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All Journal Journal of English Language and Culture Journal of English Education Program (JEEP) Journal of Language and Literature Studies Language Circle : Journal of Language and Literature
Attabik, Muhammad Haikal
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN TEACHING KELAS UNGGULAN AT ISLAMIC JUNIOR HIGH SCHOOL Attabik, Muhammad Haikal
Journal of English Language and Culture Vol 14, No 2 (2024): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i2.4700

Abstract

This study analyses English teachers’ strategies in teaching kelas unggulan, focusing on their implementation of various teaching strategies. The findings reveal that teachers use various teaching strategies, such as Direct Instruction, Cooperative Learning, Small Group Work, Problem-Solving, and Role-Play, but do not address the 21st-century teaching-learning approach of inquiry, discovery, critical thinking, communication skills, creativity, and digital literacy. Internal and external inhibiting factors, such as a shortage of training, limited mastery of teaching strategies, lack of professional development, and unfamiliarity with education technology, hinder teachers’ ability to apply these strategies effectively. To overcome these challenges, teachers seek random teaching strategies, participate in training outside of school, and collaborate with teachers who understand education technology. Internal factors include teacher confusion about students’ unreadiness and a lack of pedagogical competence. External factors include students’ lack of English proficiency, which can be addressed through practice time, vocabulary memorization, and repetition. However, these methods are no longer compatible with 21st-century learning requirements. The study suggests that the concept of kelas unggulan should be reconsidered, and a new investment in teacher professional development is urgently needed.
Pre-Service English Teachers' Goals and Beliefs in the Indonesian PPG Program Attabik, Muhammad Haikal; Zainiza, Mailiza
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.34552

Abstract

This study investigates the professional goals and beliefs of pre-service English teachers participating in Indonesia’s Teacher Professional Education (PPG) Program, a pivotal initiative designed to strengthen teacher competence and identity. While prior studies have focused on policy and structural aspects of the PPG, little is known about how pre-service teachers internalize professional goals and beliefs within this program’s reflective learning context. Addressing this gap, the present study adopts a small-scale exploratory case study involving three pre-service English teachers at a state university in West Java. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s (2014) framework to derive thematic insights into participants’ motivational orientations and evolving professional beliefs. Findings reveal that participants’ motivations combined intrinsic ideals such as pedagogical growth and moral purpose with extrinsic considerations of certification and career advancement. Their professional goals shifted from self-improvement toward broader commitments to educational transformation, while beliefs about English teaching expanded from linguistic transmission to global competence facilitation. These findings underscore that professional identity in the PPG context develops through the interaction of motivational and belief systems shaped by both policy expectations and personal reflection. The study contributes to teacher education research by providing contextualized, in-depth insights into how pre-service English teachers in Indonesia construct professional identity amid systemic reforms. Implications are offered for designing PPG curricula that explicitly integrate goal-setting, belief development, and reflective mentorship.
Trends in Google Docs Application for Collaborative Academic Writing: A Bibliometric Analysis of Research Publications Sukmojati, Edi; Alifya Rahma, Shafira; Ummah, Hoirul; Putra, Rendi Dwi; Attabik, Muhammad Haikal
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/xb2dnq65

Abstract

Using Google Docs for collaborative writing has grown more important in many locations worldwide. Prior studies have demonstrated that classroom collaboration obstacles stem from team members having disparate proficiency levels with the required platform and challenges faced while implementing collective tasks. This study gathered data from the Scopus database to evaluate the scientific outcomes of articles about using Google Docs in collaborative writing. Scopus indexed a collection of data, A total of 173 selected publications have been collected during the inclusion phase, covering the last decade from 2012 to 2024. Starting at 10 publications in 2012, the number fluctuated slightly in the early years, reaching a low point of 5 in 2015. After 2016, the trend consistently increased, with notable growth after 2018. The publications rose sharply from 14 in 2019 to 25 in 2022, followed by a slight dip to 17 in 2023. In 2024, the number rebounded to 24 publications. Data sources in the form of conferences accounted for 29.49% and journal publications with a total of 70.51%. Overall, the data indicates growing research interest and academic engagement with Google Docs in collaborative writing over time, particularly in recent years. The quantitative study findings reveal a substantial rise in study results on using Google Docs in the United States over the last five years. A descriptive Scopus database and bibliometric review were conducted to find publishing patterns related to Google Docs in collaborative academic research. The entire average number of citations that have been published is calculated using Microsoft Excel technology. The trend of research collaboration utilizing Google Docs for collaborative writing is somewhat restricted, and the study subjects are significantly diverse. This study has several limitations, mainly that data were only selected and filtered from the Scopus database, making our analysis reliant purely on the reliability of the provided input source.
THE RELATIONSHIP BETWEEN STUDY SKILLS AND ACADEMIC ACHIEVEMENT AMONG ENGLISH MASTER’S STUDENTS Attabik, Muhammad Haikal; Zainiza, Mailiza; Dewi, Anggraeni Khusuma
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.100752

Abstract

This study investigates the relationship between study skills and academic achievement among master’s students in English Language Education at Universitas Negeri Yogyakarta. Utilizing a quantitative correlational design, data were collected from 16 students through the Study Skills Assessment Questionnaire obtained from counseling services at the University of Houston-Clear Lake, which measured eight dimensions of study skills, including time management, concentration, note-taking, motivation, and writing. Students’ Grade Point Averages (GPA) were used as indicators of academic achievement. The data were analyzed using Pearson correlation via SPSS. The results revealed no statistically significant correlation between study skill dimensions and GPA, with all p-values exceeding 0.05. The strength of relationships (r-values) also remained very weak across all variables. Although writing and motivation showed the highest positive correlations, they were still insufficient to establish significance. These findings challenge previous literature that emphasizes the importance of study skills and suggest that academic success at the postgraduate level may depend more on intrinsic motivation, emotional well-being, self-regulation, and real-world learning strategies rather than mechanical study techniques. The study highlights the need for a more holistic approach in academic support programs for graduate students. Further research is recommended to include broader samples and consider additional psychological and contextual variables that influence academic outcomes.
Co-Authors Alifya Rahma, Shafira Dewi, Anggraeni Khusuma Putra, Rendi Dwi Sukmojati, Edi Ummah, Hoirul Zainiza, Mailiza