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All Journal Indonesian Journal of Community Services FORUM PAEDAGOGIK UNNES International Conference on ELTLT Indonesian Journal of Education and Pedagogy
Auladi, Ifan Rikhza
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The washback of the abolition of the national examination in Indonesia Auladi, Ifan Rikhza
Indonesian Journal of Education and Pedagogy Vol. 1 No. 1 (2024): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i1.50

Abstract

The National Examination (NE) is abolished in 2021, marking the beginning of a new educational evaluation paradigm in Indonesia. The regulation considers some reasons: the suitability of the test, the development of teaching methods, and the enhancement of the quality of national education. Under the abolition of NE, the regulation constitutes the establishment of School-Based Assessment (SBA), conducted by the teachers in the forms of portfolios, assignments, tests, and/or other assessments following the regulation from each school. Therefore, the present research aims at investigating English teachers' perception towards the abolition of NE and the washback of the abolition of NE on the teaching plan of English language learning in the aspect of classroom instructional behaviours and the content of the curriculum. The sequential mixed-methods research (MMR) works with quantitative and qualitative data from 51 respondents in an online questionnaire and four teachers participated in a semi-structured interview. It was then found that the establishment of SBA replacing NE obtains positive responses from the teachers as it is perceived more reliable with objectives of the English curriculum, which attempts to elevate students' high order thinking skills. The abolition of NE triggers the teachers to vary their teaching methods and techniques by using more communicative approaches; however, the change in assessment does not influence teachers' domination in classroom activities and talking activity. The teachers highly emphasize the use of previous exam papers in the preparation of SBA. In addition, the teachers remain highly prioritizing students' success in SBA, which retains exam papers, as the level of students' language proficiency is relatively low. Referring to the findings, the related parties can measure the washback of the abolition of NE for further improvement in the language assessment.
Teaching culture at English language learning in Pesantren Auladi, Ifan Rikhza; Bakhtiar, Muhamad Rifqi
Indonesian Journal of Education and Pedagogy Vol. 1 No. 2 (2024): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i2.62

Abstract

The growth of English language learning in Pesantren (Islamic Boarding School) leads to a challenge as the subject contains the culture of target language. Integrating English language instruction into traditional Pesantren education requires a comprehensive understanding to avoid conflicts with religious values and traditional pedagogical methods. There are cultural constraints as human relationships in Pesantren based on social hierarchies which embed the philosophy of “total obedience” affecting the students who tend to be less engaged with the material and less motivated to express their thought. Therefore, this paper explains teaching culture at English language learning in Pesantren in Indonesia. This conceptual paper aims at designing the material and teaching plan of English learning for the students at the age of the first year of secondary school. They share the same culture as the Javanese ethnic group, with the same local and national language. Their level of CEFR (Common European Framework of Reference for Languages) is A2 - Elementary English as they have been learning English since the late year of primary schools. The sequence of tasks in cultural teaching in English language teaching comprises of four stages; preparation, collection, implementation and reflection stage.
THE USE OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) TO TEACH ACADEMIC WRITING FOR HIGHER EDUCATION STUDENTS Auladi, Ifan Rikhza; Hartono, Rudi; Wahyuni, Sri
FORUM PAEDAGOGIK Vol 16, No 1 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i1.15558

Abstract

Computer-Assisted Language Learning (CALL) has become an important tool in modern language education, offering many advantages and some challenges. CALL allows flexibility, learner autonomy, and wider access to communication with teachers and peers, while also providing authentic materials that help with language acquisition. CALL is especially useful in improving writing skills, as it includes tools for spelling and grammar correction. However, there are also disadvantages, such as its complexity for users, high costs, and the lack of face-to-face interaction, which can hinder the learning process. There are also issues like limited internet access, distractions, and ineffective learning in some online contexts. Despite these drawbacks, the use of CALL in language learning, particularly for writing, has become necessary due to technological progress and the shift to online learning caused by the COVID-19 pandemic. This study explores the use of CALL in teaching academic writing, with a focus on writing abstracts. The participants are non-native speakers in their final year of an undergraduate civil engineering programme, aged between 21 and 23, with an elementary level of English proficiency. The aim is to improve students' understanding of academic writing, particularly the structure and content of abstracts, using CALL tools to aid the learning process. A text-oriented approach is applied, focusing on the simple present tense, paraphrasing techniques, and the use of CALL tools like Padlet and Quizizz. The learning process consists of pre-activities, classroom activities, and post-activities designed to develop students' writing skills. Although CALL provides flexibility and promotes learner autonomy, challenges such as limited vocabulary and reliance on machine translation were observed. To overcome these issues, guidance from instructors and active engagement in the learning process are crucial. Overall, CALL is a valuable tool in teaching writing, especially in digital learning environments.
Meningkatkan Kemampuan Vocabulary Siswa ECC SMA N Kaliwungu melalui Kompetisi Interaktif dengan Aplikasi Bamboozle Bakhtiar, Muhamad Rifqi; Auladi, Ifan Rikhza
Indonesian Journal of Community Services Vol 7, No 1 (2025): May 2025
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.7.1.52-59

