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<![CDATA[EMPIRICAL VALIDITY AND INTERNAL CONSISTENCY TESTING OF MODIFIED ONLINE LEARNING READINESS SCALE (OLRS) ]]>
<![CDATA[Rohim, Agil Abdur]]>;
<![CDATA[Purwati, Oikurema]]>;
<![CDATA[Anam, Syafiul]]>;
<![CDATA[Suhartono, Suhartono]]>
<![CDATA[ TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2023.v9i4.7731
<![CDATA[Five dimensions of Online Learning Readiness Scale (OLRS) offers convincing quantification of online students’ readiness. Its modification, the addition of two more dimension, is even claimed to be applicable for blended learning environment. Nonetheless, quality of modified OLRS is questionable. Therefore, the purpose of this study is to assure the quality of OLRS after the modification. In order to do so, empirical validity and internal consistency testing were conducted. 42 participants were included for the testing. The result showed that there are four items which needs special attention. The reliability value is also slightly decreased, from .85 to .74. The value is not ideal, but still widely acceptable for research usage. In short, the OLRS modification insignificantly reduces the quality of its psychometric properties. Further research is recommended by the author to focus on reformulating the items in order to enhance its empirical validity and reliability simultaneously, or conducting other statistical test to maintain the quality of OLRS.]]>
<![CDATA[Linking Language Proficiency to Teaching Competence: A Case Study of EFL Teachers in Indonesia ]]>
<![CDATA[Rachmawati, Dwita Laksmita]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ Elsya : Journal of English Language Studies Vol. 3 No. 3 (2021): Elsya : Journal of English Language Studies ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elsya.v3i3.6693
<![CDATA[In Indonesia, English teachers and lecturers have to pass specific number of TOEFL score as a passing card to carry out teaching activity. Yet, there is no further observation from researchers or government about how much the English teachers’ proficiency affects the classroom instruction capability. Hence, this research is worth pursuing to reveal information for teachers’ professional development. This study is a case study that aims to gather information about the relation between English teachers’ proficiency and teaching skills. The data were obtained from semi-structured interview and class observation. To analyse the data, the researchers coded the data manually to eliminate errors. There are two English lecturers from one private University in Malang, East Java, Indonesia as the participants of this study. They were selected purposefully based on their level of general proficiency in English. This study revealed that high level of English proficiency alone cannot be a single indicator for conducting effective English teaching and learning process. Teachers need to obtain both high level of language proficiency and own pedagogical skills to provide optimised learning and teaching environment. This research is seen as a fundamental framework for teachers to improve their English teaching perseverance.]]>
<![CDATA[THE PERCEPTIONS OF INDONESIAN SECONDARY EFL TEACHERS CONCERNING THEIR ROLES IN SYLLABUS DESIGN ]]>
<![CDATA[Nita, Fatma Rahayu]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.3584
<![CDATA[In dealing with syllabus design, teachers must recognize their roles in syllabus design since they are taking part in it. Consequently, this current study attempts to explore Indonesian secondary EFL teachers concerning their roles in syllabus design. It covers three points: their general perceptions, their boundaries, and their qualification as the EFL teacher in syllabus design. The main theory used in this study is by Nunan (2000) related to the roles in syllabus design. This study applied a qualitative approach using open-ended questionnaires and virtual interviews as the instrument of the study. A total of five respondents have participated in this current study. The results found that the teachers believe that they have a role as the implementer and designer of syllabus design. Related to their boundaries in teaching English, all teachers create and develop the syllabus based on the student's needs. Besides, it discovers that teachers are likely to have the freedom to design their activities and materials based on the student's needs even though they should follow the basic element of the syllabus provided by the authorities. Finally, the teachers still need guidance and training in syllabus design since they have a fewer understanding of syllabus design.]]>
<![CDATA[INVESTIGATING TEACHING STRATEGY IN ENGLISH ONLINE LEARNING FOR ELEMENTARY STUDENTS ]]>
<![CDATA[Sholihah, Zaidatus]]>;
<![CDATA[Purwati, Oikurema]]>;
<![CDATA[Tjahjono, Tengsoe]]>
<![CDATA[ JURNAL PENDIDIKAN GLASSER Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk ]]>
