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All Journal DIKSI AL ISHLAH Jurnal Pendidikan ENGLISH JOURNAL JOURNAL OF SCIENCE AND SOCIAL RESEARCH English Journal JOLLT Journal of Languages and Language Teaching
Handayani, Riris
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Representation of Global Competence in a Senior High School English Textbook in Indonesia Sharizan, Sharizan; Yulia, Yuyun; Handayani, Riris; Titania, Fani Nabila; Thamrin, Andi Hidayat
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5299

Abstract

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
English Learning Outcomes Based on Indonesian Enacted Current Curriculum in the Perspective of Vocational Students’ Need: A Critical Discourse Analysis Rihatmi, Rihatmi; Margana, Margana; Handayani, Riris; Nabila Titania, Fani; Sharizan, Sharizan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6056

Abstract

English learning outcomes in vocational education must align with enacted curriculum policies and the specific needs of vocational students. In Indonesia, the Merdeka Curriculum (Freedom to Learn Curriculum) 2022 sets national educational standards, including English language policies. This study examines the alignment between these policies and the English for Specific Purposes (ESP) approach, which is essential for vocational students preparing for future professions. This qualitative study employs Critical Discourse Analysis (CDA) to analyze pedagogical discourse at the policy level. Content analysis of government documents on English learning outcomes was conducted, alongside interviews with teachers and students to gather practical insights. Findings indicate that while the Merdeka Curriculum provides general learning outcomes, vocational educators must adapt these to meet students' specific needs. Teachers play a crucial role in integrating relevant themes, practical assignments, and industry-related activities into English instruction. However, challenges remain in effectively implementing ESP due to curriculum constraints and a lack of contextualized materials. The study highlights the need for flexibility in curriculum implementation, emphasizing a balance between national policies and vocational students' professional requirements. Teachers require support in curriculum adaptation to enhance pedagogical strategies and ensure meaningful learning experiences. This research provides critical insights into the impact of policy changes on English learning in vocational schools. It underscores the importance of contextualized instruction and suggests improvements in policy implementation to better serve vocational students’ career aspirations.
EXPLORING PARENTS' EXPOSURE OF ENGLISH TO THEIR CHILDREN: AN EYL STUDY IN THE CONTEXT OF YOGYAKARTA Thamrin, Andi Hidayat; Haq, Ziaul; Handayani, Riris
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol 8, No 1 (2025): February 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i1.2830

Abstract

Abstract: This study investigates how parents in a Yogyakarta elementary school expose English to their children through qualitative interviews with 10 participants. The findings reveal a highly positive attitude among parents toward nurturing English proficiency in their children. Motivated by the global importance of English, parents actively establish a supportive environment for language development. They aim for early English mastery, employing a bilingual approach at home. Engaging in diverse activities such as watching English films and reading books, parents create a language-rich environment, ensuring positive experiences. Witnessing tangible progress, parents express confidence in the benefits of early language exposure and are dedicated to fostering a positive English language learning atmosphere, encouraging courage in language attempts and accepting mistakes. Keyword: early English proficiency, English language exposure, parental involvement. Abstrak: Penelitian ini menyelidiki bagaimana orang tua di sebuah sekolah dasar di Yogyakarta memperkenalkan bahasa Inggris kepada anak-anak mereka melalui wawancara kualitatif dengan 10 partisipan. Temuan penelitian ini menunjukkan sikap yang sangat positif di antara para orang tua dalam mengembangkan kemampuan berbahasa Inggris pada anak-anak mereka. Termotivasi oleh pentingnya bahasa Inggris secara global, para orang tua secara aktif membangun lingkungan yang mendukung perkembangan bahasa. Mereka bertujuan untuk penguasaan bahasa Inggris sejak dini, dengan menggunakan pendekatan bilingual di rumah. Terlibat dalam berbagai kegiatan seperti menonton film berbahasa Inggris dan membaca buku, para orang tua menciptakan lingkungan yang kaya akan bahasa, memastikan pengalaman yang positif. Menyaksikan kemajuan yang nyata, para orang tua mengungkapkan keyakinan mereka akan manfaat paparan bahasa sejak dini dan berdedikasi untuk membina suasana belajar bahasa Inggris yang positif, mendorong keberanian dalam upaya berbahasa dan menerima kesalahan. Kata kunci: kemahiran Bahasa Inggris sejak dini, keterlibatan orang tua, paparan Bahasa Inggris.
CONSTRUCTIVISM APPROACH TO DEVELOP STUDENTS’ CRITICAL THINKING FOR WRITING ANALYTICAL EXPOSITION TEXT Sharizan, Sharizan; Titania, Fani Nabila; Handayani, Riris; Hidayah, Ayu Rahmah
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research examines the use of the constructivism approach to develop students’ critical thinking for writing analytical exposition texts. This notion appears as the response to the student’s problem in constructing analytical exposition text critically. The primary resources of this literature review research are written and spoken literature. This study explains the foundation of constructivism approach to develop students’ critical thinking for writing analytical exposition texts. According to the discussion of this literature research, the constructivism approach can be used to create essential thinking since it lets the students construct knowledge by themselves from natural and contextual experiences in the field. That is why the constructivist approach has the potential to develop students’ critical thinking while writing analytical exposition texts. However, teachers and students should understand this approach, especially in implementing it, to maximize the use of constructivism for developing critical thinking in writing analytical exposition texts.
Using gamified quizzes to enhance students' English reading comprehension skills Salim, Malik; Sukarno, Sukarno; Chaudhuri, Jasim; Titania, Fani Nabila; Handayani, Riris; Haq, Ziaul; Maujud, Iswan
Diksi Vol. 33 No. 1: DIKSI (MARCH 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i1.74744

