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All Journal Jurnal Celtic PROJECT (Professional Journal of English Education) Studies in English Language and Education
Aisyah, Shifak
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Education Languange, Linguistic, Communication & Media

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AN INVESTIGATION OF PROFESSIONAL DEVELOPMENT OF ENGLISH TEACHER IN PRIMARY SCHOOL SETTING: A CASE STUDY Miyarti, Miyarti; Inawati, Iin; Khafifah, Maharani Nur; Henu, Nur; Damayanti, Retno Vinsi; Aisyah, Shifak
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 1 (2024): June 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i1.29231

Abstract

This study is aimed at investigating the program teachers' professional development (TPD) during their time as primary teachers and the reasons for their professional advancement. The method of the study can be categorized as case study research which aims at understanding complex events by studying them in their normal environment. The findings show that there are three programs of TPD; Teachers Supporting Group (Kelompok Kerja Guru/KKG), webinar and courses that teachers do to improve their professionalism in teaching. This study indicates that a variety of requirements and circumstances determine why teachers engage in professional development. Teacher 1 does TPD to know updated information about teaching material and the latest information about the examination. She also attended the KKG because she was motivated to complete the teacher’s administration. Meanwhile, teacher 2 does TPD to improve her teaching skill as she is a new teacher in the school.
Modal verbs in Indonesian and Malaysian English textbooks for secondary schools: A corpus-driven study Oktavianti, Ikmi Nur; Radzuan, Noor Raha Mohd; Pratolo, Bambang Widi; Surono, Surono; Budiwati, Tri Rina; Aisyah, Shifak
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35258

Abstract

Modality is a salient notion in language, manifested through modal verbs. However, modal verbs are complex grammatical units since they have multiple functions and meanings. Previous studies have shown mismatches between actual language use and its presentation in textbooks, including modal verb representation in both EFL and ESL contexts. This study explored the distributional frequencies of modal verbs in Indonesian EFL textbooks compared to those in Malaysian ESL textbooks. It compiled the textbook conversation corpora from secondary education levels in Indonesia and Malaysia: two Indonesian EFL textbooks (IET) and two Malaysian ESL textbooks (MET), which are nationally endorsed. The corpora comprised 4,548 tokens collected from the conversations in the textbooks. Data collection involved corpus queries focusing on nine core/central modal verbs: can, could, may, might, shall, should, will, would, and must. The results show that Indonesian and Malaysian textbooks shared the same most frequent modal verb distribution; however, other distributions differed. Besides, English modal verbs in Indonesian textbooks are more static with one-to-one correspondence, while Malaysian textbooks present more dynamic modal verb meanings. Notably, Indonesian EFL textbooks have complete modal meaning representation, which is absent in Malaysian textbooks. Interestingly, the modal verb distributions in both textbooks differ from those in a native corpus, representing actual English use. These results highlight the need for more careful consideration when designing and developing teaching materials, especially in ESL and EFL contexts.
Critical Reading and Literacy in EFL Context: A Systematic Literature Review Aisyah, Shifak; Inawati, Iin; Pratolo, Bambang Widi
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

The purpose of this study is to summarize and critically analyze existing empirical research on critical reading and literacy in EFL classroom contexts. The descriptive statistics characterizing the studies (e.g., research designs, participant characteristics, settings) were presented alongside the qualitative content analysis findings results containing the emerging themes, which were arranged sequentially according to their prevalence. The research articles reviewed in this study met the following criteria: (1) peer-reviewed studies, (2) critical reading and literacy in EFL contexts, and (3) published within the last 9 years by using search engine databases (e.g., SINTA, Google Scholars) and reputable journal websites (e.g., journals.sagepub.com, tanfonline.com, link.springer.com). This analytical review revealed three emerging themes of findings informing the outcome of critical reading discourse enhancement in classroom context, critical thinking, and the challenges of integrating critical reading and literacy. The findings of this study should be able to shed light on what has been done thus far and highlight implications for future research and practice regarding critical reading and literacy.
Co-Authors Bambang Widi Pratolo Damayanti, Retno Vinsi Henu, Nur Iin Inawati Ikmi Nur Oktavianti Khafifah, Maharani Nur Miyarti, Miyarti Radzuan, Noor Raha Mohd Surono Surono Tri Rina Budiwati