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<![CDATA[Integrating Reading and Writing Instruction for Cultivating Students' Critical Thinking ]]>
<![CDATA[Yudha Aprizani]]>;
<![CDATA[Neneng Islamiah]]>
<![CDATA[ EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v2i2.1251
<![CDATA[This study aimed to cultivate students’ knowledge and skills imperative for the development of critical thinking. This research employed qualitative method to explore students’ critical thinking through an integrated instruction of reading and writing tomeasure the extent to which the students understood and afford to learn English in reading and writing skills. In this research, researchers collected the data based on three factors, namely treatment, person, and outcome factor. Treatment factor is a technique of collecting data by observing students through the process of reading and writing instruction in classroom. Person factor, on the other hand, is a technique of collecting data by observing students observed directly by the other researchers in the process of English learning in classroom.Last, outcome factor is a technique of collecting data by using an open-ended question in a questionnaire based on students’ achievement in learning English. The data were analyzed and interpreted to answer the research questions. Based on the result of the study, we found out that the integration of reading and writing enabled the instruction to construct students’ prior knowledge and critical thinking by organizing the appropriate task-based activities. The study also developed the teaching strategies to be more effective in language teaching.]]>
<![CDATA[Facilitating the Development of Students’ Metacognitive Awareness in Speaking through Self-Assessment ]]>
<![CDATA[Daisy Rizqi Putri]]>
<![CDATA[ EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v2i2.1263
<![CDATA[The need of developing metacognitive ability-knowing students’ cognitive capacity, the difficulties they meet in learning, and strategies to resolve the difficulties – must be highlighted. In accordance with this need, this research aims to find out the extent of which the implementation of students’ reflection, as a self-assessment, can facilitate students’ metacognitive awareness in a speaking class. This two-cycle action research involved 25 freshmen majoring in Dentistry whose placement test scores ranged between 453 and 617. This study took place in a Free Conversation class in a Language Training Center of a private university in Yogyakarta, Indonesia. For data collection, a 52-items questionnaire entitled “Metacognitive Awareness Inventory” (MAI) adopted from Schraw and Dennison (1994) was distributed as the instrument to measure students’ metacognitive awareness before and after the action, and the participants were required to write reflections. Teacher’s journals and class discussion were taken to triangulate the findings. The findings showed that inthe first cycle, the students haven’t been able to describe their experiences including the difficulties they met during the learning as well as the strategies must be applied to overcome the difficulties. In the second cycle, most of the students have grown their metacognitive awareness as they were able to express their difficulties and the strategies in handling them. Briefly, the reflection written by the students has initiated the growth of students’ metacognitive awareness regardless some constraints appear. Thus, requiring students to reflect on their own learning and harness their metacognitive awareness may result in better learning.]]>
<![CDATA[Need Assessment on Learning to Teach in Education 4.0 for 21st Century Students’ Learning English Classroom ]]>
<![CDATA[Ika Erawati]]>;
<![CDATA[Eka Dyah Puspita Sari]]>
<![CDATA[ EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v2i2.1264
<![CDATA[Many studies address that students’ achievement is encouraged by the effect of teacher professional development. But translating professional development into students’ achievement rarely involves the needs of students. Since there is no one method of need assessment on learning to teach that could fit all situations, picturing students’ point of view of what an English teacher should have would contribute to the needs of teacher professional development. Therefore, this study attempted to reveal the essential issue on engineering students’ perception toward the learning to teach in Education 4.0 that teacher should comply. A descriptive study was conducted to describe and analyze the need of teacher professional development (TPD) for the students’ learning in the 21st century from students’ point of view. Interview and questioner were implemented to complete the objective of the study. The data collected which was gathered from 90 students as the population sample were analyzed into statistical analysis. Based on the finding, this current study clarified that teacher professional development, especially for English teachers in occupying 21st century students’ learning needed to meet the competency of pedagogic, professional, personality, and social. The finding also showed that professional competence needed to be more considered for teacher professional development. The result obtained of this study is expected to contribute to the existing literature on professional development of ELT teachers for engineering students and also open wide opportunity for future research to conduct further study.]]>
<![CDATA[A Content Analysis of Argumentative Structure in Pre-Service Teachers’ Writing ]]>
<![CDATA[Nurul Nurfitriana]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Hefy Sulistyawati]]>
<![CDATA[ EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v2i2.1710
<![CDATA[This study aims to describe the argumentative structure in pre-service teachers’ writing. The model argument structure was based on the adapted Toulmin (1958, 2003) consisting of six elements (i.e., claim, data, counter-argument claim, counter-argument data, rebuttal claim, and rebuttal data). The objects of this study are the writings of the fifth semester pre-service teachers' who, at that moment, were joining an academic writing course. The findings revealed that data dominated the constituent of argumentative structure based on adapted Toulmin’s model, then followed by a claim in the second place. The other structure was also found; however, it moderately in a small amount. The position and the relevancy of the papers were varied. As the implication, this study used as a model of scaffolding for pre-service teachers for giving basic knowledge of writing argumentative writing for students, so they have good skills in argumentation writing]]>
<![CDATA[Identity Construction of English Language Education Department Students ]]>
<![CDATA[Rika Mutiara]]>
<![CDATA[ EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v3i1.1441
