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All Journal Voices of English Language Education Society International Journal of Educational Research and Social Sciences (IJERSC)
Adi Putra, Kristian
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Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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EFL Learners’ Engagement And Its Academic Effects In Shadow Education: Phenomenological Study azizah, Nada; Nurkamto, Joko; Adi Putra, Kristian
International Journal of Educational Research & Social Sciences Vol. 5 No. 2 (2024): April 2024 ( Indonesia - Kenya - Libya )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v5i2.788

Abstract

In Indonesia, shadow education is becoming a promising educational business, which raises questions about the quality of the teaching at school and factors affecting such a phenomenon. The current phenomenological study aimed to find out kinds of engagement of ten Indonesian English as a Foreign Language (EFL) in Shadow Education (SE). It would also highlight academic effects of shadow education in Indonesia. Grounded in the interpretive paradigm, the study employed a qualitative approach to gain an in-depth and holistic picture of EFL learners’ lived experiences at shadow learning in Indonesia. Data were collected mainly through observation and interview. The data were analyzed by using coding and categorized into themes and categories in the meaning making and interpretation process. The study revealed that students were engaged beahiorally, emotionally and cognitively in SE. Dealing with the students' participation in SE, it was found that SE gave good effects for students' academics, such as giving satisfaction, helping them to understand English and prepare examination. Theoretically, study is expected to give understanding on how shadow education affects student engagement and its academic effects. Practically. This study informed teachers about good ELT practices in the SE to be adapted in their classroom .
Embracing Multimodality To Teach EFL Students: English Course Teachers’ Perspectives Septianing Putri, Yulinda; Setyaningsih, Endang; Adi Putra, Kristian
International Journal of Educational Research & Social Sciences Vol. 5 No. 4 (2024): August 2024 ( Indonesia - Malaysia )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v5i4.847

Abstract

This article explores the Indonesian English course teachers’ perception on the use of multimodal teaching resources to enhance the learning experience of English as a Foreign Language (EFL) students. Multimodal resources, which integrate various modes of communication such as text, audio, visuals, and interactive elements, are designed to cater to different learning styles and preferences. The study highlights the benefits of multimodality, including increased student engagement, improved comprehension, etc. This study used qualitative research methodology to gain the teachers’ perception of multimodal teaching resources implementation. The participants were experienced English course teachers over three years teaching in the Ruang Guru platform. Furthermore, the researcher used semi-structured interviews to collect the data. Despite the advantages, the article also discusses the challenges associated with implementing multimodal resources, such as technological barriers and the time required for resource creation. The findings showed that teachers really understand the term of multimodal teaching resources before conducting it in their teaching and learning process. It found that the utilization of multimodal teaching resources has several advantages for teachers to support their teaching, however in preparing and using these multimodal resources, teachers encounter several obstacles and difficulties. By embracing multimodality and addressing these challenges, educators can create a more inclusive and effective learning environment for EFL students.
Choosing EMI Schools: A Case Study of Parental Decisions and Shifting Language Ideologies in Indonesia Maharani, Anisa Frisca; Nurkamto, Joko; Adi Putra, Kristian
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27974

Abstract

The rise of English as a Medium of Instruction (EMI) schools reflects a global trend driven by the increasing demand for English proficiency in non-native English-speaking countries. This study investigates the factors driving Indonesian parents’ decisions to enrol their children in English Medium Instruction (EMI) schools, focusing on the interplay of socioeconomic status, shifting language ideologies, and cultural preservation. Employing a qualitative case study approach, the research captures the nuanced motivations of parents from diverse socioeconomic backgrounds, uncovering how aspirations for global success and fears of cultural erosion shape educational choices. The findings reveal that parents of high socioeconomic status view EMI schools as strategic investments for international opportunities, while lower socioeconomic groups balance affordability with a commitment to cultural identity. Shifting language ideologies highlight the prioritization of English as a global asset, often at the expense of local languages, generating tensions between economic aspirations and cultural preservation. These insights underline the urgent need for policies integrating multilingual education, equitable access to EMI schools, and promoting linguistic diversity. This study contributes to the discourse on globalization, education, and cultural sustainability in multilingual contexts by addressing these dynamics.
Co-Authors azizah, Nada Endang Setyaningsih Joko Nurkamto Maharani, Anisa Frisca Septianing Putri, Yulinda