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<![CDATA[INVESTIGATING STUDENTS’ SELF-EFFICACY IN SPEAKING THROUGH THE USE OF PROJECT-BASED LEARNING ]]>
<![CDATA[Nernere, Regina Putri]]>;
<![CDATA[Budiraharjo, Markus]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.11365
<![CDATA[This research explored the role of podcast-making project within project-based learning (PBL) framework in enhancing students' self-efficacy in speaking English. Fifty-three second-semester students from two intermediate listening and speaking classes at a private university in Yogyakarta's English Language Education Study Program (ELESP) participated. A sequential explanatory mixed-method approach was employed. To provide robust findings, the data were collected using questionnaires, interviews, and classroom observations to provide more comprehensive findings. Quantitative data were examined using paired sample t-tests, while thematic analysis was leveraged for the qualitative data. The findings disclosed a significant improvement in students' self-efficacy, as evidenced by an increase in mean scores and a decrease in variance, indicating greater consistency of confidence levels. In addition, the qualitative insights identified four major themes as the factors in enhancing students' self-efficacy: growth through personal challenge, modelling success as vicarious learning, collaborative environment, and emotional regulation and coping strategies. These findings suggested that integrating PBL, such as podcast-making, into language education can effectively foster students' self-efficacy and ability to communicate in real-world scenarios. Further implications are provided, suggesting that educators can adopt similar PBL activities to help learners overcome psychological barriers and develop a positive mindset toward speaking in English. ]]>
<![CDATA[PRAGMATIC COMPETENCE CONSTRUCT IN SECOND LANGUAGE ACQUISITION: CRITICAL THEORETICAL AND PEDAGOGICAL PERSPECTIVES IN LANGUAGE TEACHING ]]>
<![CDATA[Santos, Rafael Ibe]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.11467
<![CDATA[Drawing from literature on language and interlanguage pragmatics as well as education and business, this conceptual paper presents the current realities in second language learning and instruction and argues for the need to align collegiate second language acquisition curricula that emphasize linguistic and pragmatic competence. Such revision is consistent with the need to prepare college students to meet the critical demands of multi-context communication, which necessitates a deliberate teaching of pragmatic competence. More than the typical cognitive and technical skills, both local and global job markets need wide-ranging sets of communication-related competences as these affect meaning-making and quality of relationships, particularly in the workplace. Acquisition or enhancement of these skills paves the way for career, business, and life success. Said competencies also highlight the value of social or sociocultural skills as well as internal attributes that are critical in fostering healthy relationships and fruitful interaction. Both sets of skills speak of a person’s appropriateness in terms of use of pragmalinguistic and sociopragmatic resources and norms in communication, in addition to the aptness of understanding of linguistic and non-linguistic codes. Ultimately, these skills all boil down to pragmatic competence, which is needed in a balanced second language teaching approach. ]]>
<![CDATA[FRAMING INCLUSIVITY: A PHOTOVOICE EXPLORATION OF DISABILITY ACCOMMODATIONS IN SANATA DHARMA UNIVERSITY ]]>
<![CDATA[Kurniastuti, Irine]]>;
<![CDATA[Sumarah, Ignatia Esti]]>;
<![CDATA[Winarti, Eny]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.11528
<![CDATA[The voices of students with disabilities in inclusive higher education have not been widely revealed. This study aims to capture the learning experience in inclusive higher education using the photovoice method involving students with disabilities (Deaf and autistic) and their student companions. The activities carried out are emphasized so that the subjects convey their aspirations. Subjects are asked to photograph, record, and reflect on their experiences of good practices in inclusive learning, concerns experienced, and suggestions for improvement. The problems experienced are problems regarding accessibility, availability of infrastructure, understanding of deaf and autistic culture, and career problems. Furthermore, a critical dialogue is carried out to reach policy makers at the university and efforts to provide better inclusive education services. ]]>
<![CDATA[CRITICAL DISCOURSE ANALYSIS ON STUDENT PARTICIPATION IN BILINGUAL MATHEMATICS LEARNING ]]>
<![CDATA[Tjendani, Endah Nur]]>;
<![CDATA[Crismono, Prima Cristi]]>;
<![CDATA[Febriyanti, Beby Dwi]]>;
<![CDATA[Pitasari, Mely Agustin Reni]]>;
<![CDATA[Hanifiyah, Fitriyatul]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.9122
