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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Voices of English Language Education Society Journal of International Multidisciplinary Research
Koesoemo Ratih
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Languange, Linguistic, Communication & Media Other

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Connectivism Practice in English Language Teaching (ELT): Teachers' Perception on Benefits and Challenges Azizah, Rizki; Shinta, Aninda; Endang Fauziati; Koesoemo Ratih
Journal of International Multidisciplinary Research Vol. 2 No. 8 (2024): Agustus 2024
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr810

Abstract

Connectivism provides abundant enchanting experiences in ELT context due to the benefits that it offers. However, as the practice requires technology integration, physical, and psychological readiness, teachers discover challenges upon the implementation. This study aims at investigating the benefits and challenges of the practice in ELT context. Through content analysis qualitative study, the study attains the targeted exploration. 5 experienced English teachers are selected to conduct semi-structured interviews. The data were analyzed and reviewed by the researchers and experts for affording the valid results. The results provide valuable insights towards the issues that are raised. This study sheds a light on the essence of digital environment in ELT which assists the feasible various sources of learning to be attained. Findings revealed that Connectivism can definitely foster learners’ language skills, such as speaking, listening, and pronunciation through the various digital platforms that are provided. Interestingly, connectivism is advantageous for strengthening learners' 21st century skills, namely critical thinking, collaboration, communication skills, and creativity in learning English. On the other hand, the challenges encountered by teachers in integrating connectivism are 1) inadequate facilities and infrastructure, 2) lack of training and development in educator resources, and 3) low internet network access or the bandwidth.
How Can Teachers Tailor Success? Innovative Strategies for Content, Process, and Product in EFL Classrooms Suryati, Imas; Koesoemo Ratih; Maryadi
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24451

Abstract

This study aimed to examine the Implementation of differentiated instruction in an EFL classroom, focusing on content, process, and product dimensions. It involved an English teacher and thirty-nine 8th-grade students at a junior high school. The research sought to identify the teacher's strategies to implement differentiated instruction, guided by Tomlinson's (2001) theory of Differentiated Instruction. Using a descriptive-qualitative methodology, the study employed interviews, observations, and document analysis as data collection instruments. The findings indicate that the teacher employed diverse texts and resources alongside varied support systems to differentiate content. For process differentiation, strategies included multiple intelligences and flexible grouping. Differentiation of the product involved varied questioning techniques, leading to activities such as student worksheets, group tasks, and presentations. This research contributes to understanding differentiated instruction in Indonesian EFL classrooms, highlighting the challenges and suggesting the need for further innovation in instructional strategies. Despite difficulties, the study illustrates the teacher's efforts to incorporate various differentiated instruction strategies, underscoring the potential for enhancing EFL teaching practices.
The Use of Role-Play Cards to Improve Hospitality Vocational School Students’ Speaking Skills in Responding Guest Complaint Yulianto, Rasendria Jalu Siswanto; Koesoemo Ratih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10191

Abstract

This study aims to improve students’ speaking skills in handling guest complaints by using role-play cards. This research employed Classroom Action Research (CAR) conducted in three cycles involving students of a vocational high school in Surakarta. The data were collected through speaking tests, observations, questionnaires, and interviews. The results showed a significant improvement in students’ speaking performance across cycles. In Cycle I, the students’ average score was relatively low, indicating difficulties in vocabulary use, fluency, and confidence. In Cycle II, the average score increased significantly after the implementation of role-play cards supported by vocabulary and expression lists. In Cycle III, the students’ performance became more stable, with most students achieving high scores. The final scores in Cycle III were obtained by averaging the scores from the teacher and the researcher to ensure objective assessment. In addition, the findings revealed that students became more confident, active, and able to respond to guest complaints appropriately. Therefore, it can be concluded that role-play cards are effective in improving students’ speaking skills and classroom engagement.
Co-Authors Endang Fauziati Maryadi Rizki Azizah, Rizki Shinta, Aninda Suryati, Imas Yulianto, Rasendria Jalu Siswanto