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All Journal Al Ishlah Jurnal Pendidikan Jurnal Madah Journal of General Education and Humanities
Sharizan Sharizan
Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Reevaluating the Glorification of Gamification for Unexpected Outcomes in English Language Teaching Sharizan Sharizan
Madah: Jurnal Bahasa dan Sastra Vol. 14 No. 2 (2023): Jurnal Madah
Publisher : Balai Bahasa Provinsi Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31503/madah.v14i2.642

Abstract

This conceptual paper aims to reevaluate the glorification of gamification where it leads to misleading and misconception using gamification in English language teaching. That narrative makes the implementation of the gamification strategy driving to unexpected outcomes. This condition should be addressed and reevaluated. In order to reevaluate the glorification of gamification, several arguments for it are supported by relevant written and spoken resources or studies. The findings show that the readiness of educational actors to the gamified strategy is the biggest problem faced by them and the demand of society and social construction seeing gamification also creates stigma where they must implement gamification learning strategy no matter what. Therefore, the educational actors need to be wise and understanding in implementing and glorifying the gamification strategy in English language teaching.
English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis Rihatmi Rihatmi; Margana Margana; Riris Handayani; Fani Nabila Titania; Sharizan Sharizan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6056

Abstract

English learning outcomes in vocational education must align with enacted curriculum policies and the specific needs of vocational students. In Indonesia, the Merdeka Curriculum (Freedom to Learn Curriculum) 2022 sets national educational standards, including English language policies. This study examines the alignment between these policies and the English for Specific Purposes (ESP) approach, which is essential for vocational students preparing for future professions. This qualitative study employs Critical Discourse Analysis (CDA) to analyze pedagogical discourse at the policy level. Content analysis of government documents on English learning outcomes was conducted, alongside interviews with teachers and students to gather practical insights. Findings indicate that while the Merdeka Curriculum provides general learning outcomes, vocational educators must adapt these to meet students' specific needs. Teachers play a crucial role in integrating relevant themes, practical assignments, and industry-related activities into English instruction. However, challenges remain in effectively implementing ESP due to curriculum constraints and a lack of contextualized materials. The study highlights the need for flexibility in curriculum implementation, emphasizing a balance between national policies and vocational students' professional requirements. Teachers require support in curriculum adaptation to enhance pedagogical strategies and ensure meaningful learning experiences. This research provides critical insights into the impact of policy changes on English learning in vocational schools. It underscores the importance of contextualized instruction and suggests improvements in policy implementation to better serve vocational students’ career aspirations.
The Relationship between English Learning Experiences on Students' Motivation to Communicate in English Abdullah Kafabih; Rozanah Katrina Herda; Wulan Nugraheni; Sharizan Sharizan; Dalwinder Kaur
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1289

Abstract

This study examined the relationship between English learning experiences and students’ motivation to communicate in English among secondary school students in Yogyakarta, Indonesia. Employing a quantitative correlational design, the study involved 72 eleventh-grade students selected through convenience sampling. Data were collected using two self-report questionnaires that underwent expert validation. Pilot testing indicated marginal internal consistency for the English Learning Experiences scale (α = .612) and acceptable reliability for the Motivation to Communicate scale (α = .863). Descriptive results showed that students generally reported positive English learning experiences and high motivation to communicate. However, opportunities for authentic English use outside the classroom and students’ tendency to initiate communication remained comparatively limited. Simple linear regression analysis revealed a significant positive predictive relationship between English learning experiences and motivation to communicate, F(1,70) = 17.386, p < .001, accounting for 19.9% of the variance in motivation to communicate (R² = .199). The findings suggest that students with more positive learning experiences tend to report higher communicative motivation, although motivation is likely associated with additional psychological, social, and contextual factors. The study highlights the importance of supportive learning environments and meaningful communication opportunities. Future research should employ larger samples, longitudinal designs, and mixed-method approaches.
Co-Authors Abdullah Kafabih Dalwinder Kaur Fani Nabila Titania Margana Margana Rihatmi Rihatmi Riris Handayani Rozanah Katrina Herda Wulan Nugraheni