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All Journal MATAI: International Journal of Language Education
Mahulette, Astrid
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Education Languange, Linguistic, Communication & Media

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Character Values Analysis in the English Textbook for High School Students in Ambon: Bahasa Inggris Fase E SMA Mahulette, Astrid
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18710

Abstract

This study examined the category of character values, the integration of character values, and the strategies of delivering character values in the English textbook for grade tenth entitled Bahasa Inggris Fase E SMA. This research employed content analysis method. The finding showed that (1) Character values in English language textbook comprises five characters categories, the value of human character in relation to the almighty God, oneself, others, the environment, and the nation. The five categories of character values are not spread out evenly in each unit in the textbook. But this is not being a problem since there are other values which could be fulfilled by other tasks in each unit. (2) The five categories of character value were integrated into four components of language, i.e., listening, speaking, reading, and writing. The integration of character values in the textbook are spread evenly in each skill. (3) the strategies of delivering character values in the textbook consists of two forms, i.e., implicit and explicit forms. The explicit form is more dominant than implicit. To test the validity of the data, the semantic validity and reliability (intra-rater and inter-rater) were used. This implies that in writing the textbook, the writers take account of the cognitive aspect and students’ psychological development. Therefore, this textbook is suitable as the materials and guidance for English teachers to teach English and to develop the character education values suggested by the Merdeka Curriculum to the students. Keywords: content analysis, cognitive aspect, psychological development
Analysis of Students’ Speaking and Grammar’s Performance through Task Based Learning Approach Mahulette, Astrid; Sasole, Ci Eda
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.22502

Abstract

This study explores the implementation of the Task-Based Learning (TBL) approach in enhancing the speaking ability and grammatical accuracy of first-semester students in the Department of Agricultural Socio-Economics, Faculty of Agriculture, Pattimura University. The research was motivated by students’ low motivation, limited English proficiency, and inadequate prior exposure to the language. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and documentation of students’ presentations and discussions over eight meetings. Thematic analysis following Braun and Clarke’s framework revealed four major findings: (1) students initially demonstrated very low interest, motivation, and cognitive ability in English, (2) the implementation of TBL significantly improved students’ speaking fluency and grammatical accuracy, (3) several challenges emerged, including limited instructional time, inadequate learning facilities, and students’ anxiety when speaking English, and (4) supporting factors such as relevant teaching materials, contextual learning tasks, and a flexible, student-centered teaching approach contributed to the method’s success. The integration of communicative and grammar-focused tasks fostered a more engaging, collaborative, and meaningful learning atmosphere. Students who were initially passive became more motivated, confident, and active participants in class discussions. Despite time and resource constraints, TBL proved to be an effective pedagogical approach for non-English major students, particularly in contexts where English exposure is minimal. The study underscores the importance of adapting communicative, task-based methodologies to enhance English language learning in Eastern Indonesia’s higher education institutions, addressing both cognitive and affective domains of student development.
Co-Authors Sasole, Ci Eda