Abstract

This study sought to determine whether the use of quiz applications significantly impacts reading comprehension skills among students at Junior High School 1 Yogyakarta. The research employed a quasi-experimental design, utilizing pre- and post-tests administered to both control and experimental groups. The instrument of this research was a reading test that was given to 25 students in each class of pre-test and post-test. The data analyzed; the researcher used SPSS version 25. The data showed that in descriptive statistics the mean score from pretest control was 44.07 and 47.87 of pre-experiment while the test was getting more improvement in post-test. In post-control was 66.60 while post-test experiment was 80.63. In normality test showed that the significant score was >0.05 which means this test was normally distributed and homogeneity of variance showed the scores are of significance was >0.05 which meant the test was homogeneity. Finally, to analyze the impact of the quizzes in reading comprehension, the researcher used a paired sample test which showed that those pairs, namely pre-control to post control, were 0.00 which meant <0.05. Therefore, it can be concluded that there was a significantly improvement in students' reading comprehension skill in English used quizzes.
CONSTRUCTIVISM APPROACH TO DEVELOP STUDENTS’ CRITICAL THINKING FOR WRITING ANALYTICAL EXPOSITION TEXT Sharizan, Sharizan; Titania, Fani Nabila; Handayani, Riris; Hidayah, Ayu Rahmah
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research examines the use of the constructivism approach to develop students’ critical thinking for writing analytical exposition texts. This notion appears as the response to the student’s problem in constructing analytical exposition text critically. The primary resources of this literature review research are written and spoken literature. This study explains the foundation of constructivism approach to develop students’ critical thinking for writing analytical exposition texts. According to the discussion of this literature research, the constructivism approach can be used to create essential thinking since it lets the students construct knowledge by themselves from natural and contextual experiences in the field. That is why the constructivist approach has the potential to develop students’ critical thinking while writing analytical exposition texts. However, teachers and students should understand this approach, especially in implementing it, to maximize the use of constructivism for developing critical thinking in writing analytical exposition texts.
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
Co-Authors Chaudhuri, Jasim Haq, Ziaul Hidayah, Ayu Rahmah M. Sukarno Margana Margana Maujud, Iswan Musaldin, La Ode Nabila Titania, Fani Rihatmi, Rihatmi Sadiyah, Noviachri Imroatul Salim, Malik Sharizan, Sharizan Thamrin, Andi Hidayat Titania, Fani Nabila Yuyun Yulia