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Edulangue
Published by Universitas Islam Negeri Mataram
ISSN : 26228777     EISSN : 26228777     DOI : https://doi.org/10.20414/edulangue.v4i1.3454
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edulangue aims to facilitate the dissemination of theoretically and practically grounded knowledge in the area of English language pedagogy, which comprises English language teaching and learning and assessment. It does not welcome any contribution pertinent to the realm of Linguistics and Literature. The Journal receives manuscripts with the following foci: • English language teaching and learning • English Language assessment • English language curriculum and material development
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 89 Documents
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Bringing Intercultural Perspectives into General EFL Learning during Covid-19: Some Insights Muhammad Jauhari Sofi
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.4872

Abstract

Studies on intercultural language learning have revolved around the descriptive report of cultural facts, adjustment to the target language's culture, and cross-cultural do's and don'ts. They have not yet exposed the issue in much detail, especially in an emergency situation. This study aims to investigate practical ideas on how to engage Indonesian Islamic higher education students with intercultural perspectives during the Covid-19 pandemic. It addresses what the teachers think about interculturality in the general EFL learning and how they accommodate intercultural perspectives during the virtual class. Using a narrative inquiry, the data were collected through semi-structured interviews and observations. The researcher employed thematic analysis and theoretical lenses on interculturality-based language learning. The study showed that interculturality in EFL learning was not only unavoidable but also indispensable. This learning suggested an equal position between teachers and students in terms of authority of knowledge and vocal participation. The teachers also accommodated the core principles of intercultural perspectives in general EFL learning through proactive construction, connection-making, social interaction, reflection, and commitment, even though they did not take place optimally during virtual learning. Here, the students engaged with one another to exchange information, link ideas, and make sense of meanings. The overall findings of this study imply the vital role of teachers in helping students recognize, appreciate, and respond to cultural variety during the virtual learning process.
Bringing Race to the Classroom: How a Multilingual Speaker Performs Infra Politics to Confront Raciolinguistic Ideologies Setiono Sugiharto
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5084

Abstract

The notion of (anti) racism in applied linguistics in general and in language education in particular has gained considerable attention by scholars in the fields. Contesting the dominance of monolingualism in language education, applied linguists and language education scholars have become eager to resuscitate this notion, often implicitly averring that racism has long been insidiously penetrating in the field and surreptitiously operating under the so-called raciolinguistic ideologies. It is these ideologies that are alleged to perpetuate, and even to further the hegemony of White supremacy and empire, eventually giving rise to racial inequalities and racial hierarchies in language education. The antiracism movement, it has been asserted, needs to be enacted. This article will argue that the fervent pronouncements of raciolinguistic ideologies need to be taken seriously, so as to promote linguistic justice and linguistic equality in language education. It will first discuss the claims of raciolinguistic ideologies, and then provide examples (from a classroom practice) of how the so-called “racialized subjects” enact their quiescent capacity as social and political being in subverting identities in the perceived dominant language (i.e. English) as a way of doing infra politics –an instance of grassroots politics. In so doing, the article argues that the racialized subjects are not submissive language users, but are actively engaged themselves in resisting raciolinguistic ideologies
Enacting a Task-Based Language Teaching Curriculum in Indonesian non-Formal Education (INFE): Rationales and Challenges M. Junaidi Marzuki
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5109

Abstract

Tasks-Based Language Teaching (TBLT) has successfully attracted attention of a second (L2)/foreign language (FL) practitioners, researchers, trainers as well as curriculum developer. Much of the research conducted, however, has mainly focused in formal educational settings, and less research carried out in non-formal educational context.  The intent of this paper, therefore, is to advocate the notion of enacting TBLT curriculum in General English (GE) program in the pursuit of increasing students’ language communicative competence at Institute of English Course and Training (IECT), one of Indonesian Non-Formal Educations (INFE) in East Lombok Regency of Nusa Tenggara Barat Province, Indonesia. The rationales and challenges of enactment will be provided, and mainly will be based on my experience as a founder of non-formal language centers, as well as a reflexive practitioner. The advocacy should not solely confine to my home regency, East Lombok, but also to language center of INFE that runs GE in Nusa Tenggara Province.
Teachers’ Perception towards Video Conference for Remote Online Teaching: The Use of Google Meet in EFL Elementary Classrooms Timi Timothy; Anna Marietta da Silva
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5126

