EDUVELOP (Journal of English Education and Development)
EDUVELOP (Journal of English Education and Development) Universitas Sulawesi Barat invites the researchers, academics, to publish the results of research related to English education. This journal will be publishing the articles September 2018 with ISSN 2597-713X (print), ISSN 2597-7148 (online).
Articles
135 Documents
<![CDATA[Exploring the effect of MBKM as a New Curriculum in Indonesia ]]>
<![CDATA[Reli Handayani]]>;
<![CDATA[Ahmad Alra Dani]]>;
<![CDATA[Saharudin]]>;
<![CDATA[Tubagus Zam Zam Al Arif]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 7 No 2 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v7i2.3587
<![CDATA[Higher education in Indonesia has faced significant challenges in presenting a curriculum that is responsive and relevant to the demands of the times. The Competency-Based Education Model (MBKM) has been adopted as a new approach in updating the college curriculum. This study aims to explore the influence of MBKM as a new curriculum in Indonesia. The research methods used qualitative analysis through interviews, surveys, and literature studies. The findings show that the implementation of MBKM has had a significant impact in strengthening students' skills, knowledge, and attitudes. In addition, MBKM has also changed the learning paradigm from a center of teaching activities to a center of competency achievement. However, challenges remain in integrating MBKM into the established academic culture and improving the quality of implementation consistently across universities in Indonesia. The implication of this research is the need for continuous support from various stakeholders to ensure the sustainability and effectiveness of MBKM as a new curriculum that is competitive in the global context. Further research is also needed to evaluate the long-term impact of MBKM implementation on the quality of higher education in Indonesia, These include requiring courses as prerequisites, improving coordination with schools, modifying curriculum order, and clarifying credit transfer policies.]]>
<![CDATA[Existence of English Meeting Club in Supporting the English-Speaking Skill of University Students: Their Constructive Voices ]]>
<![CDATA[Maming, Khadijah]]>;
<![CDATA[Sianna]]>;
<![CDATA[Hasman]]>;
<![CDATA[Maria Elaine A Cabuso]]>;
<![CDATA[Eka Sasmita]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 7 No 2 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v7i2.3656
<![CDATA[This study aimed to find out the students’ perception on English meeting club to support their English-speaking skill. The subject of this study were students at Institut Agama Islam Negeri (IAIN) Parepare who are the members of English meeting club in LIBAM (Lintas Imajinasi Bahasa Mahasiswa). This study was case study of descriptive qualitative. There are seven students participated as research respondent. This study used interview as a research instrument. From the result of interview, majority of students had the perception that the English club was able to improve their speaking skill. They experienced development when speaking English in English meeting club such as no longer filler words anymore, can pronounce words properly, speaking correctly and know more about grammar. In addition, after joining English meeting club, they become more confident to speak in front of people. They also taught and trained to teach English at the junior and senior high school which is called TOT (Training of Trainer) in preparation for becoming tutor in the school-built program and English camp provided by LIBAM in several schools. The researchers concluded that the students had the perception that the English club was able to improve and support in developing English speaking skill. They are also more interested being taught by cheerful tutors in informal situations preferred in regular class, so the English meeting club provides students with a place to practice speaking English well without fear of making mistakes and it is appropriate media to improve students' speaking skill.]]>
<![CDATA[Lecturers’ Non-Verbal Communication during the English Lesson: Student Perceptions Study ]]>
<![CDATA[Karman, Karman]]>;
<![CDATA[Nurfadillah Nurchalis]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 7 No 2 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v7i2.3666
<![CDATA[To create effective teaching and learning, it is essential to comprehend students' perceptions. It assists lecturers in customizing their teaching strategies to fit the requirements and preferences of their students. This adaptation contributes to more effective instructional strategies, more student engagement, and a more successful learning experience for everyone involved in the classroom. The research focused on exploring the perceptions of nonverbal communication employed by English lecturers among first-semester students enrolled in the Islamic education program at STAIN Majene. The study used a descriptive quantitative design which involved 140 students across four classes, with 75 volunteered as samples. A questionnaire was used to collect data on various nonverbal communication cues, and descriptive quantitative analysis was conducted to gain insights. The results demonstrate that students have a positive perception of the use of nonverbal communication by English lecturers. It implies that students prefer dynamic and positive learning environment through appropriate use of this communication method in English lessons.]]>
<![CDATA[Affective Strategies to Improve IELTS Speaking Skills In Indonesia: Untapped Strategies to Solve IELTS Speaking Issues in Relation To Gender, Age, and Social Status ]]>
<![CDATA[Affandi, Akhmad]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i1.3968