Abstract

Penguasaan kosakata merupakan aspek fundamental dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL), namun seringkali dihadapkan pada tantangan seperti rendahnya motivasi belajar dan kurangnya strategi pembelajaran yang menarik. Penelitian ini bertujuan untuk meningkatkan kemampuan kosakata siswa SMA N 1 Kaliwungu melalui pendekatan interaktif berbasis teknologi dengan menggunakan aplikasi Bamboozle. Metode yang digunakan melibatkan kompetisi tim berbasis permainan edukatif, di mana siswa dibagi menjadi dua kelompok untuk saling berkompetisi menjawab pertanyaan terkait kosakata. Kegiatan ini melibatkan siswa kelas 10 dan 11 yang tergabung dalam English Conversation Club (ECC). Hasil penelitian menunjukkan bahwa penggunaan Bamboozle berhasil meningkatkan motivasi dan antusiasme siswa dalam belajar kosakata. Siswa menjadi lebih aktif, kolaboratif, dan percaya diri dalam menggunakan kosakata baru dalam percakapan sehari-hari. Selain itu, 85% siswa menyatakan merasa lebih termotivasi, dan 78% siswa mengaku lebih mudah mengingat kosakata baru melalui metode ini. Implikasi dari penelitian ini adalah bahwa pendekatan pembelajaran interaktif berbasis teknologi seperti Bamboozle dapat menjadi solusi efektif untuk meningkatkan penguasaan kosakata dan keterlibatan siswa dalam pembelajaran bahasa Inggris.Vocabulary mastery is a fundamental aspect of learning English as a foreign language (EFL), yet it often faces challenges such as low motivation and a lack of engaging learning strategies. This study aims to enhance the vocabulary skills of students at SMA N 1 Kaliwungu through an interactive, technology-based approach using the Bamboozle application. The method involves team-based educational games, where students were divided into two groups to compete in answering vocabulary-related questions. The activity involved 10th and 11th-grade students who are members of the English Conversation Club (ECC). The results showed that the use of Bamboozle successfully increased students' motivation and enthusiasm in learning vocabulary. Students became more active, collaborative, and confident in using new vocabulary in everyday conversations. Additionally, 85% of students reported feeling more motivated, and 78% found it easier to remember new vocabulary through this method. The implication of this study is that interactive, technology-based learning approaches like Bamboozle can be an effective solution for improving vocabulary mastery and student engagement in EFL learning.
The impact of curriculum changes on english language teaching Auladi, Ifan Rikhza
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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

Abstract

Curriculum reform plays a crucial role in shaping the quality of education and determining how learning is conceptualised and delivered. In Indonesia, curriculum changes have been frequent, reflecting the government’s attempt to balance local needs with global demands. The most recent reform, the Emancipated Curriculum (EC), was introduced in 2022 to promote learner autonomy, communicative competence, and project-based learning, especially in English Language Teaching (ELT). This conceptual study adopts an integrative literature review approach to synthesise theories and previous studies on curriculum reform and its impact on ELT. The analysis highlights that the EC offers significant opportunities, including the adoption of Communicative Language Teaching (CLT), learner-centered innovation, and contextualised instruction. However, challenges persist, such as limited teacher readiness, resource constraints, and students’ difficulty in adapting to independent learning. The discussion integrates Change Theory, Sociocultural Theory, and Constructivist Learning Theory to explain how curriculum reform can be enacted meaningfully in ELT. Findings suggest that successful reform requires policy alignment, continuous professional development for teachers, student engagement, and institutional support. This study contributes to both theory and practice by offering a conceptual model of responsive ELT in Indonesia and proposing directions for future research.
Co-Authors Bakhtiar, Muhamad Rifqi Hartono, Rudi Sri Wahyuni