Abstract

Due to the Covid-19 pandemic which occurred in 2020, many schools shifted their traditional classroom teaching to online EFL (English as a foreign language) teaching. Various video conferencing platforms were used to mediate synchronous meetings, including Google Meet. Though research focusing on examining aspects related to various video conferencing platforms has been quite frequent, investigation on teachers’ experience in and perception of online EFL teaching in the primary level using Google Meet has been rather scarce. Therefore, the present study intended to examine EFL teachers’ experience in and perception of EFL teaching using Google Meet. The study made use of focused group discussion which involved the participation of three EFL teachers from a private school in Jakarta. Results revealed that teachers had both positive and negative experiences, such as being able to present learning materials with ease and not being able to monitor students fully. Their perceptions towards using Google Meet for EFL teaching was influenced by these experiences and therefore, were concluded to be mixed since participants perceive the platform to be a source of convenience in various aspects, such as presenting learning materials, while still having limitations such as not enabling teachers to monitor students’ learning progress fully.
A Case Study on Teaching English with Differentiated Instructions at a Junior High School in Taiwan Abdul Halim; Sunarti; Ibrahim
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5130

Abstract

The article aims to explore a case of teaching with differentiated instructions approach at a Junior High School, Eastern County, Taiwan. The author used case study as the interpretivism paradigm in the methodology of exploring the contexts. The participants were twenty-five 12 graders. They were assigned by the school academic director to participate in the classroom demonstration on differentiated instruction with one of the senior teacher trainers from Taipei City. Pre-observation interview, observation, and post-observation interview were utilized to collect the data. The study indicated that a well-planned lesson for differentiated instruction would be able to help mixed-ability students get most of the lessons. Furthermore, it can also enhance the student’s engagement during the lesson in the classroom. Some suggestions for further research are proposed.
Augmenting Seasoned English Language Teachers’ ICT Skills through a Service-Learning Activity-based TPACK John Rey Pelila; Shirley Ayao-ao; Ma. Theresa Nollido; Princess Precious Gem Ico; Jackielou Cabral; Shaira Nadine Capiral; Mark Anthony Gavina
EDULANGUE Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i2.5624

Abstract

Due to the emergence of ICT in ELT sector, seasoned English teachers find it resistant to such a shift despite having a positive attitude towards its use. This quasi-experimental study aimed to examine the extent to which seasoned English language teachers developed their ICT skills through a Service-Learning Activity (SLA). Using a one-group pre- and post-test design, this study collected the data through a modified Needs Assessment Survey (NAS) distributed to fourteen purposively selected participants. It was administered to examine what professional ICT development would greatly benefit them. The data were analyzed using descriptive statistics and themes according to the Service-Learning Activity (SLA) topics. A Post Evaluation Survey (PES) was administered, and its result was compared to the initial test. The results showed that the seasoned teachers gained significant learning gains in terms of (1) sharing of knowledge from other teachers; (2) being encouraged to use ICT tools; (3) training opportunities; (4) working with other colleagues; and 5) attending professional workshops which include SLA. However, this study unveiled that the English teachers had no significant difference in perceptions regarding the roles of computers in teaching before and after the intervention. Limitations and recommendations for future studies were discussed
Engagement Aspects and Representational Functions in Quizizz Website as a Medium of English Language Instruction Agis Andriani; Ila Yusrin Niamah; Yuyus Saputra
EDULANGUE Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i2.5918

