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All Journal International Journal of Contemporary Studies in Education Journal of Education Sciences (Edusci)
Irawan, Selvia
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Vocabulary Learning Strategies in Vocational School for English Specific Purposes Irawan, Selvia; Ciptaningrum, Dyah Setyowati; Faizal, Abdul Azis
International Journal of Contemporary Studies in Education Vol. 2 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (135.205 KB) | DOI: 10.56855/ijcse.v2i1.256

Abstract

There are several difficulties for both teachers and students in EFL classrooms while planning lessons and activities. The way they deal with the challenge, the quality with which they perform the task, and the value they provide to the group are just some of the ways in which this circumstance reveals its solutions. In this research, we questioned SMKN 2 Magelang's business and management students to get insight into the challenges they face while trying to learn English. The researchers in this study used a qualitative approach by recording their observations and conducting in-depth interviews. The results were confirmed once the data was summarized and presented. The results show that ESL students experience a broad variety of challenges while learning English. This happened because of the wide range of pupils' starting points in terms of competency.
EFL Teachers’ Readiness In Using ICT: Knowledge, Skills, and Attitudes Norasiah, Norasiah; Irawan, Selvia; Amriani, Annisa; Putri, Ade Liany
Jurnal Edusci Vol 3 No 2 (2025): Vol 3 No 2 November 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v3i2.961

Abstract

Aims. This research investigates English teachers’ preparedness to integrate Information and Communication Technology (ICT) into their teaching practices in the post-pandemic context. The study specifically focuses on three objectives: (1) to assess the level of readiness demonstrated by English teachers in adopting ICT after the pandemic; (2) to explore the ways in which teachers utilize ICT tools within classroom instruction; and (3) to identify the primary barriers and difficulties teachers encounter when implementing ICT in the post-pandemic period. Methods. Employing a mixed-methods approach, this study integrates both quantitative and qualitative data to provide a comprehensive understanding of the topic. The quantitative component examines variable relationships based on established theoretical frameworks, while qualitative inquiry supports deeper contextual interpretation. Participants included 48 English teachers from public junior high schools in Yogyakarta City, with four teachers selected for in-depth interviews. The questionnaire was adapted from validated instruments developed by Singh and Chan (2014), Al-Furaydi (2013), Davis (1989), and Zara-ee (2011). Descriptive statistical analysis was used for quantitative data, and qualitative data were analyzed through the interactive model proposed by Miles et al. (2014). Results. Findings reveal that 74% of the participants exhibited a high level of ICT readiness, whereas 26% demonstrated limited preparedness. Conclusion. The interviews highlighted several obstacles hindering ICT integration, including unstable internet connectivity, financial limitations, insufficient ICT-related training, and inadequate school infrastructure. Implementation. The most prominent challenge identified in this research was the shortage of professional development opportunities or ICT training for teachers.
Co-Authors Amriani, Annisa Dyah Setyowati Ciptaningrum Faizal, Abdul Azis Norasiah, Norasiah Putri, Ade Liany