<![CDATA[This study aims to find out untapped strategies to solve ielts speaking issues in relation to gender, age, and social status. The increasing importance of English as a global communication tool has led to a surge in demand for IELTS courses in Indonesia. Despite various preparation strategies, many Indonesian IELTS test takers face significant challenges, particularly in the speaking component. This study explores the effectiveness of affective and social strategies in overcoming these challenges, with a specific focus on the impact of gender, age, and social status. Drawing on a combination of literature review and empirical evidence, the study highlights the role of anxiety management, positive self-encouragement, and cultural understanding in enhancing speaking performance. The findings suggest that integrating these strategies into IELTS preparation can lead to improved outcomes for test takers, offering practical recommendations for both learners and educators.]]>
<![CDATA[Addressing the Needs Of English for Non-Formal Students in Teacher Training and Education : An ESP Analysis ]]>
<![CDATA[Utami, Siti Nur]]>;
<![CDATA[Rafiah Nur]]>;
<![CDATA[Salasiah Ammade]]>;
<![CDATA[Ammang Latifa]]>;
<![CDATA[Siti Hajar larekeng]]>;
<![CDATA[Shakira B. Herman]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i1.4021
<![CDATA[English for Specific Purposes (ESP) is one of the key courses in several faculties at the Muhammadiyah University of Parepare. Looking at the importance of ESP itself, it is a collection of data related to student interest in non-formal majors in the Faculty of Education and Sciences. The study used quantitative descriptive designs to analyze students' needs in English for Specific Purposes (ESP) courses. The study involved eight non-formal education students from semester one to semester six. Using the questionnaire as the main instrument, the study was able to collect relevant data from the students. According to the data from the questionnaires that have been disseminated, students can enhance their English language skills by learning English for Specific Purposes, and there are some opinions among students that in ESP teaching, the use of Indonesian as an introductory language has a considerable influence on their understanding of the language. Comprehensive analysis that uses TSA (target situation analysis), LSA (learning situation analysis), and PSA (present situation analysis) is a diagnostic process to assess the current condition, learning environment, and future needs of an organization or group to inform strategic planning and decision-making. The results of data analysis will provide valuable insights to develop a more effective curriculum and teaching methods that fit the needs of students at Muhammadiyah University of Parepare, and the results of learning English for Specific Purposes will have a lot of influence on the survival of the English language skills of students for application in their scientific field.]]>
<![CDATA[Investigating Pre-Service English Teachers’ Experience in Implementing Tpack During Teaching Practice on Independent Curriculum ]]>
<![CDATA[Nur Inayati efendi]]>;
<![CDATA[Lestari, Iin Widya]]>;
<![CDATA[Zumrudiana, Ainu]]>;
<![CDATA[Zainuddin, Moh]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i1.4078
<![CDATA[This study intends to ascertain (1) How do pre-service English teachers conceptualize TPACK and its components, (2) What challenges do pre-service English teachers encounter in implementing TPACK during teaching practice on independent curriculum, (3) What strategies do pre-service English teachers employ to address these challenges. The research participants were students of English Education study programs from different universities who have practiced teaching English in the independent curriculum. The data for this study were collected through questionnaires and interviews. The result of this study revealed, (1) many ways to conceptualize TPACK in learning such as utilizing technology such as PowerPoint, Canva, Google Form, Quizizz, and others. And also conceptualize pedagogy knowledge to approach students such as checking student understanding through questions at the end of learning and evaluating the concept of learning content based on how well students understand and are interested in the material, (2) These challenges come from internal and external factor such as lack of time to approach students, less responsive students, participants must always innovate to create interesting learning concepts that require process and consistency, (3) respondents have alternatives to face challenges in implementing TPACK, such as making a second plan if there are problems related to technology, asking questions and making approaches outside of class hours and respondents tried to increase their knowledge about TPACK by frequently from the internet.]]>
<![CDATA[Exploring The Effect of Wordtune Digital Writing Assistant: An Artificial Intelligence Tool focus on Students’ Academic Writing Skill ]]>
<![CDATA[Muhammad Fadli]]>;
<![CDATA[Iin Wahyudi]]>;
<![CDATA[Ahmad, Dian Resty]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i1.4085