<![CDATA[Language, identity, and community are interrelated elements. One’s identity was developed by his language use. The languages he uses depend on the community he belongs to. Constructing an identity is a lifetime process that is influenced by several factors. The present study deals with the identities of English Department students. It explores students’ identities construction. It began with an investigation of how they view their identities by analyzing family backgrounds and neighborhoods. Furthermore, it investigated how studying in the English Language Education Department contributes to identity construction as they become members of a new community. The present study applied a narrative inquiry by analyzing students’ self-reflections and conducting interviews. The students were exposed to local languages and Indonesian when they grew up. They studied English in primary school. Some of them use the local languages to talk to their families. The others only understand them but they are not able to speak the languages. The influence of environment and neighborhood makes them identify themselves as Jakartan even though their parents came from some regions in Java and Sumatera. They, moreover, do not accept all local values of their current environment. Cultural origins of the parents also play a role in students’ identity construction. The status of English Department students encourages them to use English with classmates. In addition, they use English to broaden their social relationship such as making friends with foreigners and getting exposed to the international community. It gives a contribution to their identity construction.]]>
<![CDATA[Film-Based Resources in Asynchronous Online Learning ]]>
<![CDATA[Miftahul Furqon]]>
<![CDATA[ EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v3i1.2009
<![CDATA[Juxtaposed with other teaching and learning media, film-based resources in English Language teaching are succinctly beneficial to support students to learn English skills. Films facilitate students to learn English integrally, not in an isolated way. Responding to today’s trend in which the teaching and learning process is converted from offline to an online system, it is crucial to ease students to be independent learners. This paper is aimed to justify how filmbased resources can support student’s learning independence in asynchronous online learning. Specifically, the writer focuses on reviewing this issue from the Stern’s framework of teachers’ beliefs in language teaching to analyze how films can be part of the important elements in designing language teaching materials, and how asynchronous instructional method becomes a suitable decision that teachers make regarding the process of online teaching and learning. In reference to the theoretical justification, it is concluded that film-based resources conceptually facilitate student’s learning independence in asynchronous online learning. Meanwhile, regarding today’s trend in which some language teachings are converted into online learning, the asynchronous instructional method is a suitable decision that teachers can make.]]>
<![CDATA[Parliamentary English Debate Within Communicative Language Teaching Context: A Personal Reflection ]]>
<![CDATA[Erwin Suhendra]]>
<![CDATA[ EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v3i1.2033
<![CDATA[This paper discusses further contributions of English debate within the Communicative Language Teaching framework (therefore CLT). In the English as a Foreign Language classrooms (henceforth EFL), presentation remains the prominent instructional strategy, which does not accommodate learners’ English skills and critical thinking skills development in a more engaging, interactive and critical way. Parliamentary English debate as an interactive instructional strategy has been found to mediate the aforementioned skills and the macro skills being learnt such as reading, speaking, listening and writing. However, there has been a death of scholarly discussion on the English debate’s contributions framed under the CLT. For this reason, this paper tries to shed lights on how the parliamentary English debate and its contributions to EFL learners in the CLT sphere. Debating as a teaching strategy does not only serve purposes for the students’ language skills development but also promote their critical thinking skills and self- confidence.]]>
<![CDATA[Students' willingness to Communicate in Extramural English Activities in Digital EFL Context: A Narrative Inquiry ]]>
<![CDATA[Dinda Malyndra]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Muhammad Asrori]]>
<![CDATA[ EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v3i1.2093
<![CDATA[The changing of offline language learning into online language learning as a new way to learn English resulted in students’ engagement in social media activities. This research tries to investigate the effects of social media activities towards students’ willingness to communicate. The researcher interviewed 4 EFL students form one state university in Indonesia. All participants are active social media users who have learnt English for about 10 years, and they have experienced international internship for their teaching practicum. The result of this research yielded that engaging in social media helped the students improve their English ability, learn new culture form other countries, and accept the diversity of English. This result validated the existing views regarding the topic of IDLE and WTC. This research may help future researchers that the result of this research presents a narrative avenue for future L2 WTC studies, and enables future researchers to consider digital EFL contexts when conducting L2 WTC research.]]>
<![CDATA[Pre-service Teacher Experience in Designing Lesson Using TPACK-21 CL in Teaching Reading for High School Students ]]>
<![CDATA[Erika Novia Wardani]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Ellisa Indriyani Putri Handayani]]>
<![CDATA[ EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v3i1.2094
<![CDATA[This study looked into the experiences of a pre-service teacher in designing a lesson using Technological Pedagogical Content Knowledge for 21st Century Learning framework. The pre-service teacher integrated the use of technology for the teaching learning process because it was to support the students to achieve the 21st skills, especially in reading. This study drew on the narrative inquiry methods to present the finding. The pre-service teacher designed the lesson followed by a reflection. This long scientific endeavor leads the preservice teacher to consider to develop technological pedagogical content knowledge (TPACK) skills to enable herself to become a professional teacher. The finding showed that though the pre-service teacher was finally able todesign the lesson and implement it in the classroom, she needs further discussion with the lecturers and the tutor teacher. The development skills from the experience is important for a teacher to be able to design meaningful learning for the students.]]>
<![CDATA[Strategies to Develop Students' Higher Order Thinking Skills in Reading Class ]]>
<![CDATA[Ainia Mega Rusdiana]]>;
<![CDATA[Mauly Halwat Hikmat]]>
<![CDATA[ EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v3i1.2111
<![CDATA[This study aims to investigate the strategies used by the teacher to develop students’ higher thinking skills in reading class, and to describe the problems faced by the students. This descriptive qualitative study collected the data from various resources, English teaching learning process, English teacher, students, and lesson plan, garnered through field notes, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion. The empirical evidence showed that the strategies used by the English teachers topromote the students’ higher thinking skills were making prediction, activating the students’ schemata, drawing inference and encouraging questions. Another finding also indicated that the primary problem encountered by the students was a lack of vocabulary to comprehend the given texts. Recommendation and implication are discussed.]]>
