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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal IJIE (Indonesian Journal of Informatics Education) Diglosia Indonesian EFL Journal UICELL Conference Proceeding JELL (Journal of English Language Learning) Indonesian Journal of Community Services Linguists: Journal of Linguistics and Language Teaching ELT in Focus BERNAS: Jurnal Pengabdian Kepada Masyarakat CONCEPT IJPD (International Journal Of Public Devotion) Jurnal Cakrawala Pendas JELL (Journal of English Language Learning Journal of Language Education (JoLE) International Journal of Contemporary Studies in Education English Education and Applied Linguistics Journal (EEAL Journal) Journal of Literature Language and Academic Studies (J-LLANS) Journal of Language Intelligence and Culture Research on Applied Linguistics and Literature NaCoLET SANISKALA: Jurnal Pengabdian Masyarakat Papanda Journal of English Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Indonesian Journal of Islamic Studies
Syarifah, Eva Fitriani
Universitas Majalengka
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Journal : Papanda Journal of English Education

 1 
Teacher's Strategies in Using Target Language in EFL Classroom madani, el; Eka Nurhidayat; Eva Fitriani Syarifah
Papanda Journal of English Education Vol. 2 No. 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i1.450

Abstract

English is mostly taught in a classroom setting in a foreign language context. However, English is not always spoken or exposed to; even in the classroom, hardly ever use English. This situation suggests that full English classes are utilized quite frequently and first language is occasionally required. This research aims to reveal the teacher’s strategies in using target language (TL) in EFL classroom and to reveal the teacher’s perceptions toward the use of target language in EFL classroom. This research used a qualitative method with a case study design. The participants of this research were a teacher that teaching English in one of the senior high schools in Majalengka. The result shows the teacher tries to maximize the use of English as the target language in classroom by using several strategies, they are: using the same or similar instruction and gestures, ‘guess’ the meaning based on the context, speak more slowly and deliberate, strategy pausing, modifying the pronunciation, vocabulary use is more basic, simplifying grammar and letting student speaks. The teacher realized that the English classroom and the English teacher were the only source of learning English. The teacher tries to maximize the use of English as the target language in classroom. This is to fulfil the opportunity to learn English for students. And teachers also believe that getting used to English in classroom can improve students' abilities in English. This research was not conducted deeply and the writer realized there are many weaknesses in it. This research also allows the other researcher to research new things behind English as a medium of instruction and the researcher suggests to other researchers to involve more participants and longer time. 
Learning Assessment in Kurikulum Merdeka: Practice and Challanges in EFL Classroom Fathan Ghotafani; Rama Dwika Herdiawan; Eva Fitriani Syarifah; Azman, Mohamed Nor Azhari
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.879

Abstract

Assessment is considered important for improving students’ performance and contributing to better teaching and more efficient learning. This research aims to explore how EFL teacher implement the learning assessment in the class, and the challenges faced by teacher in conducting the assessment. Thus, this research was conducted at one of vocational schools in Majalengka. This research employs a narrative inquiry as the research design. This research use observation, document analysis and interview as the data collection method. The observation was conducted two times at eleventh-grade class and the interview was delivered to an English teacher. The researcher analyzed the teacher document, to determine whether they comply with the guidelines of the Kurikulum Merdeka. The research reveals that the teacher effectively implements formative and summative assessments in line with government guidelines. Formative assessments occur during group discussions with ongoing feedback, while summative assessments involve group presentations at the end of a unit to evaluate students' comprehension of report texts. These assessments incorporate Profil Pelajar Pancasila values, namely collaboration and creativity. The assessments adhere to principles of language assessment, including practicality, reliability, validity, authenticity, and positive washback. Practicality is seen in manageable tasks, reliability in clear scoring rubrics, validity in content alignment with learning objectives, authenticity in real-world language use, and washback in motivating students and boosting their confidence. The limited class time poses a challenge, making it difficult for the teacher to provide detailed feedback.
Exploring The Implementation of Technological Pedagogical and Content Knowledge (TPACK) in Teaching English at Senior High School Lestari, Fidya Rahayu Apriyani; Eva Fitriani Syarifah; afief fakhruddin
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.933

Abstract

TPACK means teacher’s ability to facilitate students. A good learning process needs complex understanding that correlates three knowledge resources; technology, pedagogy and content. From TPACK, we know that teachers knowledge about how to facilitate students learning from certain content by pedagogy and technology approach. This research aims to explain the implementation of TPACK in teaching English at senior high school and to explain the obstacle experienced by English teacher in implementing TPACK in teaching English at senior high school. This research was conducted in one of the senior high school. This research used a case study with a qualitative method. Sample in this research is one English teacher. The process collecting data is done through observation, interview and questionnaire. The research results show the implementation of TPACK in teaching English in senior high school can be categorized as good in implemented TPACK based on sixth component, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technogical Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical and Content Knowledge of TPACK. The obstacle faced by the English teacher in implementing TPACK in learning process, teacher was poor in one component Technological Knowledge such as lack of IT literacy. Based on the research, researcher it can be conclude that in implementation of TPACK in teaching English it was found that there were still several part of TPACK component that had not been implemented properly in classroom learning.The researcher suggested that this research can be a guideline for other researchers in conducting research on TPACK. Other researchers can also explore teachers obstacle in teaching English based on the TPACK framework.
Co-Authors Abdul Kodir Afief Fakhruddin Afief Fakhruddin Afief Fakhruddin Afief Fakhruddin, Afief Agus Rofi’i Aji Septiaji Arifin, Nayla Alvia Astri Wahyu Dini Azman, Mohamed Nor Azhari Dede Salim Nahdi Eka Nurhasanah Eka Nurhidayat Eka Nurhidayat Eka Prasetyo Elfa Madani Emiliasari, Raynesa Noor Erlia Rahman, Sabrina Evi Septiani Rahayu Fathan Ghotafani Fitriani, Yesi Elsa Furqon, Ijan Saeful Gunawan, Wawan Ida siti Jubaedah Lestari, Fidya Rahayu Apriyani madani, el Majid, Sheikha Nurhidayat, Eka Ozah Faoziah Prasetyo, Eka Rama Dwika Herdiawan Rama Dwika Herdiawan Raynesa Noor Emilia Sari Raynesa Noor Emiliasari Reza Octaviana Pratama Rian Muhamad Apriandi Riastriani, Memey Rahmi Suherli Kusmana Suherli Kusmana, Suherli Titin Kustini Yeni Rostikawati Yesi Maylani Kartiwi Yoyoh Rohayati Zahara, Najma Olfia