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All Journal Didaktika: Jurnal Kependidikan
Ngadiso
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Other

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English Syllabus Development: A Need Analysis-Based Approaches Ikrama Prasetya; Djatmika; Ngadiso
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2099

Abstract

This study investigates the English language skills required by students at Aviation Vocational High Schools, focusing on syllabus development and the challenges teachers face in preparing effective teaching materials. The research aims to identify the necessary English skills for aviation students, explore the difficulties in syllabus creation, and determine the skills teachers need to design a relevant curriculum. A needs analysis approach was used, with data collected through questionnaires, interviews, and document analysis of the existing syllabus. The study found that speaking skills were the most crucial, followed by reading, listening, and writing. However, the current syllabus does not adequately meet the needs of students, as teachers face challenges such as the lack of diagnostic assessments and materials that are not aligned with aviation industry standards. The study also identifies key teacher skills necessary for effective syllabus development, including the ability to assess student needs and ensure the syllabus is implemented in a way that aligns with the intended learning objectives. The findings highlight the need for a more tailored and effective approach to syllabus design in aviation vocational education.
Do English Language Textbooks Represent Cultural Diversity? A Critical Discourse Analysis Winda Sari; Joko Nurkamto; Ngadiso
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2130

Abstract

The representation of moral value in English language textbooks remains an underexplored issue, especially in relation to cultural diversity. This study investigated how moral values, as indicator of cultural diversity, was represented in junior high school English textbooks. Data were collected through documentation of the English for Nusantara Grade VIII textbook and supported by semi-structured interviews with three English teachers. The study employed Critical Discourse Analysis (CDA) based on Fairclough’s (2001) framework within a qualitative approach. Moral values were analyzed using six indicators proposed by Patel and Sharma (2021). The findings revealed that five of these indicators were present in the textbook, with responsibility being the most prominent. Other values such as honesty, fairness, compassion, and self-discipline appeared less frequently. Simplicity as the moral value also found in this study. The teachers emphasized the crucial role of integrating moral values to foster students' social behavior, including empathy, tolerance, respect, and collaboration. This study contributes to understanding how English textbooks promote cultural values and offers insights for enhancing the effectiveness of moral education in language learning.
How Beliefs and Performance Influence Professional Identity Formation: Insight from Indonesian ELT Graduate Student Sintia Marlina Urbaq; Ngadiso; Dewi Rochsantiningsih
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2237

Abstract

Master's programs present a unique challenge to professional identity development. Students concurrently engage in academic pursuits, research activities, and frequently part-time employment. This confluence of responsibilities creates a dynamic environment where role conflict can disrupt the clarity and coherence of their developing professional identity. The purpose of this research was to explore the development of professional identity among Master's students, focusing on the interplay between their beliefs about their identity image and their actual performance in identity development activities. This study explored two key aspects of ELT graduate student development: How do ELT graduate students envision themselves as future educators? and What strategies do ELT graduate students employ to develop their professional competence? This study utilized a qualitative approach to amplify the data derived from participants' own words through in-depth descriptions of their experiences. The data for this study was ELT graduate students who actively pursued master's programs. Moreover, the researchers s used interactive model analysis to analyze the data. This study revealed two key findings related to the research question: 1) Students envision themselves as effective teacher: 2) Professional identity development through academic and non-academic activities. This study implies that PID is a continuous process requiring ongoing learning and growth. ELT graduate students should actively engage in professional development and utilize structured self-reflection (e.g., journals, portfolios) to identify strengths and weaknesses.
Co-Authors Dewi Rochsantiningsih Djatmika Ikrama Prasetya Joko Nurkamto Sintia Marlina Urbaq Winda Sari