Abstract

Many studies have examined the role of the Quizizz website as a medium of English language instruction, especially for assessment, and found it to have positively impacted learners’ learning enthusiasm and engagement. However, few studies have examined the linguistic and visual aspects of Quizizz from a multimodal perspective. To fill this void, this study aimed to explore the engagement aspects and representational functions underlying certain parts of the Quizizz website from the multimodal lens. Using the content analysis approach, the data were taken from relevant documents and analyzed using the Systemic Functional Multimedia Discourse Analysis (SFMDA) framework (O'Halloran, 2008) with a focus on the representational meaning of visual and engagement taxonomy for each textual data. The findings showed that the Quizizz website entailed multimodal engagement taxonomy (disclaim, proclaim, entertainment, and attributes) and representational function (transactional, non-transactional, and covert). Specifically, the most dominant types were proclaiming and entertainment, encouraging students and entertaining them while undertaking quizzes. Nonetheless, the data in visual analysis displayed more covert taxonomy, which can reduce the students' thinking concepts that better reflect equal diversity in the form of multimodal.
Challenges of Online English Language Teaching and Learning at Secondary Schools in Bangladesh Nishat Tasneem
EDULANGUE Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i2.5931

Abstract

Virtual classrooms manifest a burgeoning pedagogic instrument in current English language teaching and learning contexts around the globe; the use of which was significantly increased with the onset of the COVID-19 pandemic crisis. Such practices can also be traced to the secondary-level educational context in Bangladesh. Alike the traditional classroom, these virtual classrooms are not without challenges. To unravel such challenges of online English classes at the secondary level in a developing country context like Bangladesh, a qualitative research framework was used in this research. As such, the current study utilized qualitative data collection instruments to collect in-depth information about the individual, course, contextual and technological challenges of online English language education at the secondary level in Bangladesh, based on Anderson and Grönlund’s (2009) conceptual framework of online education in developing countries. The data was collected from both the learners and the facilitators of such online English language classes and analyzed based on the codes from the conceptual framework of the study. Moreover, data regarding the pedagogic participant-oriented suggestions to encounter such challenges were also collected and analyzed. The findings of the study highlight a range of different pedagogic and contextual challenges in relation to online English education in a developing country context like Bangladesh and draw on its implication to address policy issues as well as pedagogic practices
EFL Students’ Perceptions on Duolingo: How AI can Eliminate Socioeconomic Discrepancies Listiana Ikawati; Az Zahra Rahimi; Farkhana Khairunnisa; Muhammad Iqbal Fauzan; Siska Rahayu
EDULANGUE Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i2.5974

Abstract

Different educational achievements between students from high socioeconomic status and those from lower socioeconomic status in universities are said to be caused by unequal access to learning resources. This research aimed at investigating students’ perspectives on the use of Duolingo in EFL learning to eliminate socioeconomic discrepancies in the university. This research used a descriptive qualitative design. Interviews were used to gather data from one male and two female higher education students majoring in the English Language Education program. This research shows two main findings. First, students have positive attitudes and enjoyable experiences in using Duolingo contributed by its fun, easy, accessible, and fun nature. Second, Duolingo, offering free charge for all users, can eliminate socioeconomic discrepancies among students in the university because it can be accessed by students from any socioeconomic condition.  It implies that Duolingo as an AI tool can be used by both educators and students around the world as an accessible language teaching and learning resource. Therefore, there is a need to develop students’, educators’, and parents’ awareness of the utilization of Duolingo as a solution for the limited access to learning resources due to socioeconomic barriers.
Blended Learning Effectiveness: A Quasi-Experimental Study on Students’ ESP Achievement Naajihah Mafruudloh; Nur Mafissamawati Sholikhah; Rahima Fitriati
EDULANGUE Vol. 5 No. 2 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i2.5981

Abstract

Blended Learning, a mixture of face-to-face (FTF) and online learning, has gained its popularity in the English language teaching context. However, examining its efficacy in English for Specific Purposes (ESP) remains scares. To fill this gap, this study implemented BL in an Indonesian ESP classroom and examined its effect on students’ learning attainment and the challenges they encountered. Drawing on the data garnered from pre- and post-tests, it was unveiled that using BL promoted the students’ learning outcomes given the statistical evidence was 0.000 which means lower than 0.05. Three main challenges of blended learning implementation were also identified, namely limitation of proper media, time allocation, and instructional aspect. This study incapsulates that the use of Blended Learning could promote students’ English language skills. This study recommends that future studies be carried out involving more participants and more varied ESP classes to gain more robust results.

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