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All Journal Journal of English Language Studies Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Pengabdian Masyarakat Borneo EBONY EDUJ : English Education Journal
Erwin Pohan
Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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COGNISI, KEYAKINAN, DAN PRAKTIK TUGAS PEDAGOGIK: PELATIHAN GURU BAHASA INGGRIS DI KABUPATEN BINTAN Erwin Pohan; Muhammad Candra
Jurnal Pengabdian Masyarakat Borneo Vol 5, No 1 (2021)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/jpmb.v5i1.1952

Abstract

Tujuan dari program layanan masyarakat (PKM) adalah untuk melatih semua guru bahasa Inggris SMP tentang kognisi, keyakinan, dan praktik tugas pedagogis di Kabupaten Bintan. Sebelum melakukan pelatihan, kognisi, keyakinan, dan praktik tugas pedagogis mereka akan dikumpulkan dengan meminta mereka mengisi formulir kuesioner. Setelah itu, pelatihan intensif tugas pedagogis akan dilakukan oleh dua dosen bahasa Inggris dan tiga mahasiswa Program Studi Pendidikan Bahasa Inggris dari FKIP, Universitas Maritim Raja Ali Haji.. Kemudian, mereka akan mendiskusikan dan mempraktekkan materi yang telah diberikan di kelas: rekan-rekan mereka berpura-pura sebagai siswa. Ketika mereka mendiskusikan dan mempraktekkan materi, para pelatih mengamati dengan daftar pengamatan dan terlibat dalam diskusi untuk memperkuat pemahaman mereka. Selanjutnya, mereka mengisi kuesioner yang sama untuk melihat kemajuan mereka. Data kemajuan mereka akan dianalisis untuk melihat mana yang telah dan tidak dipahami atau berjalan dengan baik. Berdasarkan data tersebut, mereka akan fokus kepada hal yang belum berjalan dengan baik dalam praktik mereka. Pelatih akan ambil bagian lagi dalam observasi dan diskusi dengan mereka. Akhirnya, mereka diminta lagi mengisi kuesioner yang sama untuk melihat kemajuan lengkap mereka. Hasil analisis data menunjukkan bahwa kognisi, keyakinan, dan pelaksanaan tugas pedagogis guru di kelas meningkat.
TEACHERS’ PERCEPTIONS OF TASK-BASED LANGUAGE TEACHING IN ENGLISH CLASSROOM Erwin Pohan; Emilia Andhini; Evi Nopitasari; Yoke Levana
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.635 KB)

Abstract

It is true that task-based language teaching (TBLT) is one of an effective language teaching approach to improve teachers and learners’ communication competence. This is in line with  the educational policy of Indonesia inolved in the “Kurikulum 2013”, that is, enhencing teachers’ communication competence. But, the studies of TBLT in Indonesian context are very limited. The purpose of the study is to find out how the state junior, senior, and vocational high schools  teachers in Tanjungpinang, Riau Archipelago Province know well about the TBLT in  English classroom practice. In this case, the focuses are on their perceptions of (1) understandings of TBLT, (2) views of implementation TBLT, and (3) reasons to use or avoid implementing TBLT in their English classroom. This is conducted in descriptive qualitative approach. All the EFL teachers of those schools are as the research subjects (55 teachers of 23 schools). Survey method, four sections questionnaire – research instrument (adapted from Jeon and Hahn, 2006) is used to collect data. such as general and demograhic information, teachers’ understandings of TBLT, teachers’ views on implementing TBLT, and reasons of using or not using TBLT. All the teachers are asked to fill in the questionnaire. Data analysis conducted through interpretation of each items to see the quality of their perceptions and Likert-scale to see their perceptions’ quantity. The results showed that most of the teachers had  good understandings and positive attitudes/views of TBLT. Classroom observation and deepen interview of these are suggested for future research.
A Review of Challenges to Applying Information and Communication Technology in English Language Instruction Erwin Pohan; Didi Suherdi; Pupung Purnawarman
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19515

Abstract

This research aimed to review the literature on teachers' low interest in employing digital tools in their teaching practices. There were 34 pieces of research, and the issues associated with using it in English language training were found. The problems were explored with a systematic review. The results revealed that most teachers had poor confidence, inadequate training, and insufficient time using technology tools in their classrooms. A summary of the argumentation was presented alongside the paper. Then, Preferred Reporting Items for Systematic and Meta-analysis (PRISMA) statements with four stages: identification, screening, eligibility, and included were conducted to certify the review processes. Moreover, the findings suggested that administrations provide teachers with adequate training and time to successfully utilize technology apparatus in English classroom practices by reducing the teachers' workload. Additionally, the teachers could manage, organize their time and skills, and participate in personal online training to solve their problems and improve their capacity to practice technology tools in the classroom.  
Investigating the Use of Mobile-Assisted Language Learning (MALL) for Listening Instructions in SMAN 5 Tanjungpinang Zidan Dwi Khalfani Kareem; Sihombing, Vebiyola; Santo Andika Jaya; Sarah Stefani Simbolon; Dhipo Dzaki Aryuda; Erwin Pohan
General English Education Vol 5 No 1 (2025): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v5i1.18015