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<![CDATA[The study focused on investigating the teaching strategy used by an English teacher in teaching Elementary students through online learning. Teaching young learners needs creativity to keep the students active and enthusiastic about learning. Especially the condition required to conduct online learning. Teachers should keep the students motivated and understand the material easily. This study also elaborated on the challenges that the teacher faced during online learning. A qualitative method was used in this study. The data collection techniques are observation and interview. The data was gained from an elementary school in Surabaya. The observation was held in the first grade for twelve meetings. The result showed that the teacher used two learning models during online learning. It was synchronous and asynchronous learning. In synchronous learning, the teacher used Listen and Repeat, Listen and Do, Short Conversation, Question and Answer, Quiz and Sing and Move. Meanwhile, in Asynchronous learning, the teacher used three strategies. They were Role play, Daily Tests, and Video Blogs (Vlogs). Moreover, the teacher also admitted that she faced challenges during teaching through online learning. The challenges came from the teacher herself, the students, and the parents.]]>
<![CDATA[Other-Initiated Self-Repairs in Student-Student Interaction: The Frequency of Occurrence and Mechanism ]]>
<![CDATA[Putry, Denanda Pratiwi]]>;
<![CDATA[Munir, Ahmad]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v6i1.1087
<![CDATA[The current study is intended to explore the typology of other-initiated self-repair in term of its frequency of occurrence and to investigate the mechanism of self-repair in an academic setting. To obtain the required data, a classroom conversational analysis was conducted in which the researchers observed a group of graduate students (19 active EFL speakers) in a state university in East Java, Indonesia. Based on the qualitative data analysis, the results of the study revealed that all typologies of other-initiated selfrepair were used depending on the aims the interlocutors try to gain since all typologies have diverse aims and ways. Of all typologies, confirming checks were dominantly used by the participants. Regarding the mechanisms, three types of mechanisms were found; full two-cycle repair, background check, and short-cut repair sequence.]]>
<![CDATA[Challenges and Problems Faced by EFL Teachers in Teaching Allomorph through Narrative Text ]]>
<![CDATA[Amalia, Inkarizki Swedianisa]]>;
<![CDATA[Setiawan, Slamet]]>;
<![CDATA[Anam, Syafi'ul]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ Vivid: Journal of Language and Literature Vol. 11 No. 1 (2022) ]]>
Publisher : <![CDATA[English Department, Faculty of Humanities, Andalas University ]]>
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DOI: 10.25077/vj.11.1.80-85.2022
<![CDATA[The fact that teaching English in Indonesia is still driven by textbooks makes not many students have the ability to communicate in English and even they often experience mispronunciation. This study was conducted to find out how to teach allomorphs as a provision to strengthen knowledge of English pronunciation. In addition, this study also seeks to reveal how the challenges faced by EFL teachers in the Allomorph learning process. There are 3 stages that the teacher can do to teach allomorphs through narrative texts; introduction to phonetic symbols, reading the text, and analyzing and practicing the types of allomorphs. From the use of the selected narrative text, it reveals 3 types of allomorphs from 4 types that have been introduced to students in the form of past tense, plural number, and regular possessive. Some of the challenges and problems faced by EFL teachers in teaching English pronunciation, especially allomorphs, is the lack of student motivation to learn. In addition, EFL teachers still hold on to the old philosophy about the lack of importance of learning pronunciation, making this teaching even more difficult. The lack of class hours and the large number of students in EFL classes are also challenges for teachers.]]>
<![CDATA[Pelatihan Teknik Dongeng Sebagai Metode Pengajaran Orang Tua Kepada Anak di TK RA Mentari ]]>
<![CDATA[Fauzia, Nur]]>;
<![CDATA[Fahri, Fahri]]>;
<![CDATA[Purwati, Oikurema]]>;
<![CDATA[Kuswardani, Rahayu]]>;
<![CDATA[Darma, Fithriyah Inda Nur Abida Diana Budi]]>
<![CDATA[ Jurnal Abdi Masyarakat Vol. 3 No. 2 (2023): Jurnal Abdi Masyarakat ]]>
Publisher : <![CDATA[Institut Pariwisata dan Bisnis Internasional ]]>
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DOI: 10.22334/jam.v3i2.44
