Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Indonesian Journal of EFL and Linguistics International Journal of Applied Educational Research (IJAER)
Pinilih, Murni Sekar
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Education Languange, Linguistic, Communication & Media Social Sciences

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Challenges in Implementing the Information Gap Technique to Enhance the Indonesian EFL Students' Speaking Skills Pinilih, Murni Sekar; Sukarno, Sukarno
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(2), November 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i2.804

Abstract

Even though the Independent Curriculum suggests teachers conduct speaking activities in class, the real situation is quite the opposite. Students rarely speak English in class; hence, students still lack the ability to speak English. This study aims to describe the challenges in implementing the Information Gap Technique to enhance students' speaking skills in a vocational high school located in Sleman. Employing Classroom Action Research, the research unfolds across four iterative stages: planning, action, observation, and reflection. This study used interviews, observations, and documentation as primary instruments. This is qualitative analysis with interactive model analysis and thematic analysis as data analysis. The findings illuminate several hurdles faced by both teachers and students. Teachers confront difficulties in classroom management, struggling to monitor and assess students simultaneously. Meanwhile, students encounter challenges in peer assessment and formulating questions, along with linguistic obstacles in pronunciation and grammar. The study concludes that an effective strategy to mitigate these challenges involves teachers actively circulating the classroom and engaging in peer assessment. This approach enables teachers to identify and address individual student difficulties promptly. The research suggests that while IGT proves effective in enhancing speaking skills and boosting confidence, teachers should judiciously incorporate it, considering both its advantages and drawbacks. The recommendation encourages periodic utilisation of the technique, with teachers being mindful of the need for a balanced approach that addresses the identified challenges, thereby maximising the benefits of IGT in enhancing students' speaking abilities.
Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts Pinilih, Murni Sekar; Tahir, Asman Bin Mohd Tahir; Susilo, Dinantari Susilo; Kusumamawarni, Deaseptia Nirmala; Suharyadi; Said, Dian Riani
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 2 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i2.953

Abstract

This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.
Co-Authors Kusumamawarni, Deaseptia Nirmala M. Sukarno R. Suharyadi Said, Dian Riani Susilo, Dinantari Susilo Tahir, Asman Bin Mohd Tahir