<![CDATA[This research applied Critical Discourse Analysis to investigate how students engage in bilingual mathematics classes at two Islamic boarding schools (pesantrens) in Jember. It aimed to understand how language is used by both students and teachers throughout the learning process and the ways it impacts student involvement. Data were gathered through classroom observations, audio recordings, and field notes. The Initiation-Response-Follow-up (IRF) model was used for analysis. The study revealed that students' ability to participate is closely tied to their confidence in speaking English and the encouragement they receive from teachers. These insights underscored the need for inclusive communication methods and psychological support to boost participation in bilingual classrooms. The research also offered a deeper look at how language functions in educational settings and what that meant for teaching practices in bilingual environments. Ultimately, the findings can help shape more effective teaching strategies within bilingual education, particularly in pesantrens, leading to improved learning experiences and greater student engagement.]]>
<![CDATA[TEACHERS’ PEDAGOGICAL RESISTANCE OF EMI THROUGH CLASSROOM TRANSLANGUAGING IN NEPALESE SCIENCE CLASSROOMS ]]>
<![CDATA[Rauteda, Khem Raj]]>;
<![CDATA[Luitel, Bhawana]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.12043
<![CDATA[English as a Medium of Instruction (EMI) is an approach used to teach content subjects in English, particularly in regions where English is not the primary language of most of the population. The increasing adoption of EMI in Nepalese public schools has sparked debate among educators, policymakers, and linguists. While local bodies promote EMI, teachers often utilize Nepali and English, allowing students to use their home languages. However, the science teachers’ use of multilingual practices and resistance to exclusive English instruction remain underexplored. This study aimed to analyze how secondary-level EMI science teachers incorporate students' home languages in the classroom. Using phenomenology as a research design, we collected data from two science teachers teaching at English medium public schools in Sunsari through in-depth interviews and analyzed the data thematically. The study found that secondary-level EMI science teachers frequently use Nepali and English and incorporate students' home languages purposefully, a practice known as translanguaging. Additionally, the study found that teachers use translanguaging as a pedagogical tool and a form of resistance in EMI science classrooms to enhance engagement, comprehension, and inclusivity while challenging monolingual policies. It suggests that multilingual strategies like translanguaging can foster change and reform policies through teacher agency at the micro level.]]>
<![CDATA[GAME-CHANGING LEARNING: HOW DIGITAL GAMES BOOST LEARNING ENGAGEMENT ]]>
<![CDATA[Yawan, Hendri]]>;
<![CDATA[Marhamah, Marhamah]]>;
<![CDATA[Syam, Hariadi]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.8622
<![CDATA[The research examines how Digital Game-Based Learning (DGBL) offers some advantages for secondary school students’ Engagement in the EFL classroom in Indonesia. It also investigates some drawbacks encountered during DGBL implementation and provides refutations to disprove the counterarguments. The methodology undertaken is a synthesis research methodology. Relevant literature was obtained through peer-reviewed articles from reliable journals such as Google Scholar, ERIC, ProQuest Education Journal, and other relevant sources. The findings further reveal that teaching EFL classrooms under the framework of DGBL benefits students in three ways. Firstly, digital games can engage students’ emotions in the learning process by promoting a psychological state that is commonly known as a flow condition. It refers to playing a digital game with fun, interest, and deep concentration. Secondly, DGBL can engage students’ cognition by providing problem-solving activities that help students think critically to decipher the challenges of the games. Lastly, DGBL can also promote behavioral engagement by situating students in cooperative learning activities, which, with guidance from teachers, encourage students to participate collaboratively as a team during the gameplay. In this study, the investigation only focuses on which aspects of DGBL can significantly leverage students’ engagement in the EFL learning classroom. Therefore, further analysis is required to examine how DGBL can be an effective instructional strategy to meet the English standard competencies in the Indonesian national curriculum.]]>
<![CDATA[THE HINDRANCES OF PARENTAL SUPPORT IN ENHANCING THE ACADEMIC PERFORMANCE OF GRADE 9 LEARNERS IN A SECONDARY SCHOOL. ]]>
<![CDATA[Msibi, Ntombifuthi Innocentia]]>;
<![CDATA[Maseko, Nonhlanhla Desiree]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.11476
<![CDATA[The study focuses on parental involvement and its impact on the academic performance of grade nine learners in Bronkhorstspruit, Gauteng province. It highlights that many parents in the area tend to defer responsibility for their children's academic success solely to educators, expecting schools to address any challenges. This reliance is compounded by low attendance at parent meetings and minimal participation in school activities. Consequently, academic performance suffers among grade nine learners in the region. The research aims to offer effective strategies for parents to enhance their children's academic outcomes and to advise schools on fostering better parental involvement. Following a qualitative approach within the Interpretivism paradigm, data was gathered through semi-structured interviews and document analysis involving ten purposefully selected parents, though only five participated. The study is theoretically grounded in the Hoover-Dempsey Sandler Model of Parental Involvement, which explores parental motivations and perceptions regarding involvement in their children's education. Key findings indicate that issues such as parental knowledge gaps and strained relationships between schools and parents contribute significantly to the lack of parental support in Bronkhorstspruit schools.]]>
