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All Journal Pattimura Excellence Journal of Language and Culture MATAI: International Journal of Language Education
Riry, Jholie Grace Imanuella
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Arts Education Languange, Linguistic, Communication & Media

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EXPLORING STUDENT-TEACHERS' CHALLENGES IN SELECTING LEARNING MEDIA IN DESIGNING TEACHING INSTRUCTIONS: A STUDY IN ENGLISH EDUCATION STUDY PROGRAM Riry, Jholie Grace Imanuella; Bynnendyk, Sophia; Loppies, Hellien Jacquelin
Pattimura Excellence Journal of Language and Culture Vol 3 No 2 (2023): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i2.pp57-63

Abstract

The objectives of this research are explore the challenges faced by students-teachers from English Language Education Study Program in selecting learning media in designing teaching instructions and to identify strategies to overcome challenges. The gap between this study and previous study is almost no research has been conducted regarding the challenges faced by student-teachers, especially from English Language Education Study Program. Much of the research focused on investigating the challenges faced by student-teachers in designing lesson plans and teaching practices (Nasution & Nisa, 2018; Alanazi, 2019; and Aldabbus, 2020. The data collected from student-teacher batch 2018 & 2019 at English Education Study Program, Faculty of Teacher Training and Education, Pattimura University. This study used explanatory sequential design as research method, whereas the quantitative data were collected using questionnaire to 34 student-teacher who have finished offering the Reflective Microteaching class. The interview was conducted to support the data from the questionnaire. The researcher collected the qualitative data by using the interview with 4 selected student-teacher with different final score they get in Reflective Microteaching class. Researcher used 1 data techniques in analyzing data, descriptive statistics percentage. The findings showed that student-teachers faced some challenges in selecting learning media in designing teaching instruction, including lack of cost, time, references, and ideas based on the result of the questionnaire analysis. Furthermore, student-teacher also found some strategies to overcome the challenges, including searching on internet and discuss with lecturer.
Analyzing Reading Comprehension Questions in English Textbooks Using Barrett’s Taxonomy Riry, Jholie Grace Imanuella; Binnendyk, Sophia
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18343

Abstract

This study analyzes reading comprehension questions in the English textbook “Bahasa Inggris Tingkat Lanjut” using Barrett’s Taxonomy. The objective is to categorize and evaluate the cognitive demands of these questions, providing insights into the effectiveness of the textbook in developing students' reading comprehension skills. Through a qualitative content analysis of the questions, the study identifies the distribution of questions across the five levels of Barrett’s Taxonomy: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. The findings reveal a disproportionate distribution of cognitive levels questions in this textbook. There are 6 (14%) literal comprehension, 1 (3%) reorganization question, 19 (45%) inferential questions, 11 (26%) evaluation questions, and 5 (12%) appreciation questions. The analysis suggests that the textbook moderately promotes higher-order thinking skills, but lacks a balanced distribution recommended by educational standards. The study underscores the need for a more varied approach to question design in textbooks to foster comprehensive reading skills. Implications for educators, textbook authors, and curriculum designers include the necessity to incorporate a wider range of question types to better support students' cognitive and interpretive abilities. Future research should explore the impact of diversified questioning techniques on student learning outcomes across different educational contexts. Future editions of the textbook should include more balanced distribution of questions types, reducing the proportions of Essay question and increasing the number of multiple choices questions. The textbook also should include more types of questions, such as, Yes/No, True/False and WH questions.
Co-Authors Binnendyk, Sophia Bynnendyk, Sophia Loppies, Hellien Jacquelin