Articles
<![CDATA[THE PERSPECTIVE OF PRIMARY SCHOOL TEACHERS IN TEACHING ENGLISH ]]>
<![CDATA[Agustinus Triwinanta]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i4.p739-749
<![CDATA[At this time the role of English is very important in all areas of human life, especially in the field of education. The education policy to introduce English at primary school age has been implemented. Many schools have included English as a local content subject in the school curriculum. And in learning the teacher uses English as the language of instruction "lingua franca". Therefore, this study aims to investigate how the learning process of an English teacher teaches English in primary schools and can contribute to an understanding of how elementary school teachers view English as one of the local content to equip students with English skills. The method used is a qualitative research method with data taken from interviews with 2 English teachers at private elementary schools in Sleman. The results obtained from this study are that teachers believe that the use of English can increase primary school students' interest in learning English but the perspectives and beliefs of each teacher are different. Keywords: Primary School, English Language, Learning English]]>
<![CDATA[ENGLISH EDUCATION STUDENTS’ MOTIVATIONAL STRATEGIES IN ACQUIRING PUBLIC SPEAKING SKILLS BASED ON THE ACTIVITY THEORY PERSPECTIVE ]]>
<![CDATA[Aplonia Nelci Ke Lomi]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i4.p794-805
<![CDATA[From the perspective of Activity Theory (AT), this study demonstrates the existence of motivational strategies and influencing factors acknowledged by English Education students to acquire public speaking skills. Subject, object, outcome, tools, community, rules, and division of labor are all components of Activity Theory (AT). This mixed-method study examines the learning experiences of English Education students in relation to AT components. This study included 16 English Education students. The researchers collected data using questionnaires and interviews. The study found that students used a variety of strategies. They were basically forcing themselves to speak, practicing with their peers, and self-practicing (division of labor). The students reported their happiness with the public speaking class learning process (object). The lecturer's varied learning sources also helped the students succeed in class (tools). Their classmates and lecturer aided and supported them positively (community . There were their obligations in the class were made to manage the class (rules). As a result, English Education departments should promote students' motivation in mastering language skills. Future researchers are encouraged to study language skills acquired by language students in a broader context and with more participants. Keywords: English Education, Public Speaking Skills, Activity Theory Perspective]]>
<![CDATA[A Foucauldian Discourse Analysis on News Reports Addressing High School Student Enrolment Zoning Policy ]]>
<![CDATA[Arima Renny Dayu Putri]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 5, No 2 (2020): Volume 5 Number 2 September 2020 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v5i2.1532
<![CDATA[Empirical studies drawn from a Foucauldian discourse analysis suggest the complexity of policy implementations. Policy construction and implementation involve a set of different stakeholders, causing many competing agendas from different bodies to interfere with the processes and making policy outcomes highly unpredictable. This study was set to investigate how high school student enrolment zoning policy in Indonesia was represented in major online daily journals, specifically during the two months of June and July 2019. The latest enrolment zoning policy has been considered to be too disruptive among both parents and schools. Utilizing a discourse analysis, this paper attempted to reveal what issues were addressed and what agendas or powers were contested. In this discourse analysis, it is found that the three online journals as the resources of the study were not strong enough in presenting the news. All of them have not discussed the student’s aspect as the implementer of the zoning policy.]]>
<![CDATA[ON INVESTIGATING THE SYMBOLIC POWER OF EDUCATIONAL ENTERPRISES IN NTT PROVINCE: A LITERATURE REVIEW ]]>
<![CDATA[Yulius Nahak]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ International Journal of Humanity Studies (IJHS) Vol 5, No 2 (2022): March 2022 ]]>
Publisher : <![CDATA[Sanata Dharma University ]]>
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DOI: 10.24071/ijhs.v5i2.4362
<![CDATA[From a Bourdieuan perspective, the production of knowledge in the form of empirical studies validates the symbolic power of certain groups. It is arguably proposed that the more empirical studies published in particular groups of people, the more robust the symbolic power of the respective group is. This study is set to reveal the degree of academic productivity of East Nusa Tenggara as a symbolic power owned by scholars in the area, as demonstrated by empirical studies conducted to investigate educational issues in the area. Two research questions were proposed namely: (1) what areas of inquiries did the researchers pursue; and (2) what are their major findings? Sixty-four scholarly articles related to the English learning-teaching (published from 2016 to 2021) were analyzed using document analysis methods to identify the most up-to-date research themes. The results indicated that teaching strategies and material developments are the highest numbers with 41 articles; factors that affect the English language learning were 14 articles; the teaching competencies were 4 articles, and the perception of English learning-teaching were 5 articles. The conclusion is that academic production is low, cross-validating that low symbolic power correlates to more concrete components (i.e., a high degree of poverty).]]>
<![CDATA[ENHANCING STUDENTS’ ENGAGEMENT AND ACTIVE LEARNING THROUGH FLIPPED CLASSROOM IN LITERATURE CLASS ]]>
<![CDATA[Viska Violita]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v10i1.6800
<![CDATA[This study explored the students’ engagement and active learning that appeared in flipped classroom learning. A flipped classroom is one of the course delivery modes that can be used in the pandemic situation now. The purpose of this research was to analyze to what extent a flipped classroom enhances students’ engagement and active learning in Introduction to Educational English Literature class. This research has one research problem. The research problem was to what extent does a flipped classroom enhance students’ engagement and active learning in Introduction to Educational English Literature class? This research adopted qualitative descriptive analysis. The instrument of this research was the questionnaire that used the Likert scale. The results of this research showed that through implementing a flipped classroom model in the Introduction to Educational English Literature class, the students’ behavioral engagement, emotional engagement, cognitive engagement, agentic engagement, and active learning were enhanced. In this case, the students could engage in the discussion forum, complete the tasks, and participate actively in learning activities so that the students could achieve higher engagement and learning achievement in the Introduction to Educational English Literature class.]]>