<![CDATA[ROLE OF SOCIAL STUDIES INSTRUCTIONS IN CURBING TRUANCY AMONG UPPER BASIC STUDENTS IN KWARA STATE, NIGERIA ]]>
<![CDATA[Nasiru, Olokooba Issa]]>;
<![CDATA[Nike, Balogun Idayat]]>;
<![CDATA[Olayiwola, Adegboye Surajudeen]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.8871
<![CDATA[Truancy is an anti-social behaviour and its prevalence in upper basic schools in Nigeria is alarming. Social Studies as a problem-solving discipline is one of the best ways of curbing truancy. The study therefore assessed role of Social Studies instructions for curbing truancy among upper basic students in Kwara State in Nigeria. The specific objectives were to investigate the forms, causes, consequences and ways of curbing truancy. A descriptive survey research design was employed. A self-structured questionnaire entitled “Assessment of Social Studies Instructions for Curbing Truancy” with 0.73 reliability index obtained through test-retest method was employed. Four research questions were raised and answered using mean ranking. The findings of the study revealed that the forms of truancy among upper basic students included truant behaviour resulting from dislike of subject teacher and repeated absence from school for a complete term among others. The causes of truancy were peer pressure and overpopulation among others. Consequences of truancy were found to include poor academic performance, student drop out and cultism among others. The discipline inculcated in students’ obedience to rules of school, attendance, punctuality and participation in school activities. It was recommended that parents should collaborate with schools on truancy prevention and intervention programs as it is clear that home factors contribute significantly to truant behavior exhibited by students.]]>
<![CDATA[CHALLENGES AND STRATEGIES IN WRITING ENGLISH ACADEMIC PAPERS: A GRADUATE STUDENT’S SELF-REFLECTION ]]>
<![CDATA[Ariyati, Dwi]]>;
<![CDATA[da Silva, Anna Marietta]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.12048
<![CDATA[Writing academic papers in English is complex and daunting. However, many students are able to face the difficulties and find appropriate solutions to tackle the problems, one of which is through a self-reflection. This study aims at extending the literature by focusing on one student’s self-reflection that was carried out during the learning process in one academic writing class in a master’s program in Applied English Linguistics. The reflection centred upon the feedback given on all assignments given in the first half of the semester. The reflective notes were analysed qualitatively. Findings demonstrated that the participant’s most salient problems included incorporating the academic convention into her writing, understanding and using terminologies in Applied English Linguistics, and using appropriate syntax. To deal with the challenges, she used both direct and indirect language learning strategies, namely correcting her assignments based on the teacher’s feedback, communicating the writing problems with the teacher, writing other classroom papers in English directly, and making self-correction using an AI-based tool. The participant’s learning strategies were made on the basis of her self-efficacy beliefs and self-regulation. The study recommends the incorporation of self-reflection into academic writing class to develop students’ academic writing skills.]]>
<![CDATA[USE OF HIGHER ORDER THINKING SKILLS (HOTS) TEACHING MATERIALS TO GROW READING LITERACY IN MADRASAH IBTIDAIYAH STUDENTS ]]>
<![CDATA[Cahyaningsih, Esty]]>;
<![CDATA[Prastowo, Andi]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v9i2.8948
<![CDATA[The reading literacy skills of students in Indonesia are generally still low. However, some schools are already able to have high student reading literacy. This research aims to reveal HOTS teaching materials as an effort to foster the reading literacy of Madrasah Ibtidaiyah students. The research location was carried out at one of the favorite private Madrasah Ibtidaiyah (MIS) located in East Jakarta. The research was conducted in the even semester of the 2023/2024 academic year. This research uses a qualitative approach with a case study design. Data collection was obtained through various sources consisting of interviews, observations, and documentation with research subjects, namely the school principal, curriculum coordinator teacher, and 47 class V students. All research data that has been collected is then analyzed using Miles, Huberman, and Saldana's interactive model data analysis techniques. This model includes data condensation, data presentation, and conclusion drawing. The implications of this research show that to foster reading literacy, teaching materials based on high-level thinking skills are needed.]]>
