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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Voices of English Language Education Society English Language Education Journal
Leonardus Par
Universitas Katolik Indonesia Santu Paulus Ruteng
Humanities Education Languange, Linguistic, Communication & Media

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Gender Representation in EFL Textbooks in Indonesia Fatmawati Fatmawati; Leonardus Par; Yosefina Rosdiana Su; Ely Heldydiana Selamat; Indawati Nur Mahir
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 12, No 1 (2022)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.12.1.2022.19-32

Abstract

Analysing gender issues in the teaching materials in the textbook is crucial as students' way of perceiving gender in their daily lives might be shaped by what they have learned at school. This research concerns analysing how gender representation in two EFL textbooks utilized in Indonesian secondary schools, Pathway to English for SMA/MA grade, later called textbook 1 in this study and Forward an English Course for Vocational School Students Grade VII, which was later called textbook 2. Both were published by Erlangga. The theory of personal characters proposed by (Brugeilles and Sylvie, 2009) was used as the basis theory in this study. Employing mixed-method research approaches, the researchers analysed how visuals in both textbooks portrayed gender representation by focusing on the frequency of pictures of male and female characters, occupations and activities. The study reveals that the two books show an imbalance of gender representation in all three aspects. Gender bias, especially for female occupations and activities, is apparent in the two textbooks. This study suggests that EFL teachers evaluate their textbooks to advocate for gender equality in the classroom.
Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives Fransiskus Jemadi; Fatmawati Fatmawati; Leonardus Par; Yulian Juita Ekalia; Adrianus Nabung
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6631

Abstract

The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir
Employing A Self-Assessment Rubric on the EFL Students’ Writing Activities: Is It Effective? Yovita Narsi Mat; Leonardus Par
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1581

Abstract

Self-assessment is the process of students evaluating their work. It can help students learn a language better in writing class. This study aims to investigate the impact of self-assessment on EFL students’ writing performance. To this end, the study used a post-test quasi-experimental design. The study included 72 respondents. The experimental group consisted of 36 students who used a self-assessment rubric, while the control group consisted of 36 students who used a conventional assessment. The data were collected using a test. The data were analyzed using the non-parametric Mann-Whitney method utilizing SPSS version 24. The findings show a significant difference in scores between students who self-assess and those who do not. The Mann-Whitney U test result shows sig. 2 tailed is 0,015, meaning the p-value is less than alpha. The alternative hypothesis is accepted based on the U test result. The findings also show that students are aware of their responsibility and can identify their own writing's strengths and weaknesses. Thus, promoting self-assessment as a method for improving student writing performance is advised.
English Teachers' Beliefs and Practices of Flipped Classroom in ELT Indawati Nur Mahir; Leonardus Par
English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i2.1604

Abstract

This study aims to address research questions concerning English teachers' beliefs and practices regarding flipped classrooms in English Language Teaching (ELT). Teachers' beliefs are intertwined with their comprehension of theory, and their proficiency in applying the flipped classroom methodology enhances students' learning outcomes. Teachers' practices, on the other hand, pertain to the actual implementation of the flipped classroom approach. To this end, the study, employing a qualitative approach with interviews and observations, included 12 English teachers from two highly accredited Public High Schools (SMAN 1 and SMAN 2 Negeri Langke Rembong). The research instruments were adapted from various sources. Data analysis followed Miles and Huberman's framework, involving data reduction, display, and conclusion. The results are presented thematically, with interview findings in descriptive text and observational data in tabulated form. The study's findings showed discrepancies between the beliefs and practices of teachers. Teachers may be perceived as lacking pedagogical knowledge about the flipped classroom. However, they still demonstrate an implicit understanding of the flipped classroom through their implementation of expected practices.
Exploring the Use of ChatGPT in ELT: The EFL Students Voices Leonardus Par; Mathilda Saputri Anung; Simfora Sarwini Taluk; Frumensius Erfano; Claudius Iglesias Seraf Tatuk
English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i1.1613

Abstract

This study investigates the perspectives of EFL students regarding the integration of ChatGPT in ELT and learning. To this end, this study employs the quantitative approach with 71 participants majoring in English Language Teaching (ELT). The students with ChatGPT experience in various ELT contexts were specifically selected through purposive sampling. The data collected through the questionnaire centres around the utilization of ChatGPT, their attitudes towards the use of ChatGPT toward English language skills, and their suggestions for integration of ChatGPT into ELT classrooms. The study findings indicate a favourable response of the EFL students toward the use of ChatGPT in ELT and learning. Moreover, most of the students reported improvements in their English language skills, especially in writing, reading, and speaking. Besides, the findings highlighted the impressive improvement in the students' vocabulary knowledge and grammar. Although there were some challenges mentioned, the overall satisfaction and willingness to recommend indicate that EFL students have positive views of ChatGPT.
Integrating TPACK into English Language Teaching Before and During Covid-19 Pandemic: The State of the Art Leonardus Par
English Language Education Journal (ELEJ) Vol. 1 No. 2 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i2.1662

Abstract

Nowadays, the Covid-19 pandemic has brought a profound impact on English language teaching (ELT). Consequently, the English language teachers had to adapt and shift to remote teaching utilizing technology quickly. This article reviews the recent studies and practices of integrating the TPACK (technological pedagogical content knowledge) framework in ELT. To this end, the previous studies and best practices of employing technology in ELT by the English language teachers before and during the Covid-19 Pandemic are reviewed and discussed based on the TPACK framework. Moreover, the studies conducted before and during the Covid-19 Pandemic are analyzed to know the consistent use of the TPACK framework in the ELT context. The analysis results inspire the future orientation of integrating the TPACT framework in the English language teaching post-Covid-19 Pandemic.
Implementing Self-Assessment in Writing Course at Higher Education: Is It Challenging? Leonardus Par; Fatmawati; Maria Magdalena De Passi
English Language Education Journal (ELEJ) Vol. 3 No. 2 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i2.2491

Abstract

The purpose of this research is to investigate how students of English as a Foreign Language (EFL) view self-assessment (SA) in writing and the challenges they encounter while implementing it. A mixed-method approach is utilized in this study. The overall number of participants in the study was 115, all of whom were students majoring in English language teaching. The quantitative data was collected using a questionnaire that consisted of 15 statements. The questionnaire addressed the question linked to the students' perspectives on SA. In the meantime, 20 students of varying cognitive levels participated in a focused group discussion to gather qualitative data. The results show that students generally have a reasonable opinion toward their self-evaluations. Students learning autonomy, responsibility, and motivation are all significantly impacted by SA, while teacher evaluation anxiety is much reduced. However, because this is their first time utilizing self-assessment, they struggle when attempting to use it in their work. The difficulties occurred because it was a new concept for them. According to the findings of this study, more practice should be put into adopting self-assessment in ELT, not just in writing but also in other language skills.
Co-Authors Claudius Iglesias Seraf Tatuk Ely Heldydiana Selamat Fatmawati Fatmawati Fatmawati Fransiskus Jemadi Frumensius Erfano Indawati Nur Mahir Indawati Nur Mahir Maria Magdalena De Passi Mathilda Saputri Anung Nabung, Adrianus Simfora Sarwini Taluk Yosefina Rosdiana Su Yovita Narsi Mat Yulian Juita Ekalia