modified Metacognitive Awareness Listening Questionnaire (MALQ) were used to gather data, which was then analyzed using theme analysis and triangulation. The results showed that experience with adjudication activates the planning, monitoring, and evaluating parts of metacognitive listening; the most consistently developed parts among the participants were the monitoring and evaluating parts. Time constraints and fast speech rates were obstacles that had to be overcome by using tactics like contextual inference and note-taking. When compared to their less experienced peers, accredited adjudicators exhibited superior metacognitive listening habits in terms of consolidation and multidimensionality. The results of this research show that debate adjudication is a great way to help English as a foreign language students develop their metacognitive listening skills in a real-world setting.

The Effect Of Using The Oxford Reading Club Application On Vocabulary Mastery Among Vocational School Students Muhammad Arzeto Wijdan; Syafrizal Syafrizal; Yusti Fargianti
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 5 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i5.2296

This study aimed to investigate the effect of the Oxford Reading Club (ORC) application on students’ vocabulary proficiency through intensive reading combined with synonym–antonym strategies. This study employed a quantitative approach with a quasi-experimental design involving 60 vocational school students, divided into an experimental group and a control group. The experimental group was taught using the ORC application, while the control group received conventional instruction. Data were collected through pre-test and post-test and analyzed using descriptive statistics and an independent samples t-test after fulfilling normality and homogeneity assumptions. The findings revealed that both groups showed improvement; however, the statistical analysis indicated a significant difference between the two groups (Sig. = 0.04 < 0.05). This suggests that the use of the ORC application was more effective than conventional instruction in improving students’ vocabulary proficiency. The results highlight the potential of integrating digital reading platforms with structured vocabulary strategies to enhance learning outcomes in EFL contexts. Therefore, the ORC application can be considered as an alternative tool to support vocabulary learning, particularly in promoting engagement and contextualized language exposure among students. Keywords: Oxford Reading Club Application, vocabulary comprehension, EFL learners

Development of a Language Attitude Instrument and its Application to Survey Islamic High School Students' Language Attitudes towards English Kholid Jarnudi; Sholeh Hidayat; Syafrizal Syafrizal; John Fahamzah; A. Amrudin
Jurnal Pendidikan Indonesia Gemilang Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v4i2.369

This research aimed to provide an overview of how to develop a language attitude instrument to measure students' attitudes towards English, what aspects must be included in the language attitude instrument, and how students' language attitudes towards English. This research is descriptive research that used a quantitative approach. The research was conducted at a state islamic senior high school in Serang City, Indonesia with a total sample of 160 students spread across science, social, and religious departments. The development of language attitude instruments has to pay attention to the components of language attitudes, which are cognitive, affective, and conative components. Based on the data analysis of the results of the validity and reliability test of the instrument, it can be concluded that all items of the language attitude instrument are declared valid and reliable. Furthermore, referring to the description of the language attitude data of students in Serang City, Indonesia, it shows that on average students tend to have positive language attitudes towards English.

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