<![CDATA[Describing A Systematic Reflection for Pre-Service Teachers’ Professional Identity: A Case Study ]]>
<![CDATA[Anastasia Nelladia Cendra]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v8i1.2658
<![CDATA[To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers' identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.]]>
<![CDATA[Assessing Vocational High School EFL Teachers’ Technological Pedagogical Content Knowledge in Online Learning ]]>
<![CDATA[Happy Indriyono]]>;
<![CDATA[Markus Budiraharjo]]>;
<![CDATA[Barli Bram]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 5 No 2 (2022): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v5i2.2115
<![CDATA[During the Covid-19 pandemic, classroom activities are mostly conducted online using Information and Communication Technology (ICT). This situation requires teachers to be literate in technology for teaching. Some pedagogical methods and platforms are available to support learning activities and a number of constraints need resolving. This study aimed to investigate the empirical data of teachers’ readiness for English education in vocational high school considering the technology integration in teaching and to uncover the obstacles. Teachers’ readiness was assessed using Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework. Descriptive quantitative research was conducted to the members of the forum of vocational high school English teachers located in Surakarta. It was predicted that a number of English teachers participating in this research were not ready for technology integration in the future in spite of their strong desire to learn the technology. Based on the participants’ responses, it was also crucial to have supports from educational institutions where teachers worked to provide relevant devices and encouraging atmosphere to enable technology-enhanced learning. It was predicted that students’ primary impediments to learning with technology were the facilities and the teacher’s pedagogical methods.]]>
<![CDATA[Teachers' Perceptions and Challenges on the Implementation of Online Literacy Program in JHPS 1 Muntilan ]]>
<![CDATA[Ratri, Ayu]]>;
<![CDATA[Budiraharjo, Markus]]>;
<![CDATA[Kartikasari, Anita]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v17i1.38671
<![CDATA[Good reading skills are related to individual basic skills in achieving success and prosperity. However, reading skills in Indonesia are still low. The evidence was from the PISA results, which revealed little progress from 2015 to 2018. In tackling this problem, one of the schools in Indonesia, the Junior High Public School (JHPS) 1 Muntilan, responded it by creating Literacy Online program (henceforth LION) to support government programs. Research on reading ability has been extensively done, but no study investigates the LION program. Therefore, this study aimed to discover the perceptions and challenges of teachers who have a pivotal role in the success of the LION program at JHPS 1 Muntilan. This study employed mixed-method research to get the data. The data was collected by providing a closed-ended questionnaire and interviews. The results of the study revealed that the teachers felt enthusiastic, enjoyed, affectionate, and comfortable with implementing LION. Moreover, the teachers revealed that theprogram gave a spark of hope and excitement for students toward learning autonomy. The students were found to have evolved to more actively respond to the questions following the reading materials. Accordingly, this could lead to the success of the National Assessment. Interestingly, the teachers felt overwhelmed and confused when facing passive students and had limited knowledge to give proper readings.]]>
<![CDATA[Investigating The NTT Teachers in Facing The Online Teaching Challenges ]]>
<![CDATA[Wea, Teofanne Nurinik]]>;
<![CDATA[Budiraharjo, Markus]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 1 (2022): March ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/elsjish.v5i1.19727
<![CDATA[This study explored the challenges and the way how the teachers cope with their challenges. This study is a qualitative study which employed a narrative inquiry. Six participants from two different schools in NTT were participated in this study. They were English teachers, German teacher, mathematics teacher, history teacher and Geography teacher. In gathering the data, the researcher did a deep interview with the participants through Whatsapp voice note. In analyzing the data, the researcher did an interview transcript to note the participants’ responses. The researcher found that the participants had some difficulties in doing online learning such as their own ability about technology, students’ participation, students’ devices and ineffective learning. From those difficulties, they have a good self regulation to make a management time in order to make an effective learning and motivate the students to ignore their boredom. However, there was still a teacher who still had lack self efficacy since she had low ability in applying the technology devices in online learning. She had less confidence in doing online learning.]]>
<![CDATA[Post-Modernist Eksperimental Mangunan School in Democratic Curriculum and Post-Pandemic Era: Is It Relevant? ]]>
<![CDATA[Natalie, Regina Yoantika]]>;
<![CDATA[Markus Budiraharjo]]>
<![CDATA[ Journal of Education Research Vol. 5 No. 3 (2024) ]]>
Publisher : <![CDATA[Perkumpulan Pengelola Jurnal PAUD Indonesia ]]>
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DOI: 10.37985/jer.v5i3.1494
<![CDATA[The Merdeka Belajar Curriculum is the national curriculum currently in use. However, alternative curricula can also develop in Indonesia. One of the schools that implements this alternative curriculum is Eksperimental Mangunan JHS, Yogyakarta, which has Mangunan pedagogy. Due to COVID-19, post-modernist schools must implement distance learning and have learning experiences with technology. A qualitative method with a semi-structured interview approach to related parties was used to obtain the required data. The Merdeka Belajar and Mangunan Pedagogy curricula are based on democratic education; the difference is that Mangunan schools provide character and environmental education. Besides, the use of technology is carried out in this school following the post-pandemic situation. However, this school does not digitalize education but continues to acclimate to the context of students' educational needs.]]>
