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All Journal Journal of Education and Learning (EduLearn) Indonesian Journal on Learning and Advanced Education (IJOLAE) JOLLT Journal of Languages and Language Teaching Indonesian Journal of English Teaching UNNES International Conference on ELTLT
Simpol, Wanida
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Co-teaching in EFL classroom: lessons from collaborative teaching practice in Thailand schools Maghfiroh, Ana; Prayitno, Harun Joko; Yusof, Norazmie; Simpol, Wanida; Suhendar, Uki; Asiyah, Siti; Yulianti, Dwiana
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21594

Abstract

Professionalism of educators is crucial for high-quality learning. To this end, the education study program implemented an internship program to provide direct experience for students (prospective teachers) and engage them in the active and ongoing process of teacher identity construction. However, the increased professionalism of prospective English teachers from this programme is still questionable. This study aimed at i) explaining the importance of collaborative teaching (co-teaching), ii) describing the practice of co-teaching between English mentor of Thai schools and Indonesian prospective teachers, and iii) exploring how co-teaching strategy develops teachers’ professionalism. It applies a descriptive qualitative approach, using observation and interviews. The subject of this study involved two English mentors and two prospective teachers who joined the internship program in Thai schools. The research findings revealed that co-teaching is very important and helpful for prospective teachers in developing teacher professionalism. In this case, English mentors and prospective teachers collaborate since planning stage, implementing the lesson plans developed, and evaluating process. As result, the collaborative teachers indicated some improvement on their pedagogical competence, social competence, and also their English competence.
Implementing Soft-Power as an Experiential Learning Strategy to Enhance Speaking Engagement: A Case Study in a Thai School Wulandari, Diah Ayu Rizqi; Maghfiroh, Ana; Harmanto, Bambang; Sinthong, Phakit; Simpol, Wanida
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13818

Abstract

English language teaching in Thailand faces persistent challenges, including barriers related to teacher competence, insufficient English fluency, and a lack of effective teaching methods and strategies. Socio-individual and cultural factors, such as low self-esteem, also reduce students’ motivation in speaking practice. This study explores how the Soft-power strategy can address these issues by emphasizing active participation, collaborative learning, and experiential techniques like group discussions and real-life conversations that foster a supportive classroom environment. Using a qualitative descriptive design, the study involved 15 fourth-grade students over three months. Data were collected through classroom observations and questionnaires. The findings show that Soft-power strategies significantly enhanced student engagement. For instance, more than 86% of participants strongly agreed that the strategy helped them build confidence in speaking English, while over 66% reported enjoying and feeling comfortable during the activities. The analysis also revealed reduced student anxiety and more positive peer interactions. The results suggest that Soft-power strategies offer a promising alternative to traditional methods by fostering a supportive learning environment for long-term language development. These findings offer valuable insights for educators and policymakers aiming to transform English instruction in non-native, multilingual settings.
The Effect of Mobile English Learning Center to Teacher's Ability, English Proficiency and Attitude of Students in Remote Areas Simpol, Wanida; Praraksa, Phoom; Sinthong, Prakit; paulina, Paulina
IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2021.10.1.70-85

Abstract

Inequality in education is an important problem in Thailand especially English learning between urban and rural students that concerned teacher quality, socioeconomic status of students, and English learning support system that directly affects the quality of English learning. This research aimed to develop teachers' ability in teaching English, English proficiency and attitude of primary students in Loei Primary Educational Service Area Office 2 where located in the remote area of Thailand using Mobile English Learning Center based on activity based learning approach. The study conducted 2 phases in the academic year 2019 with the 157 affiliated schools comprising of 130 teachers and 1,482 students. The quantitative and qualitative data were collected through questionnaires, English skills assessment, observation, interview, and reflection meetings. Descriptive statistics were applied for quantitative data, Z-test and one sample t-test for hypothesis testing and content analysis for qualitative data. The result of this research indicated that the treatment affected teachers' ability in teaching English, English proficiency and attitude of the students with the statistical significance, and also achieved the student attitude toward English learning. The implication and recommendation were also discussed.
Resilience in Facing Ecological Challenges; Strategies for Integrating Environmental Education to Build Sustainable Behavior Maghfiroh, Ana; Harmanto, Bambang; Simpol, Wanida; Devi, Putriana; Tarmusi, Riska Anisa
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Ecological education in the form of green schools is a breakthrough program of UNESCO in order to. The purpose of this study are to 1) find out the implementation of the green school concept from two countries, namely indonesia and thailand. 2) to describe the impact of green schools to support sustainable behavior. In this study used descriptive quantitative research design. The subject in this study were the teacher of SMPN 2 Balong, Ponorogo, Indonesia and Ban-Ellert School Loei,Thailand, the school that have implemented the concept of green schools in both countries. The Researcher using focus group discussions as data collection. techniques,the data were analyzed used critical analysis.The results indicated of this study indicated that the implementation of the green school concept in both focused on environmental education and community involvement. The green school programmes has showed significant impacts on students’ ecological awareness and sustainable development.With green school program The students’ enjoyed the school environment and boosted their learning motivation. The active involvement of all parties, including teachers, students, parents, and the school community, are essential to succed this programme, efforts to integrate environmental values into the curriculum and day-to-day activities in schools also need to be enhanced to make the positive impact more visible.
Future-Ready Educators: Assessing Digital Competence and Teaching Preparedness Among Prospective Teachers in the 21st Century Maghfiroh, Ana; Styati, Erlik Widiyani; Fachriza, Aries; Khoiriyah, Khoiriyah; Simpol, Wanida; Syaputra, Rofi Anwar; Lathifah, Lathifah
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23081

Abstract

In the 21st century, it is critical for teachers to possess digital competence. This research aims at: (1) measuring prospective teachers’ digital competence levels and (2) exploring their perceptions about teaching readiness in the 21st century. The participants consisted of 6 male and 29 female prospective teachers. The DigCompEdu self-reflection tool was used in this study, with a focus on 6 competencies—teaching, guidance, collaborative learning, self-regulated learning, assessment strategies, and feedback and planning—in combination with a questionnaire on teaching readiness in the 21st century. Data from close-ended questions were analyzed statistically, while data from open-ended questions were analyzed and coded using the NVivo 12 Plus application. The results showed that 6% of the participants were at level A1, 28% were at level A2, 46% were at level B1, 14% were at level B2, and 6% were at level C1 of digital competence, but no one was at level C2. In terms of teaching readiness in the 21st century, only some participants expressed their readiness to integrate a variety of digital technologies in the classroom. This research provides an overview of educational study programs that might be useful for developing prospective teachers’ digital competence in the effort to prepare skillful teachers in the 21st century.
Co-Authors Aries Fachriza Bambang Harmanto, Bambang Devi, Putriana Erlik Widiyani Styati, Erlik Widiyani Harun Joko Prayitno Khoiriyah Khoiriyah Lathifah, Lathifah Paulina Paulina Praraksa, Phoom Sinthong, Phakit Sinthong, Prakit Siti Asiyah suhendar, uki Syaputra, Rofi Anwar Tarmusi, Riska Anisa Wulandari, Diah Ayu Rizqi Yulianti, Dwiana Yusof, Norazmie