<![CDATA[Abstract: wordtune is one of digital writing assistants generated by AI tools which can be accessed online. This study aimed to find out the effect of wordtune on students’ academic writing. This study was experimental research with quasi-experimental as the research design. There were 60 participants from a private university in South east Sulawesi, Indonesia. They were involved and selected purposively as the sample of the study. They then were grouped into two groups namely experimental and control group. Each of the groups consisted of 30 participants who receiving different treatments. The data were collected from writing tests and questionnaire. Thus, the participants on both groups doing the pretest and posttest, and filling out the questionnaire in the end of the study. The finding revealed that wordtune digital writing gave significant effect on students’ academic writing (Sig.00) or p<.005. Another finding showed that the students support the use of wordtune as the features namely paraphrase/rewrite, formal, shorten and expand help them to improve their performance on academic writing specifically on the aspects of general textual patterns, sentence construction and lexical choices. This study suggests the lecturers can employ wordtune in teaching academic writing to learners. In addition, this study also advices for further research to conduct a study in order to get more comprehensive result on wordtune and academic writing.]]>
<![CDATA[Innovative Approaches to Teach English Speaking for Tourism: The Impact of AI and Social Media ]]>
<![CDATA[Putri, Andi Mega Januarti]]>;
<![CDATA[Nurul Imansari]]>;
<![CDATA[Asdar]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i1.4095
<![CDATA[As a region with rich cultural heritage and maritime beauty, Majene required efforts and community involvement to maximize its tourism potential. This included the enhancement and training of English language skills among the community and its human resources for the dissemination of information and to attract international tourists. This study aimed to assess the impact of using technologies such as AI (Fully Fluent) and social media (Instagram) in developing English-speaking skills for tourism at Universitas Sulawesi Barat. This research was a descriptive quantitative study, in which a Likert scale questionnaire based on the Technology Acceptance Model (TAM) was administered to 25 English Education students at Universitas Sulawesi Barat. The findings revealed that the average mean score obtained from the questionnaire was 3.408, which falls under the 'very high' category. Among the TAM components, 'Perceived Ease of Use' had the highest mean score, followed by 'Perceived Usefulness,' 'Behavioral Intention to Use,' and 'Attitude toward Use,' all of which were categorized as 'very high,' while 'Actual System Use' ranked last in the 'high' category. These results indicated that the use of AI and social media was perceived as having a very positive impact on the students of Universitas Sulawesi Barat, particularly in terms of the ease and effectiveness which implied that it is applicable for English speaking practice for specific purpose included tourism. Contribution : this study can serve as a relevant reference and guide in the field of English education, particularly in the area of English for specific purposes, with a focus on speaking skills.]]>
<![CDATA[From Peers to Progress: Implementing a Peer Tutor Based Cooperative Model for better Learning Results ]]>
<![CDATA[Chuduriah Sahabuddin]]>;
<![CDATA[Muhammad Ali P]]>;
<![CDATA[Miftahul Jannah]]>;
<![CDATA[Iramaya]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i2.4149
<![CDATA[This study aims to improve student learning outcomes through the implementation of peer tutoring-based cooperative learning. The research employs classroom action research with a total of 27 students involved in two cycles of learning. The cooperative model applied uses the STAD (Student Teams Achievement Division) type. Each cycle consists of three meetings and one final test at the end of the cycle. The results indicate that in the first cycle, the percentage of students achieving mastery in learning outcomes was 59.26%, which significantly increased to 100% in the second cycle. The research process involves stages of planning, action, observation, and reflection to ensure smoothness and effectiveness in implementing the teaching method. Overall, this study concludes that peer tutoring-based cooperative learning can be effectively applied to enhance student performance and suggests continuing similar research in different contexts regarding materials and educational levels to broaden the generalization of results.]]>
<![CDATA[I simply read the question first: A Narrative Inquiry into Pre-service English Teachers’ Strategies on IELTS reading comprehension ]]>
<![CDATA[Beny Hamdani]]>;
<![CDATA[Haida Umiera Hashim]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i2.4240
<![CDATA[A huge number of studies on reading strategies have been carried out in relation to reading proficiency levels. The conflicting findings and rarity of studies concerning the use of reading comprehension strategies in English testing become the impetus to conduct a further study on reading comprehension strategies issues. The recent research aims to delve into Indonesian pre-service English teachers' reading strategies and how these reading strategies enhance their reading comprehension on IELTS. This study employs a narrative study and uses in-depth semi-structured interviews to collect the data. There are six Indonesian pre-service English teachers involved as research participants, and they were periodically interviewed for adequate data regarding their reading comprehension strategies. The follow-up interview was performed throughout data collection until data saturation was achieved, and the data were then analyzed qualitatively by transcribing, coding, categorizing, and thematizing to find out the emerging themes concerning reading comprehension strategy. The results reveal that there are four themes, namely vocabulary mastery, activating background knowledge, test-taking strategies, and appropriate institutional policies. The results of this study can be used as a reference to foster reading comprehension on IELTS. Suggestion for further research is discussed at the end of this research.]]>
