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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Wiralodra English Journal (WEJ) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Darmabakti Cendekia: Journal of Community Service and Engagements Journal of English Education Program (JEEP)
Achadiyah, Rachmawati
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Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Hots Manifestation in English Summative Assessment Achadiyah, Rachmawati; Muhammad Ulul Azmi
English Education:Journal of English Teaching and Research Vol 8 No 2 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i2.20915

Abstract

Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narrated. This study specifically employed a case study as a research design with content analysis as the technique to analyze the data. Three papers of the English summative test of the first, second, and third grades of junior high school became the source of the data. The result highlighted that the ninth-grade English summative test applied higher-order thinking in 72% of both multiple choice and essay. The thinking levels used are giving a solution, giving a recommendation, giving an opinion, making judgments, and interpreting. This study discovered how English teachers also, as the test designers, formulate hots questions in English summative tests.
Perception and Problem of English Pre-service Teachers in Applying Merdeka Belajar Curriculum During Teaching Practice Achadiyah, Rachmawati; Azmi, Muhammad Ulul
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71757

Abstract

Curriculum is updated according to the era's demands which aims at actualizing qualified human resources. The great concept of the curriculum will be superfluous without the teachers"™ role. The objective of this research is to examine English preservice teachers"™ perceptions and problems they encounter in understanding and implementing the new curriculum during their teaching practice. Ten English preservice teachers who completed their teaching practice took part in this research. They were assigned to schools that implement the Merdeka Belajar curriculum. Since the data was gathered and analyzed in two ways, this research is a mixed-method study. The findings of the study revealed that English preservice teachers have a negative perception of understanding and implementing the Merdeka Belajar curriculum in their teaching practice, incapability in designing flow of learning objectives and teaching modules, incapability to conduct differential learning, lack of knowledge on how to integrate Profil Pelajar Pancasila into teaching-learning process contributes to the negative perception of English Pre-Service Teacher. Additionally, the problem was made worse because the university did not properly prepare English pre-service teachers for the latest curriculum.
TERTIARY EFL LEARNERS’ BARRIERS IN TRANSLATING INDONESIAN NEWS ITEM TEXT INTO ENGLISH AND VICE VERSA Achadiyah, Rachmawati
Wiralodra English Journal (WEJ) 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.v8i2.304

Abstract

One of the major topics to be investigated in this study is translation. This is not particularly new and has been studied for many years. However, The proficiency of English as a foreign language is reflected by the quality of translation. Despite this, learners still claim that translating is a rigid activity to do, even if they had learned the four English skills and vocabulary. Therefore, it is exciting to be investigated. The present study tries to discover what aspects become the most barrier for learners when translating. 25 learners who took translation classes were involved in this study. The primary data was obtained through closed-ended questionnaire, Thus this study was descriptive quantitative. The result now provides three major causes; first, the inability of students to decide which sentence must translate literally and which sentence must not translate literally. Second, the inability of students to construct perfect grammatical sentences from both two languages, Indonesia and English, and the third was aggravated by the learner's inability to find the most equivalence words or phrases from Indonesia to English and vice versa, including collocation and idioms.
ENHANCING ENGLISH PROFICIENCY THROUGH A TOEFL WORKSHOP AT MAN 1 GRESIK: PENINGKATAN KEMAHIRAN BAHASA INGGRIS MELALUI PELATIHAN TOEFL DI MAN 1 GRESIK Indasari, Nur Laili; Rosyidi, Ali; Achadiyah, Rachmawati
Darmabakti Cendekia: Journal of Community Service and Engagements Vol. 7 No. 2 (2025): DECEMBER 2025
Publisher : Faculty of Vocational Studies, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/dc.V7.I2.2025.141-149

Abstract

Background: In academic contexts, the Test of English as a Foreign Language (TOEFL) is one of the key requirements for career advancement, further study, scholarship opportunities, and entering the workforce. For senior high school students, the TOEFL poses a significant challenge when pursuing higher education or scholarship opportunities at domestic and international universities. Objective: This activity aimed to provide insights into the importance of the TOEFL, offer practical tips and strategies for taking the test, and facilitate a TOEFL prediction test. Method: A total of eighty students from MAN 1 Gresik participated in the TOEFL workshop, which consisted of three stages: planning, implementation, and evaluation. The evaluation was conducted through student interviews, incorporating three Likert-scale questions and two open-ended questions to assess the effectiveness of the workshop and participants’ satisfaction. Results: The results of the workshop indicated that students need to practice TOEFL tasks intensively to achieve optimal scores. The challenges faced by participants drew the attention of both the school and the community service team to improve support, particularly in addressing technical difficulties encountered during online test practice. Conclusion: This community service initiative contributes to the school’s efforts to enhance students’ English proficiency, particularly in assisting twelfth-grade students in preparing for admission to their desired universities.
Promoting ecological critical awareness through English Language Teaching: EFL teachers’ strategies and practices Achadiyah, Rachmawati
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v10i2.15514

Abstract

The increasing prominence of English has made it a marker of social status, further strengthened by the Indonesian curriculum, which maintains English as a compulsory foreign language subject. This context offers opportunities for educators, particularly English teachers, to integrate knowledge from other disciplines. While previous studies often explored cultural integration within English teaching, few have examined the incorporation of environmental issues. This study fills that gap by exploring how EFL teachers integrate environmental topics to foster students’ ecological critical awareness. Five English teachers participated through interviews and document analysis, providing evidence of classroom practices that promote such awareness. The findings reveal that teaching materials, methodologies, and learning activities play essential roles in developing students’ ecological critical awareness. Teachers frequently use videos, reading passages with visuals, and environmental vocabulary as core materials. Project-based and problem-based learning serve as key approaches, while outdoor activities—such as field visits and interviews with local communities about environmental changes—help students understand real-world ecological impacts.
Co-Authors Azmi, Muhammad Ulul Indasari, Nur Laili Muhammad Ulul Azmi Rosyidi, Ali