Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal International Journal of Educational Review Studies in English Language and Education
Adrian Rodgers
The Ohio State University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Professional Competence Understanding Level of Elementary School in Implementing Curriculum 2013 Wachidi Wachidi; Adrian Rodgers; Dmitriy Yu Tumanov
INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW Vol. 2 No. 1 (2020): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.6 KB) | DOI: 10.33369/ijer.v2i1.10642

Abstract

The specific purpose of this study is to find out professional competence understanding level of elementary school teacher in implementing curriculum 2013 in Bengkulu city. This study used analytical descriptive. This study aimed at describing the professional competence understanding level of elementary school teacher in implementing curriculum 2013. The subject of this study was 100 teachers of elementary schools in Bengkulu City. The object of this study was related to professional competence understanding level of elementary school teacher in implementing Curriculum 2013. The data collecting was conducted by using questionnaire and document. Questionnaire was used to obtain the data about professional competence understanding level of elementary school teacher in implementing Curriculum 2013. To find out and to proof that questionnaire is valid was conducted by expert. Document was used to find out the number of elementary school teacher in Bengkulu City. After the data was collected it was verified, and was processed by using percentage statistic method. The data processing was then analyzed and concluded. In general this study concluded that elementary school teachers in Bengkulu city understands professional competence in implementing curriculum 2013.
Texts used in the English language arts classroom of an American Islamic school Firman Parlindungan; Adrian Rodgers
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (912.268 KB) | DOI: 10.24815/siele.v9i3.24974

Abstract

In this article, we examine what texts were selected for use by a middle school language arts teacher working in an American Islamic school. The literature has found that schools play an important role in supporting immigrant students to navigate a new culture, especially by selecting and providing appropriate texts for learning. Since students’ interaction with texts can mediate knowledge and identity construction, what cultural information and whose culture is embedded in the texts matter for language learning. As such, we wondered what texts a teacher would use to bridge the minority culture of the students with the majority culture in which the students lived. One teacher’s language arts class with 20 students at one American Islamic school was observed for one academic quarter and then described using a case study method. We qualitatively analyzed classroom observations, field notes, teacher interviews, and teacher and student work samples. We found that the teacher was able to use both academic texts, virtual texts, and teacher-created documents to explore some of the issues that the students face on a daily basis. This study further adds to the existing knowledge that culturally relevant texts may mediate students’ understanding of the larger socio-historical contexts in which they reside including a chance to develop language skills necessary for communication and learning.
Texts used in the English language arts classroom of an American Islamic school Firman Parlindungan; Adrian Rodgers
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24974

Abstract

In this article, we examine what texts were selected for use by a middle school language arts teacher working in an American Islamic school. The literature has found that schools play an important role in supporting immigrant students to navigate a new culture, especially by selecting and providing appropriate texts for learning. Since students’ interaction with texts can mediate knowledge and identity construction, what cultural information and whose culture is embedded in the texts matter for language learning. As such, we wondered what texts a teacher would use to bridge the minority culture of the students with the majority culture in which the students lived. One teacher’s language arts class with 20 students at one American Islamic school was observed for one academic quarter and then described using a case study method. We qualitatively analyzed classroom observations, field notes, teacher interviews, and teacher and student work samples. We found that the teacher was able to use both academic texts, virtual texts, and teacher-created documents to explore some of the issues that the students face on a daily basis. This study further adds to the existing knowledge that culturally relevant texts may mediate students’ understanding of the larger socio-historical contexts in which they reside including a chance to develop language skills necessary for communication and learning.
Does it really help? Exploring the impact of Al-Generated writing assistant on the students English writing Regina Rahmi; Zahria Amalina; Andriansyah Andriansyah; Adrian Rodgers
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35875

Abstract

The increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text generator, focusing on its potential impact and effectiveness for L2 learners writing skills. This AI-powered writing software curates writing content according to writers preferences. Four seventh-semester EFL students were selected using homogeneous purposive sampling. Data collection involved tests and questionnaires, with subsequent analysis including text comparison to measure Lexical Diversity indices, followed by descriptive analysis. The results indicate that while the AI writing assistant aids in correcting grammatical errors and enhancing text cohesion and coherence, it lacks content density at times. In some instances, the intended message and thoughts of the students were not effectively conveyed, leading to the inclusion of ideas unrelated to the initial topic. This study underlines the importance of considering linguistic and content-related aspects in evaluating AI-generated writing assistants. While the tool enhances grammatical accuracy and structural coherence, further refinement is needed to address deficiencies in content density. The analysis of four seventh-semester EFL students offers valuable insights into the evolving AI in education, prompting considerations for optimizing these tools to better meet the diverse needs of language learners and educators.
Co-Authors Andriansyah Andriansyah Dmitriy Yu Tumanov Firman Parlindungan Regina Rahmi Wachidi Zahria Amalina