Articles
<![CDATA[A Graduate Student’s Thesis Writing Process ]]>
<![CDATA[Geby Maryono]]>;
<![CDATA[Emi Emilia]]>;
<![CDATA[Gin Gin Gustine]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[A thesis is a challenging scholarly writing task at the university level. Previous studies showed that an effective writing process is necessary to complete writing tasks. Therefore, it is assumed that effective process is also necessary to complete thesis writing well. This qualitative research applied a case study design to explore the writing process of a proficient graduate student in writing a thesis. The participant of this study was a graduate student from a private university with cum laude predicate. The interview was used as the main data source with document analysis as a data source for triangulation. Models of writing processes from the process-genre approach were used as the main theory to discuss the findings. This research revealed that the student went through stages of writing well with various activities. In the pre-writing stage, the student reflected on her surrounding to find the problem to solve, read numerous references and discussed the topic with the experts to gain a deeper understanding. In the drafting stage, the student always provided a specific time for writing and simultaneously integrated her reading into her writing. In the revision stage, the student got feedback from many experts, then she selected the feedback before applying them to her writing. During the revision, the student also simultaneously edited her writing. She also published her thesis several times. The student gained many benefits from each stage of writing, such as improving academic writing skills and changing mindset in perceiving writing specifically and perceiving life in general. However, she also faced challenges during the writing process, such as feeling bored with the tedious process and dealing with her perfectionist to stay realistic. From this research, it can be seen that proficient students recursively went through each stage of the writing process, which resulted in a quality thesis.]]>
<![CDATA["How Do You Work Out This Zoom Classroom?": Pre-service English Teachers Challenges and Expectations During Transition to Online Teaching Practicum ]]>
<![CDATA[Gin Gin Gustine]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33603/rill.v4i1.4301
<![CDATA[The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.]]>
<![CDATA[ENGLISH INSTRUCTORS’ ROLES IN FOSTERING LEARNER AUTONOMY TO NON-ENGLISH DEPARTMENT STUDENTS ]]>
<![CDATA[Eva Fauziah]]>;
<![CDATA[Nenden Lengkanawati]]>;
<![CDATA[Gin Gin Gustine]]>
<![CDATA[ Edusentris Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/edusentris.v9i1.574
<![CDATA[The teacher's primary task as an education agent is to enhance and optimize the quality of student learning. It requires teachers to foster learner autonomy (LA) to think creatively, collaborate, be confident, be responsible, and become leaders. This study purposed to investigate the role of English instructors in fostering learner autonomy (LA) for non-English majoring students, the problems they face, and their responses to the solutions. This research employed a qualitative method. The data were collected through a questionnaire given to 30 English instructors and interviews with three instructors at the language center of a university in Indonesia. The results revealed that the instructors encouraged LA to teach non-English students English. The majority of them were often facilitators, counselors, resources, and managers in the classroom. They continued to manage autonomous learning despite obstacles in developing LA. The solution to their problem was attending training to promote LA. Therefore, this research is expected to provide a clear picture of the teacher's role in fostering student autonomy and provide teachers with an understanding of common problems and solutions to improve and optimize students' learning.]]>
<![CDATA[Preparing Bilingual NinDigging up EFL Teacher’s Instructional Strategies to Create Sustainable Communicative Language Teaching (CLT) Environment ]]>
<![CDATA[Noviani Nurjannah]]>;
<![CDATA[Gin Gin Gustine]]>;
<![CDATA[Ahmad Bukhori Muslim]]>
<![CDATA[ Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 7, No. 1 (Januari 2023) ]]>
Publisher : <![CDATA[Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35931/am.v7i1.1341
<![CDATA[Pervasive power of English communication has led several reforms in education system for nations all over the world, no exception Indonesia. The reforms cover the integration of English communication skill as life skill into curriculum which familiarly has been introduced as twenty century skills called as 4Cs skills integration. This study revealed the EFL teacher’s instructional strategies in creating communicative teaching and learning by using conceptual framework of Communicative Language Teaching (CLT). Case study qualitative research design is employed to answer research questions. The respondents are bilingual ninth grade teacher and school pricipal. To collect data, this study uses semi structured interview, observation and document analysis. The interview was aimed at knowing the EFL teacher’s instructional strategies in creating communicative teaching and learning environment. The collected data were then supported by observation and document analysis. The result of this study revealed that EFL teacher uses several instructional strategies to create communicative teaching and learning environment including role play, games, map-reading, surveys, presentation and the other kinds of classroom activities.]]>
