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An Analysis of Senior High School English Learning Materials: Microlearning Perspectives Dewanti, Ratna; Sukmatanti, Rizki; Iskandar, Ifan
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8806

AbstractMicrolearning is becoming more popular in education due to its convenience, flexibility, and effectiveness. The popularity emerges from the use of chunking of materials in short and understandable components that makes it easier for learners to attain the information at their convenience. Preferably, learning materials are microlearning-designed. However, since not many teachers are well-informed about microlearning, the existing learning materials may not be microlearning-based designed. Studies focusing on this issue are relatively limited. This study aims to analyze whether English learning materials at senior high school are designed based on microlearning principles. Twenty four English learning materials covering various types of materials including textbook, e-module, webpage, as well as, pre-recorded teaching and YouTube videos designed for grade X, XI, and XII collected from three senior high schools in Jakarta were analyzed using microlearning framework. The findings of this study show that the existing learning materials do not conform to microlearning principles. The results of this study reveals the needs to design microlearning-based materials, break the lesson units into micro contents, and produce microlearning object materials for English lessons in high schools. Key Words: microlearning, English learning materials, microlearning object materials

ENHANCING EFL LEARNING THROUGH PODCAST AUDIO-ASSISTED LISTENING Gunawan, Muhammad Handi; Damayanti, Hemalia; Hanifa, Eisha Sabila Dieni; Gunawan, Aninda Putri; Suherdi, Didi
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8782

This study investigates students’ experience in using podcasts to support their learning in the classroom. This research involves 18 private senior high school students in West Java province. There are three instruments used in this study. Classroom observations from recorded videos are used to capture the listening activities conducted in the classroom and students’ responses. Students' opinions on the usage of podcasts are collected through a questionnaire that includes closed-ended questions with dichotomous (Yes/No) questions and elaborated answers on the choices. The interview session exposes the students' reactions to the podcast application, which aids students' listening skills. The study results show that students can use podcasts to scaffold their language-learning listening experiences. Furthermore, students find that listening to podcasts helps them focus and explore various intriguing topics.Keyword: Podcast; listening comprehension; listening skill.

NAVIGATING THE IMPACTS OF CODE-SWITCHING IN ESP INSTRUCTION: INSIGHTS FROM LECTURERS AND STUDENTS Setyowati, Yulis
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8003

Numerous studies have been conducted to explore the phenomenon of code-switching. The results of this study carry significant implications for both lecturers and students, particularly in the context of ESP learning at the university level. This research aimed to delve into not only lecturers' perceptions but also students' attitudes and perceptions regarding the use of code-switching in EFL classrooms. Employing mixed methods design, specifically an explanatory sequential design, this study involved one lecturer and sixty students as participants. Data collection instruments included a questionnaire and semi-structured interviews. The findings revealed that the lecturers' code-switching is connected to the content being taught and the tasks being performed. They employ a system of secret codes as necessary. They employ code-switching to enhance communication and learning. Additionally, students had positive attitudes and perceptions toward the use of code-switching in ESP classrooms, as evidenced by the results of the students' questionnaire and semi-structured interviews. The majority of the pupils felt that their instructor's frequent use of code-switching benefited their education. They found that code-switching was crucial in the ESP classroom since it facilitated both teaching and learning. Moreover, it was acknowledged that code-switching can be used to improve their English skills. In addition, they reasoned that code-switching should be permitted in ESP classrooms so that lecturers can better assist their students and keep the lines of communication open between themselves and their pupils.

A COMPARATIVE MOVE ANALYSIS OF INTER-DISCIPLINARY RESEARCH ARTICLES WRITTEN BY REPUTABLE INDONESIAN AUTHORS THROUGHOUT THEIR EARLY-CAREER PERIOD Athirah Jihan Khairani; Eri Kurniawan; Arif Husein Lubis
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8783

Publishing scientific papers, particularly research articles (RAs), has become a requirement and essential component for academics’ life. As a result, there is a growing need for academics to produce research articles for international publications. However, many writers, especially novice and inexperienced ones, still struggle to achieve this goal because they fail to adhere to the accepted conventions. This study attempts to look into the rhetorical moves in full-length English RAs written by reputable Indonesian lecturers from the hard and soft sciences disciplines in the early stage of their careers. This study employed a modified framework of analysis proposed by Maswana et al. in 2015. The findings showed that, in general, the papers’ rhetorical structures from abstract to conclusion were quite comparable, reflecting the universal writing rules of a research paper. However, the striking difference lies in the method section, specifically the absence of Move 5 in all soft sciences articles. This may be due to disciplinary conventions. The findings of the study may offer insightful instructional material that can assist students or researchers in honing their academic writing abilities.Keywords: early-career; full-length English RAs; hard sciences; move analysis; rhetorical structure; soft sciences.