Abstract

Listening is essential for effective communication but often poses challenges in traditional teaching settings, where exposure to authentic materials is limited (Vandergrift & Goh, 2012). However, Mobile-Assisted Language Learning (MALL) provides mobile access to interactive audio content, enabling adaptive learning experiences (Burston, 2014) and continuous exposure to varied accents (Godwin-Jones, 2017). This study explores the implementation of MALL for listening instructions in SMAN 5 Tanjungpinang, focusing on the research questions: “Has SMAN 5 Tanjungpinang incorporated MALL into their teaching practices?” and “How does MALL contribute to improving SMAN 5 Tanjungpinang students' listening skills?” This qualitative research employs observation and semi-structured interviews to examine MALL's application in real classroom settings, aligning with the (Creswell, 2014) emphasis on context and utilizing thematic analysis to identify emerging patterns (Braun & Clarke, 2013). Findings reveal that while SMAN 5 Tanjungpinang has started incorporating MALL, there is significant potential to enhance its integration further and positively impact students' listening skills. These results highlight the importance of integrating mobile technology into educational curricula to enhance language learning outcomes.
Teacher’s Strategies In Teaching English Vocabulary at SMPN 1 Tanjungpinang Dinda Widianda; Fauzan Abdul Hakim; Rizky Aditya; Fitri Noviyanti; Erwin Pohan
EDUJ : English Education Journal Vol. 2 No. 2 (2024): December 2024
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v2i2.1450

Abstract

The purpose of this study is to outline the methods that educators employ when instructingstudents in language. Qualitative descriptive research examines information gathered fromEnglish teachers' interviews. Considering the outcomes, inferences regarding the teacher'stactics have been drawn from the interviews. The instructors that are employed include: (1)Game Use: Teachers play games like "scramble for word meaning," look for synonyms andantonyms, and translate terms in English. (2) Using a Student Ability Level-BasedApproach Three groups of students are formed: Low-level: To encourage interest inEnglish, learning is made more enjoyable and participatory. High and medium level: amore somber strategy with difficult assignments and minimal gameplay. (3) MakingVocabulary Development a High Priority Teachers are aware that students' inadequatevocabulary is the biggest barrier to learning English. In order for pupils to be prepared fora higher level of learning and comprehend the material more readily, the emphasis isplaced on vocabulary development. (4) Technology Utilization: Worksheets and Quizizz areexamples of digital media that are used to add variety and interest to learning. (5) LanguageApproach: Teachers aid pupils in understanding concepts by selecting simpler terms,offering synonyms, or supplying equations in Indonesian. (6) Rewards as Motivation:Students are encouraged to compete and learn more enthusiastically by receiving thereward.
Isu Tren Penggunaan Teknologi dalam Bahasa Inggris Konteks Pengajaran Bahasa Asing Dea Aisyah Wulandari; Vopy Ulitia Putry; Fristy Nur Rahmadani; Erwin Pohan
EDUJ : English Education Journal Vol. 2 No. 2 (2024): December 2024
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v2i2.1468

Abstract

This paper aims to provide a comprehensive understanding of how the use of technology has changed and influenced the way language is learned, and the integration of technology, specifically AI-powered tools like Deep-L QuillBot and Grammarly, impacted foreign language teaching and learning. This study through narrative reviews, researchers can combine several viewpoints and utilize the distinct perspectives of the review team, which will influence the analysis. The integration of artificial intelligence-based technologies such as Deep-L, Grammarly, and QuillBot has proven to be instrumental in enhancing foreign language learning, particularly in improving students'' writing skills. Studies show a trend in recent years of using AI tools Deep-L, Grammarly and QuillBot of measurable improvements in language skills, such as better understanding of sentence structure and reduced grammatical errors.
Teachers' Voices on the use of ICT tools in teaching English at Senior High School Raden Roro Priscylla Dwi Cahyani; Tiara Aprillia; Wulandari; Sufy Rizky; Disti Apriani; Erwin Pohan
EDUJ : English Education Journal Vol. 3 No. 1 (2025): June 2025
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v3i1.1484