<![CDATA[Karya tulis ilmiah ini bertujuan untuk mengevaluasi efektivitas pelatihan teknik dongeng sebagai metode pengajaran orang tua kepada anak di TK RA Mentari. Metode yang digunakan adalah pendekatan campuran (mixed-methods) dengan menggabungkan data kualitatif dan kuantitatif. Populasi dalam kegiatan ini adalah seluruh orang tua dari anak-anak yang bersekolah di TK RA Mentari, dengan sampel penelitian dipilih secara purposif. Pelatihan teknik dongeng dilaksanakan untuk meningkatkan keterampilan dan pengetahuan orang tua dalam menggunakan dongeng sebagai alat pengajaran kepada anak-anak. Hasil analisis data menunjukkan adanya peningkatan yang signifikan pada keterampilan orang tua setelah mengikuti pelatihan. Orang tua mampu mengintegrasikan teknik dongeng dengan kreativitas dan efektivitas dalam aktivitas pembelajaran bersama anak di rumah dan di sekolah. Dampak implementasi teknik dongeng oleh orang tua pada perkembangan anak juga diamati melalui observasi perilaku anak di kelas dan wawancara dengan guru atau pengasuh. Hasilnya menunjukkan bahwa anak-anak yang memiliki orang tua yang aktif dalam menggunakan teknik dongeng menunjukkan peningkatan dalam perkembangan bahasa, moral, dan imajinasi. Pelatihan teknik dongeng sebagai metode pengajaran orang tua kepada anak di TK RA Mentari memberikan dampak positif dan signifikan dalam pendidikan anak usia dini. This scientific paper aims to evaluate the effectiveness of storytelling technique training as a method of teaching for parents to their children at TK RA Mentari (Mentari Kindergarten). The method used is a mixed-methods approach, combining qualitative and quantitative data. The population of this study consists of all parents of children attending TK RA Mentari, with the research sample chosen purposively. The storytelling technique training was conducted to enhance the skills and knowledge of parents in using storytelling as a teaching tool for their children. The results of data analysis indicate a significant improvement in the skills of parents after attending the training. Parents were able to integrate storytelling techniques creatively and effectively in learning activities with their children at home and at school. The impact of implementing storytelling techniques by parents on children's development was also observed through the observation of children's behavior in the classroom and interviews with teachers or caregivers. The results showed that children with parents actively using storytelling techniques demonstrated improvements in language, moral, and imaginative development. Storytelling technique training as a method of teaching for parents at TK RA Mentari provides a positive and significant impact on early childhood education.]]>
<![CDATA[Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia ]]>
<![CDATA[Setyaningrum, Rina Wahyu]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.352
<![CDATA[2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded. Highlights: Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually. Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.]]>
<![CDATA[Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives ]]>
<![CDATA[Novita, Dian]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.1059
<![CDATA[It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account. HIGHLIGHTS: The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial. The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.]]>
<![CDATA[EFL teachers’ attitudes and competence in developing HOTS-based formative assessment ]]>
<![CDATA[Rachmawati, Dwita Laksmita]]>;
<![CDATA[Purwati, Oikurema]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1060
<![CDATA[Nowadays, Higher Order Thinking Skills have been a current trend and focus among teachers and researchers. However, there are still a few researchers who investigate HOTS and connect it with language assessment. This case study aimed to examine Indonesian English teachers' attitudes concerning the use of the HOTS-based assessment. This research has been qualitatively conducted with the aim to analyze the attitudes towards the utilization of the paradigm of HOTS in the creation of good language assessment. The data of this study were collected by using an interview and questionnaire. There are 20 teachers taking part in the study were purposely selected based on their experience and comprehension of the study's issue. The data of this study were analyzed by using descriptive qualitative. This study revealed that despite several situational constraints, all respondents shared their positive attitude to the principles of HOTS owing to several aspects. Despite the teachers' positive attitude towards the implementation of HOTS-based assessment, there was still a lack of knowledge about HOTS. This study suggested that more researchers portrayed teachers' competence in developing based assessment in English subject since HOTS is essential in the implementation of the 2013 curriculum. HIGHLIGHTS: The study addresses the current trend and focus on Higher Order Thinking Skills among teachers and researchers. Teacher as a “driver” in the classroom plays a crucial role in implanting HOTS for their students. Therefore, relevant training should be conducted progressively for English teachers, both pre-service and in-service teachers, to improve their knowledge to implement HOTS. Formative assessment can be employed as a “weapon” to promote the learners’ HOTS in this 2013 curriculum.]]>