<![CDATA[Analysis of English Formative Tests for Junior High School Students ]]>
<![CDATA[Andriyani, Devi]]>;
<![CDATA[Gustine, Gin Gin]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 6 No. 1 (2022): 2022 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/jptam.v6i1.2880
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan tes formatif bahasa Inggris pada siswa sekolah menengah pertama. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Responden penelitian berjumlah 34 siswa, dengan komposisi 20 siswa laki-laki, dan 14 siswa perempuan serta satu orang guru bidang studi bahasa Inggris. Tahapan penelitian yang dilakukan meliputi pralapangan, lapangan, dan analisis data. Hasil penelitian menunjukan bahwa tes formatif bahasa Inggris siswa sekolah menengah pertama berada pada kategori amat tinggi. Hasil ini tercapai dikarenakan tes formatif bahasa Inggris yang diberikan memiliki tingkat reliabilitas dan validitas yang sangat tinggi. Guru bidang studi bahasa Inggris yang membelajarkan pembelajaran sangat paham betul bagaimana merancang dan membelajarkan bahasa Inggris di kelas. Hal ini sangat patut dicontoh bagi guru-guru bahasa Inggris lainnya agar tes formatif yang didapatkan siswa juga amat tinggi. Prasarana dan sarana lainnya untuk terus mendukung keterampilan berbahasa Inggris ini perlu dijaga dan dipertahankan oleh pihak sekolah]]>
<![CDATA[Praktik Prinsip-prinsip CP dalam Konteks EFL Perguruan Tinggi: Manfaat dan Tantangan ]]>
<![CDATA[Yulianto, Slamet Wahyudi]]>;
<![CDATA[Musthafa, Bachrudin]]>;
<![CDATA[Gustine, Gin Gin]]>
<![CDATA[ ELTIN Journal Vol 12 No 2 (2024): VOLUME 12, ISSUE 2, OCTOBER 2024 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[There is a lack of study focusing on the payoffs and pitfalls of integrating CP principles in EFL classrooms especially in the Indonesian higher education context. This case study research was performed to unearth the benefits and challenges of integrating the four CP principles consisting of dialogue, problem-posing, praxis, and conscientization in the tertiary education EFL context. The two EFL lecturers teaching in different higher education institutions Subang and Bandung, West Java Province were selected as the participants of this study. The data were collected using interview guideline and classroom observation sheet. The obtained data were then analyzed through transcribing, coding, categorizing, interpreting, comparing, and concluding. The result showed that there are two benefits and two challenges perceived by the participants. While the two benefits are improving students’ English proficiency and increasing their social awareness, the two challenges are students’ unwillingness to participate during the classroom discussions and predetermined curriculum. It is recommended for policy makers to promote the integration of CP in the EFL classrooms especially in the higher education institutions and for further researchers to conduct the identical study focusing on how the EFL educators practicing CP principles overcome challenges they face.]]>
<![CDATA[Generation Z’s Attitudes and Expectations in the Workplace and Their Implications for Education Policy in Indonesia ]]>
<![CDATA[Gustine, Gin Gin]]>
<![CDATA[ Muslim Education Review Vol. 3 No. 2 (2024) ]]>
Publisher : <![CDATA[UIII Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56529/mer.v3i2.262
<![CDATA[Generation Z (Gen Z) refers to those who were born between mid-1990s and mid-2010s or currently between 12 and 27 years’ old as per 2024. In many parts of the world, the number of Gen Z employees is growing as this generation has just entered the workforce after finishing college. There has been much research on Gen Z in their work environment, however research on Gen Z and its implications related to educational policy is very limited. Understanding Gen Z’s attitudes and expectations in the workforce helps leaders, educators and other stakeholders to develop curriculum or business plans tailored to their needs and characteristics. This research aims to investigate Gen Z’s attitudes and expectations in the workplace. Data were collected from a survey involving 138 Gen Z who are ready to enter the workforce and in their final year of their study from Indonesia, Thailand and Afghanistan, which is followed up by a focus group discussion. Findings from this study indicate that Gen Z can be described as critical, open-minded and financially literate. Their expectations in their future employment include having ‘smart-office’ technology while at the same time they express an interest in Corporate Social Responsibility. It is expected that the findings will help educators to reconceptualize curriculum and identify strategies in assisting this generation to further develop their potential while maintaining a positive work ethic and realistic expectations in their workplaces.]]>