CRAFTING AN ENGLISH WORKBOOK BASED ON STUDENTS' NEEDS AND MULTIPLE INTELLIGENCES Ishak, Samsudin R.; Talib, Rasuna R; Bouti, Suleman
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8752

Diversity is celebrated in the newly promoted Emancipated Curriculum. However, providing English materials that suit to students’ diversity was quite challenging for English teacher at grade VII in rural area since the students never experience learning English at elementary school. This study is the second part of need assessment of the research and development of a Multiple Intelligences-based English Workbook. The study aims to explore the need analysis covering target needs and learning needs of 27 seventh grade students at SMP Negeri 4 Randangan Satu Atap, Pohuwato, Gorontalo, Indonesia in learning English at the first year by using need assessment questionnaire. From the online administration, it is found that on the target needs, students preferred learning English to communicate and perceived that writing, speaking, and pronunciation are the most required skills to have. In terms of learning needs students preferred online and updated content on YouTube, TikTok, Instagram and other digital sources; to be discussed in a small-group settings which enable ones to express ideas and reduce teacher’s talk. The findings indicate the importance of the inclusion of authentic materials, representation of gender, occupation, and religion including the accessibility of the embedded link to the original sources. Those of which are in line with the promoted diagnostic assessment in Emancipated Curriculum.Keywords: Diversity; emancipated curriculum; need analysis; target needs; learning needs; multiple intelligences, workbook.

EXPLORING THE FACTORS BEHIND THE LACK OF INTEREST IN TEACHING AMONG INDONESIAN EFL STUDENT TEACHERS: MOTIVATIONS AND IDENTITIES Rahmi, Rahmi
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9117

Teachers' motivations and identities have been popular topics of discussion among researchers. What has been missing in the discussion, though, is the investigation of the motivations and identities of student teachers who studied at an EFL teaching program but were unmotivated to be teachers. Therefore, this study investigated this missing topic in the Acehnese context in Indonesia. Five student teachers participated in this study. To collect the data, a reflective journal and a semi-structured interview were used. Codes were written, and themes about the student teachers’ motivations and identities emerged. This study showed three key findings. First, the student teachers uninterested in teaching were affected by extrinsic motivations to study in an EFL teaching program. Second, the student teachers progressively accepted their identities as EFL student teachers and shaped their desired and undesired future career identities. Third, fears and hopes fluctuated along with feelings of uncertainty about their future identities.

THE POTENTIAL IMPACT OF USING CHAT GPT ON EFL STUDENTS' WRITING: EFL TEACHERS' PERSPECTIVE Rahma, Alleyza; Fithriani, Rahmah
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9222

Chat GPT is currently gaining significant attention worldwide, including in writing. Extensive research has been conducted of writing in higher education. Many students are also utilizing Chat GPT as a new technology tool. With advances in technology, tools like Chat GPT that utilize artificial intelligence (AI) can help overcome difficulties with academic writing. However, there is known about how teachers view Chat GPT as a digital tool for English writing. The study investigates teacher perspective on using Chat GPT as a tool to support English writing, using qualitative case study approach. 10 teachers familiar with Chat participated. Questionnaires and in-depth interviews collected data on participants' viewpoints. Findings showed teachers responded positively overall to using Chat GPT to help improve students writing quality. Additionally, Chat GPT was providing useful writing features, and aiding language development. This study suggests AI technologies like Chat GPT play an important role in facilitating high-quality student academic writing.

SENIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF USING SOCIAL MEDIA IN LEARNING ENGLISH IN POST COVID-19 PANDEMIC Rahmawati, Fitria; Belinda, Fathya
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9288

Despite the pandemic, many schools persist in giving priority to the exploitation of technology, especially social media. Social media provides numerous advantages for students, functioning as channels for communication, instruments for participation, and platforms for collaboration. This study investigates the use of social media in English learning by public senior high school students in Cirebon in the post covid-19 pandemic. The objective of this study is to discover the perspectives of senior high school students regarding the social media platforms they utilize for English language learning. Additionally, it seeks to determine the activities undertaken by students on social media for English language learning in the post Covid-19 pandemic. This study employed a descriptive qualitative methodology. The participants consisted of six students from a public senior high school in Cirebon. The researcher used interviews as the data collection. The results of the study revealed TikTok, YouTube, Instagram, Twitter or X, and WhatsApp as social media platforms that are utilized by senior high school students for English language learning. Furthermore, the English learning activities undertaken by senior high school students using social media include watching videos on social media, taking notes, commenting on social media’s live broadcasts, practicing English skills, interacting with others, and sharing learning media and materials. By integrating social media into English language instruction, this study offers educators valuable insights for developing engaging learning activities.Keywords: Post-pandemic; EFL learning; Social media; Social media platform; Learning activities

THE INCORPORATION OF DIGITAL LITERACY IN EFL LEARNING MATERIALS ON JUNIOR HIGH SCHOOL Palupi, Tara Mustikaning; Subianto, Kurniawan Aji
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9293

: In the 21st century, digital literacy is deemed crucial for sustaining social life, especially in the realm of education. This significance extends to English as a Foreign Language (EFL) learning, where students' language acquisition abilities are believed to thrive in a digitally literate environment. Despite its importance, research on the integration of digital literacy into EFL learning materials is scant. This study addresses this gap by investigating the presence of digital literacy in EFL learning materials in one junior high school in Jakarta. Utilizing a qualitative approach with content analysis, the researcher examined 33 learning materials from three English teachers, drawing on seven digital literacy components. The findings reveal a comprehensive incorporation of digital literacy components in all analyzed English learning materials. Functional skills emerged prominently, constituting 45% of occurrences, followed by critical thinking and problem-solving skills at 34%. The prevalence of these components is attributed to the predominant use of digital resources in crafting learning materials. Notably, digital literacy is most concentrated in the assignment component, followed by the content component, indicating that teachers effectively guide students in achieving learning goals through properly structured assignments that emphasize digital literacy. Overall, the study underscores the integral role of digital literacy in EFL education and highlights opportunities for enhancing students' skills in evaluating digital information and addressing challenges associated with digital technology.Keywords: Digital Literacy; English learning materials; junior high school

DOES SYSTEMIC FUNCTIONAL LINGUISTICS GENRE PEDAGOGY FACILITATE ISLAMIC SCHOOL STUDENTS' WRITING? Yusuf, Fazri Nur; Rofiawati, Oti
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9304

This study aimed at investigating how systemic functional linguistics genre pedagogy facilitates Islamic school students' writing exposition text. Grounded in qualitative approach, this study was in a case study employing three instruments; written documents, classroom observations, and interviews. Results revealed systemic functional linguistic genre pedagogy facilitated and enhanced students' exposition text writing on context, discourse, grammar, and graphical features. Compared to their diagnostic writing, the students could develop their first draft to the final draft through constructing genre-based schematic structures and using a more comprehensive range of lexico-grammatical resources. The enhancement between the diagnostic writing and final draft were indicated by the knowledge of the topic written, the knowledge of the exposition writing including the stages, phases, vocabularies, and grammar aspects. Along with the teachers' step-by-step guidance, the students were engaged in individual writing, their writing progress was demonstrated throughout the teaching and learning activities where students seemed to be more motivated and engaged and could grasp meaningful knowledge better. This also supported their writing in the final draft of their written works. Results also indicated that the teaching and learning processes, from building knowledge to independent construction, were all crucial to facilitate the Islamic secondary school students to improve their knowledge of writing and the writing product. It recommends that these stages can help students gain a deep understanding of the holistic concept of exposition text writing.Keywords: exposition text; Islamic secondary school; systemic functional linguistics genre pedagogy; teaching writing

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Home Page

OAI Link

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Reviewer

Google Scholar

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Location Kab. kuningan, Jawa barat INDONESIA

Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. kuningan,

Jawa barat

INDONESIA