Abstract

This study examines teachers' experiences in utilizing Information and Communication Technology (ICT) tools for English language teaching at the senior high school level. In the digital era, ICT integration has become essential to enhance teaching effectiveness, foster student engagement, and support autonomous learning. Through a qualitative approach, interviews were conducted with two English teachers from SMA Negeri 2 Tanjungpinang to explore the benefits and challenges of ICT implementation. The findings highlight that ICT tools, including PowerPoint, Learning Management Systems (LMS), and collaborative platforms, significantly improve the teaching-learning process. These tools facilitate engaging multimedia-based instruction, effective assessment methods, and interactive learning environments. Applications like Elsa Speak also enhance students' speaking and pronunciation skills. Despite these advantages, several challenges were identified, such as limited technological infrastructure, insufficient teacher training, and inflexible features of certain platforms. For example, some quiz systems do not accept alternative answers, leading to inefficiencies. This study emphasizes the need for infrastructure improvements, continuous professional development for teachers, and the development of more adaptive ICT tools. These efforts are crucial to overcoming existing barriers and optimizing ICT integration in education. The findings provide valuable insights for policymakers, curriculum developers, and educators to enhance the quality of English language teaching and ensure equitable access to technology in learning.
Trend Issues of Using AI Tools In Foreign Language Teaching Context: Bahasa English Jelita, Seri; Elina Bayusri; Rike Meyla Eka Saputri; Nitia Oktavilady; Erwin Pohan
EDUJ : English Education Journal Vol. 3 No. 1 (2025): June 2025
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v3i1.1495

Abstract

Advances in artificial intelligence (AI) technology have brought about significant transformations in foreign language teaching (FLT). This article explores the opportunities, challenges, and implementation strategies of AI in foreign language learning, with a focus on personalization of learning, real-time feedback, and increased accessibility. AI enables adaptive learning approaches to suit individual needs, provides instant feedback that supports language skill development, and opens access to quality materials for students in different geographies. However, challenges such as traditional curriculum integration, algorithm bias, limited understanding of cultural context, and ethical issues of data privacy need to be overcome for optimal utilization of AI. Teacher involvement remains essential to provide guidance, motivation, and pedagogical adjustments in a holistic learning process.
A A Comprehensive Review of Student’s Perceptions Towards Learning Speaking Skills in Secondary Education Nadia Pega; Tasya Alkhaira; Hermalia; Afri Astarina; Erwin Pohan
EDUJ : English Education Journal Vol. 3 No. 1 (2025): June 2025
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v3i1.1506

Abstract

This review explores secondary school students' perceptions of learning speaking skills, emphasizing the importance of effective communication in both academic and real-world settings. While speaking, especially in a second language, is crucial, many students face challenges such as anxiety and lack of confidence. Understanding these perceptions is essential for educators to enhance teaching strategies and create supportive environments. The study explores factors influencing students' views, including motivation, teaching methods, and the learning environment. Motivated students tend to be more confident and engaged in speaking activities, while interactive methods, such as group activities and technology integration, improve participation. A positive and inclusive classroom atmosphere can reduce fear and promote confidence. However, challenges like fear of mistakes and limited vocabulary persist, requiring adaptive teaching techniques focused on gradual skill development and constructive feedback. The study recommends innovative approaches, such as task-based learning and gamified exercises, to make speaking practice enjoyable and effective. The findings provide valuable insights for improving English language education and suggest areas for future research, including cultural influences and technological advancements. Keywords: Student perceptions; speaking skills; secondary education; learning strategies; language proficiency; communication skills.
Integration of Information and Communication Technology in Teaching Reading: A Case Study of Vocational School in Tanjungpinang Defitri, Aldanika; Erwin Pohan; Rona Elfiza
EDUJ : English Education Journal Vol. 3 No. 1 (2025): June 2025
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v3i1.1561

Abstract

The integration of Information and Communication Technology (ICT) enhanced teaching and learning, particularly in reading, by making lessons interactive and resource-rich. While ICT integration in teaching English skills had been widely discussed, its specific impact on teaching reading remained underexplored. This study investigated the ICT tools integrated by an English teacher at SMKN 1 Tanjungpinang and the impact on teaching reading. Employing a qualitative embedded case study design, data were collected through interview, observation, and document analysis involving one teacher and 15 students from a vocational school in Tanjungpinang. The findings revealed that laptop, projector, speaker, and applications like Kahoot! and PowerPoint were commonly used ICT tools. The integration of ICT increased student engagement, focus, and reading comprehension, though challenges such as distractions from personal devices were observed. Overall, ICT integration positively influenced teaching reading by enhancing interactivity, student motivation, vocabulary acquisition, and summarizing the story, demonstrating its potential in modern education. Keywords: ICT Integration; Teaching Reading; Vocational School; English Subject
Co-Authors Afri Astarina Dea Aisyah Wulandari Defitri, Aldanika Dhipo Dzaki Aryuda Didi Suherdi Dinda Widianda Disti Apriani Elina Bayusri Emilia Andhini Evi Nopitasari Fauzan Abdul Hakim Fitri Noviyanti Fristy Nur Rahmadani Hermalia Jelita, Seri Muhammad Candra Nadia Pega Nitia Oktavilady Purnawarman, Pupung Raden Roro Priscylla Dwi Cahyani Rike Meyla Eka Saputri Rizky Aditya Santo Andika Jaya Sarah Stefani Simbolon Sihombing, Vebiyola Sufy Rizky Tasya Alkhaira Tiara Aprillia Vopy Ulitia Putry WULANDARI Yoke Levana Zidan Dwi Khalfani Kareem