<![CDATA[STUDENTS’ DIFFICULTIES IN LEARNING SPEAKING AT THE UNIVERSITY LEVEL: AN ANALYSIS OF CONTRIBUTING FACTORS ]]>
<![CDATA[Argawati, Ningtyas Orilina]]>;
<![CDATA[Musthafa, Bachrudin]]>;
<![CDATA[Gustine, Gin Gin]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30743/ll.v9i1.11339
<![CDATA[Mastering speaking as a crucial ability for language learners seems to be challenging. Students had challenges in acquiring this ability. Teachers claimed that the challenges stemmed from students' apprehension or lack of desire. Teachers must identify the underlying issues that hinder learning to effectively address the problems they face. This qualitative research examined the main variables that prevent university students from developing English-speaking abilities. Data were assessed through classroom observation of one class of the first semester of university-level consisting of 42 students, and interviews with 12 chosen participants, focusing on five major characteristics of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. Research findings indicate that pronunciation errors, grammatical mistakes, limited vocabulary and expression, fluency and Speech Rhythm Issues, and Comprehension and Responsiveness Challenges were significant factors which contributed to the difficulties faced by students. Findings may inform pedagogical approaches to enhance speaking performance. Furthermore, the result of the data can be used by students and teachers to arrange some plans to overcome the difficulties.]]>
<![CDATA[A qualitative case study of critical literacy in boosting EFL students’ critical language awareness: Critical literacy in teaching exposition text and its impacts ]]>
<![CDATA[Hidayat, Raden Aulia Utami]]>;
<![CDATA[Setyarini, Sri]]>;
<![CDATA[Gustine, Gin Gin]]>; Hermawan, Budi
<![CDATA[ Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v15i1.9680
<![CDATA[Critical literacy is essential to be implemented in this 21st-century education. However, the implementation of it remains underexplored, especially in the Indonesian context. This study aims to investigate the implementation of critical literacy in teaching exposition texts and its impacts on students' critical language awareness. Using a qualitative approach with a case study design, the research involved an English teacher and thirty-six tenth-grade students of a public senior high school in one district in West Java, Indonesia. Data were collected through classroom observations. The data were analyzed using deductive thematic analysis based on the four-dimension framework of critical literacy and the five-step guided instructional approach as the guideline. Findings indicated that the teacher has successfully implemented the critical literacy strategies in teaching exposition texts. Furthermore, the practices enhanced students’ critical language awareness by encouraging analytical text evaluation. However, there were two main challenges, particularly in engaging with socio-political issues and taking action since both the teacher and students were still unfamiliar with the discussion of sensitive issues. The study highlights the practical and pedagogical benefits of critical literacy in underrepresented educational settings, contributing to the preparation of a globally competitive and socially aware generation.]]>
<![CDATA[Fostering EYL’s Critical Literacy Skills Using the Four Resources Model in Folklore ]]>
<![CDATA[Islamy, Jiaul Haque]]>;
<![CDATA[Setyarini, Sri]]>;
<![CDATA[Gustine, Gin Gin]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/jall.v9i2.20655
<![CDATA[Literacy instruction is frequently restricted to word decoding and literal meaning understanding in many EFL contexts, especially in early education. This study addresses the necessity of shifting towards critical literacy methods that enable young learners to engage with texts from a variety of perspectives. The aim of this research is to investigate how the Four Resources Model by Luke and Freebody (1999) can be applied to develop critical literacy skills in English Young Learners (EYL) through the use of folklore as a learning medium. The study, which used a qualitative case study methodology, was carried out in an Indonesian seventh-grade classroom. Semi-structured interviews and classroom observations were used to gather data. The results show that combining culturally relevant folktales with the Four Resources Model-code breaker, text participant, text user, and text analyst improved students' vocabulary, grammatical awareness, and capacity to consider the social values and ideologies expressed in texts. The study shows that with the help of organised, context-rich training, young students can go from basic comprehension to critical interpretation.]]>
