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All Journal Jurnal Pendidikan Humaniora TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Language, Literature, and Teaching (J-ELLiT) AL ISHLAH Jurnal Pendidikan LET: Linguistics, Literature and English Teaching Journal Dinamika Ilmu Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Sri Rachmajanti
Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Impact of CLIL on Students' English Skills and Competences in Primary School Sari, Alfia; Rachmajanti, Sri; Anugerahwati, Mirjam
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2606

Abstract

Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.
Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs: Khoiriyah; Widiati, Utami; Cahyono, Bambang Yudi; Rachmajanti, Sri
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2659

Abstract

This paper presents the online teaching practice program that influence EFL pre-service teachers’ (PSTs) emotional experiences as the pre-cursor of their professional identity construction. This study involved six   PSTs enrolled teaching practice program in an initial teacher education. Dialogic reflection before, during, and after teaching enactment was employed to dig up information about their emotional experiences in an online classroom setting. The data were analyzed using appraisal analysis (Martin and White, 2007) and thematic analysis. The results document negative emotional experiences such as feeling dissatisfaction, doubtful, and confusion which lead to positive emotional experiences, such as caring. Factors that influence PS Ts’ emotional experiences in online teaching practice are lack of Curriculum Knowledge (CrK), lack of subject-matter knowledge or Content Knowledge (CK), and lack of Pedagogical Knowledge (PK) in terms of assessing students’ competence, and the interlink between theory and practice. All PS Ts develop a good understanding of how to exploit technological tools by encouraging their self-concept. This study substantiates the importance of shared-space coaching for teacher mentors before they become an escort for PSTs who are going to be professional teacher mentors.
Learners Engagement in Online Teacher Professional Development: Scale Development and Validation Taloko, Johanes L.; Rachmajanti, Sri; Maria Ivone, Francisca
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2966

Abstract

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method,   involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.
Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing Hanifiyah, Lina; Ivone, Francisca Maria; Rachmajanti, Sri
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11628

Abstract

A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited.  Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.
Co-Authors A.A. Ketut Agung Cahyawan W Achmad Effendi Kadarisman Ahmad Heki Sujiatmoko Akbar, Ayu Alif Nur Maharani Amalia, Suci Nugrah Andista A.F. Anggraeni Anik Nunuk Wulyani Arif Rahman Baiq Raudatul Jannah Bambang Yudi Cahyono Bella Rizky Amelia Budi Waluyo Cahyo, Nanang Heri Setyo Dwi Ekaning Dewanti Laksmi Emalia Iragiliati Fadhillah, Jasmine Nur Fika Megawati Fracisca Maria Ivone Francisca Maria Ivone Frida Unsiah Furaidah Gunadi Harry Sulistyo Ika Trisnantasari Ika Trisnantasari, Ika Irmayani Irmayani Irmayani, Irmayani isna Rakhmawati Jannah, Baiq Raudatul Jasmine Nur Fadhillah Khoiriyah Lestari Setyowati Lina Hanifiyah Linia, Marisa Mirjam Anugerahwati Muhammad Kholili Nova Ariani Nur Mukminatien Nur Nilam Ayu Saputri Saputri, Nur Nilam Ayu Sari Karmina SARI, ALFIA Savirah Jufri, Savirah Siti Muniroh Siti Muniroh Syarifudin, Syarifudin Taloko, Johanes L. Ulil Fuadah Uning Musthofiyah, Uning Utami Widiati Utari Praba Astuti Yossy Sunda Permatasari