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p-Index From 2021 - 2026
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All Journal EDULITE: Journal of English Education, Literature and Culture Wiralodra English Journal (WEJ) Pancaran Pendidikan
David Imamyartha
Universitas Jember
Humanities Chemistry Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Culture-Laden Extensive Reading Through Team-Based Mobile Learning: Effects on Intercultural Communicative Competence And Reading Motivation David Imamyartha; Eka Wahjuningsih; Areta Puspa; Rizki Febri Andika Hudori; Mutiara Bilqis
Pancaran Pendidikan Vol 11, No 3 (2022)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25037/pancaran.v11i3.427

Abstract

With the advent of technology, cultural diversities encouraged language teachers in higher education to push the current pedagogical boundaries to seek the best fits for cultural learning. This study engaged with the pursuit of such pedagogies by experimenting with the integration of team-based mobile learning (TBML) in extensive reading classes mediated by a mobile instant messaging, Telegram. The research findings have statistically acknowledged that TBML can develop EFL readers’ intercultural knowledge and understanding. The technological and socio-constructivist affordances of TBML also elevate reading motivation as the springboard for developing Intercultural communicative competence (ICC). Research implications and limitations are also discussed.
Developing video-conferenced English speaking test (VEST) for classroom-based assessment in tertiary education David Imamyartha; Mutiara Bilqis; Rizki Febri Andika Hudori; Areta Puspa; Eka Wahjuningsih
EduLite: Journal of English Education, Literature and Culture Vol 8, No 1 (2023): February 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.8.1.242-262

Abstract

A proper speaking test may pose challenges to teachers due to suboptimal assessment literacy and the laborious administration of a speaking test. Technology can help alleviate the labor while enabling teachers to ascertain the accuracy and validity of the speaking test. In this direction, this study aims to develop a videoconferenced English-speaking test (henceforth VEST) with the aid of videoconferencing technology. Aligned with the empirics on the use of technology for speaking assessment, this study addresses the gapping void in how videoconferencing technology can be harnessed to escalate the practicality and positive impacts of a classroom-based speaking test in an Indonesian EFL setting. The development adhered to the ADDIE framework involving Analysis, Design, Development, Implementation, and Evaluation. The test prototype was evaluated using a test usefulness analysis framework. The evaluation results were coupled with reflection results of test takers’ experiences to guide test revision. Given the small sample size, this study has unveiled the potential of VEST to improve the praxis of speaking assessment and the resultant test takers’ experience. Implications and recommendations for future studies are also discussed.
A PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL Sri Wahyuni; Aan Erlyana Fardhani; David Imamyartha
Wiralodra English Journal Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.313

Abstract

The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' English reading engagement. Data collection methods included observations and interviews with the teacher. The collected data were analyzed using qualitative analysis method. The findings unveiled that the teacher employed three main strategies for teaching reading: Question Answer Relationship Strategy, Reciprocal Teaching Strategy, and Imitation Strategy. These strategies were critical in enhancing students' comprehension of English texts through collaborative learning in making meaning based on provided texts. The findings underlined the importance of tailored instructional approaches that promote students’ active participation and reading engagement. This research contributes to the discussion on reading instruction by identifying practical strategies that can be adapted and implemented by English teachers to foster students' reading engagement effectively.
Co-Authors Aan Erlyana Fardhani Areta Puspa Eka Wahjuningsih Mutiara Bilqis Mutiara Bilqis Rizki Febri Andika Hudori Sri Wahyuni