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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat International Journal of Community Service Learning WIDYA LAKSANA Surya Abdimas Jurnal Pendidikan dan Kebudayaan Missio Proceeding of International Conference on Science, Education, and Technology English Language Education Journal
Yosefina Rosdiana Su
Universitas Katolik Indonesia Santu Paulus Ruteng
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Capturing the EFL Students’ Listening Comprehension Problems Fransiskus Jemadi; Yustus Sentus halum; Yosefina Rosdiana Su
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.v1i1.1582

Abstract

Listening is of paramount importance for the language development of EFL students. The objective of the present study was to investigate the listening comprehension problems of the EFL students at Universitas Katolik Indonesia Santu Paulus Ruteng. The researchers applied the survey method in conducting this study. There were 105 EFL students who participated in this study, and the instrument used in collecting the data was the Listening Comprehension Problems Questionnaire (LCPQ). After collecting the data, the researchers used SPSS (Version 26) to analyze the data. The findings of this study revealed that 80.63% of the participants experienced listening comprehension problems due to their limited knowledge of pragmatic expressions used by the speakers in the listening audio materials. Other listening comprehension problems encountered by the participants were related to parsing problems, which covered 59.05%, and perception problems, which covered 50.76%. Taking into account the present study’s findings, it reveals that the students experienced some degree of difficulties in understanding spoken language. Henceforth, further studies on overcoming the difficulties experienced by the students and some strategies applied by them are worth researching in future research.
Bridging the Challenges and Opportunities of EFL Teachers’ Professional Development through Digital Competencies Yosefina Rosdiana Su; Siti Musarokah; Novita Eka Tristiana
English Language Education Journal (ELEJ) Vol. 2 No. 1 (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.v2i1.1657

Abstract

This paper presents issues about Indonesian EFL teachers' competencies and their challenges in developing them through professional development (PD). This study was library research in which the researcher constructed her perspectives on the issues by studying the existing literature on the discussed areas. The previous studies confirmed that EFL teachers are typically challenged by the unavailability of effective professional development that meets their personal and contextual needs. Teachers are then encouraged to engage in professional learning as one of the most flexible professional development programs. Instead of being externally designed, professional education helps teachers personalize their professional development needs. Therefore, utilizing online instructional resources is at the heart of professional learning. However, several studies confirmed that most teachers lack digital competencies and must be professionally assisted to participate in this professional development opportunity. Those studies also demonstrated that digital competencies afford teachers essential benefits. As for English teachers, adequate digital skills will enable them to personalize their professional development in a way that is not remote from their classroom needs. In light of this, digital competencies will facilitate teachers' professional learning and extend their professional practices to be more effective and innovative, improving learning outcomes.
Co-Authors Antonius Nesi Beda, Raimundus Ely Heldydiana Selamat Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati Fransiskus Jemadi Indawati Nur Mahir Issy Yuliasri Leonardus Par Leonardus Par Menggo, Sebastianus Novita Eka Tristiana Rahayu Pristiwati Rizki Adiputra Taopan Ronaldus De'e Rudi Hartono Siti Musarokah Stanislaus Guna W, Widhiyanto Yovita Narsi Mat Yustus S Halum Yustus Sentus Halum Zephisius Rudiyanto Eso Ntelok