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English Online Class: Evaluation and Students’ Learning Boredom Zulfa, Puspa Fortuna; Galuhwardani, Cindyra; Tazali, Imam
English Education and Literature Journal (E-Jou) Vol 4 No 01 (2024): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v4i01.998

English online class has been conducted as a variety of language learning. It is also as an implementation of the advance of technology and educational system in post pandemic era. This study aimed at investigating English online class as an evaluation and describing students’ learning boredom appeared during class. It employed students majoring Information System and Accounting Information System to ask for their ideas, perception and complains by spreading questionnaires and open-ended interview. The data gathered were analyzed by describing and interpreting them qualitatively. It resulted that English online class could be implemented as a new way of learning and there was learning boredom had by students with some factors, internally and externally.

Self-Assessment of TEFL Teachers: Basis for the Development and Validation a Support Teaching Material Galuhwardani, Cindyra
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5035

This study focused on developing and validating supplementary teaching materials for Teaching English as a Foreign Language (TEFL) to support Grade XII English teachers in Indonesia, particularly in Purwokerto. The study aimed to (1) evaluate teachers’ self-assessments related to teaching materials, students’ skills, and learning styles; (2) design supplementary teaching materials based on these assessments; (3) validate the materials; and (4) refine them following curricular validation feedback. The research utilized a descriptive method within a research and development framework. Questionnaires were the primary tools for assessing teacher and student needs and for validating the instructional materials. Data analysis employed statistical methods such as frequency counts, rankings, means, and weighted means. The findings indicated that teachers’ self-assessments provided essential insights for designing teaching materials tailored to the needs of both teachers and students. The developed materials were aligned with the Merdeka Curriculum and adopted a scientific, student-centred approach consistent with Indonesia’s educational framework. Topics were selected based on the Grade XII English syllabus. The proposed TEFL materials were deemed valid, with their strengths highlighted by teacher evaluators. The final output was refined based on evaluators’ recommendations to ensure quality and relevance.

Exploring The Factors Influencing Anxiety in ESL Teaching Interns Across Different Education Levels Galuhwardani, Cindyra
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 6 No 2 (2024): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6804

This study examines the anxiety experienced by ESL teacher-interns in Indonesia, specifically those teaching English in primary and secondary schools, and how this anxiety impacts their teaching. As they are still in the process of learning to teach, many teacher-interns feel nervous using English in the classroom. This anxiety can hinder their ability to deliver lessons effectively and engage students. Using a qualitative research approach, the study collected data through interviews with four teacher-interns from different school levels. The findings reveal that anxiety stems from four key factors: lesson preparation, classroom conditions, lack of confidence, and physical health. Many teacher-interns struggle with managing students, planning lessons, and maintaining confidence in their English skills. Large class sizes and student behavior further contribute to their stress. Additionally, some interns fear making mistakes, and teaching becomes even more challenging when they are tired or unwell. The study underscores the importance of improved training, mentorship, and emotional support to help teacher-interns build confidence and enhance their teaching effectiveness.

Self-Assessment of TEFL Teachers: Basis for the Development and Validation a Support Teaching Material Galuhwardani, Cindyra
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5035

This study focused on developing and validating supplementary teaching materials for Teaching English as a Foreign Language (TEFL) to support Grade XII English teachers in Indonesia, particularly in Purwokerto. The study aimed to (1) evaluate teachers’ self-assessments related to teaching materials, students’ skills, and learning styles; (2) design supplementary teaching materials based on these assessments; (3) validate the materials; and (4) refine them following curricular validation feedback. The research utilized a descriptive method within a research and development framework. Questionnaires were the primary tools for assessing teacher and student needs and for validating the instructional materials. Data analysis employed statistical methods such as frequency counts, rankings, means, and weighted means. The findings indicated that teachers’ self-assessments provided essential insights for designing teaching materials tailored to the needs of both teachers and students. The developed materials were aligned with the Merdeka Curriculum and adopted a scientific, student-centred approach consistent with Indonesia’s educational framework. Topics were selected based on the Grade XII English syllabus. The proposed TEFL materials were deemed valid, with their strengths highlighted by teacher evaluators. The final output was refined based on evaluators’ recommendations to ensure quality and relevance.

Enhancing English Proficiency Through Vlog Assignments: A Case Study of Information Systems Students’ Amalia Solikhah, Nur; Galuhwardani, Cindyra; Rejeki, Sri; Sari, Angela Bayu Pertama
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 4 (2025): May
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i4.460

This study evaluated whether assigning student-created video blogs (vlogs) could improve English language proficiency and engagement in an Information Systems ESP course. Thirty undergraduate Information Systems students completed a series of individual and group vlog projects on technical topics (e.g. “Introduction to Information Systems”). Data were collected via standardized pre- and post-speaking tests, semi-structured interviews, and a student survey at the end of the semester. Speaking test scores improved substantially (mean gain ≈ 47.5%), with notable advances in fluency, pronunciation, and use of domain-specific vocabulary. Qualitative feedback indicated high student interest and satisfaction: most students reported increased confidence in speaking and active engagement with course content. These results suggest that integrating vlog assignments in a technical ESP context can strengthen both general English skills and subject-matter communication. Practical implications and limitations are discussed, and directions for future research are proposed.

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