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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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EFL Teachers' Perceptions of Using Picture Strip Stories in Teaching Speaking Bambang Purnama Purnama; Nor Azikin binti Mohd Omar; Roi Boy Jon
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.v5i2.6013

Abstract

Although studies on the use of picture strip stories have been prominent, exploring perceptions of EFL teachers remain under-research. To fill this gap, this study aims to explore EFL teachers’perceptions of using picture strip stories for teaching speaking skills. This study used qualitative research that collected the data through a semi-structured interview involving three purposively selected English teachers at Indonesian senior high schools in central Lombok, Indonesia. To analyze the data,this study used ATLAS. Ti 9 application with thematic analysis. The findings showed various perceptions of the teachers in using the picture strip stories in their English speaking classrooms, including their perceived ability to promote the students’ collaborative learning, accelerate their students’ speaking skill, and improve their students’ focus on learning. It was also perceived that the students’ vocabulary repertoire improved. Challenges encountered by the teachers when implementing the strategy were expounded as well. Limitations and recommendations for future studies on the use of Picture Strip Stories are discussed
Incorporating Thinking Skills Theories in Indonesian EFL Classrooms Zahratul Aeni; Zurina Khairuddin
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.v5i2.6014

Abstract

In responses to the demand of the twenty-first century learning, the Indonesian government stipulated the 2013 curriculum in order to prepare students to be more productive, creative, and innovative. The presence of English language subjects in secondary schools aims to develop students' communicative competence and instill the nation character’s noble values in life to increase the country's competitiveness in a global society. It can be realized by implementing learning embodied with critical and creative thinking skills in various language learning environments. This study aims to explore how the teachers apply the thinking skills theories (LOTS and HOTS) in teaching English language at secondary school in West Lombok. This qualitative case study research garnered the data through semi-structured interviews involving ten purposively selected English language teachers. The data were analyzed using thematic analysis through the process of coding, categorizing, and thematizing the data. The findings showed that the teachers lacked knowledge mastery to implement thinking skills (LOTS and HOTS) in teaching and learning of English language at secondary school in West Lombok. Though HOTS was very challenging, the teachers recognize that it is essential to implement it to achieve many benefits in the future. This study encapsulates that thinking skills (LOTS and HOTS) have not been efficiently incorporated into the classrooms. Recommendation for future research are discussed.
Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies Honesty Yonanda Ayudhia; Dwi Bayu Saputra; Rahmi Fadilah
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.v5i2.6020

Abstract

Despite its prominence, research on asynchronous learning addressing students' issues and coping strategies, particularly in Indonesian EFL context remains sparse. This study aimed to address the research gap and uncover the students' issues in an asynchronous English class and how they cope with these challenges. The data were collected through questionnaire distributed to 67 students at an Indonesian university. The findings indicated certain issues that arise during asynchronous English lesson. The students found that a poor internet connection, social media distraction, a lack of interaction between students and the teacher as well as among students, and a lack of opportunities to practice English as their primary learning barriers. The findings also revealed that the activities that students took to deal with these problems, making a smart move in asynchronous English class, was effective. Despite the numerous distractions, the students strove to maintain their focus on the materials. However, as their strategies in asynchronous English class, students did not attempt to contact their teacher to inquire about the materials, and they did not establish a timeframe and learning objective. Limitations and recommendation for future research are discussed.
Raising Indonesian EFL Learners’ Intercultural Awareness through Asian Folktales-Mediated Tasks Salika Nahja Hidayah; Fachri Ali
EDULANGUE Vol. 6 No. 1 (2023): 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.v6i1.7226

Abstract

Evolving learners’ intercultural awareness (ICA) has been one of the goals for 21st century learning competencies. Nevertheless, ICA has not been commonly developed through Asian folktales. To fill this void, the present action research aims to showcase a practical insight into the teaching by the adoption of folktales to raise Indonesian EFL learners’ intercultural awareness. Eleven students joined an EFL learning center in Pekalongan, Indonesia were recruited to participate. Data were garnered through classroom observation and semi-structured interview. The data were analyzed employing a thematic analysis. Framed in Yuanhua and Ying’s (2015) intercultural awareness fundamentals, study findings demonstrate that the students viewed cultural aspects from what they experienced, embedded cultural resources, such as symbols, languages, norms, values, and rituals in learning process, promoted self-regulated learning in intercultural communication, engaged in interpreting and comparing cultural contents among Asian folktales, and communicated cultural resources in their daily lives. This study concludes with some empirical and practical implications for how folktales are incorporated into teaching to foster EFL learners’ intercultural awareness
EFL Classroom Interaction through Contextual Teaching and Learning: A Qualitative Study ribahan ribahan
EDULANGUE Vol. 6 No. 1 (2023): 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.v6i1.7285

Abstract

Contextual teaching and learning (CTL) and classroom interaction are closely intertwined and have a significant influence on each other. The latter enables students to ask questions, seek clarifications, and receive immediate feedback. This qualitative research aimed to explore classroom interaction and the various patterns of interaction among students in an English as a Foreign Language (EFL) class using CTL as the teaching approach. Data were collected through observations, video recordings, and questionnaires, which were then analyzed using a series of stages, namely data reduction, data display, categorization, and drawing conclusion. The findings revealed that classroom interaction occurred in three phases: pre, whilst, and post-activities. The study also unveiled three types of interaction patterns, namely clarification requests, mime, and confirmation checks. The percentage of interaction between the teacher and students was 94.28%; between students and the teacher was 82.85%; and between students themselves was 88.57%. The most common interaction patterns were clarification requests (80%), mime (71.42%), and confirmation checks (65.71%). These results indicate that the teacher effectively implemented CTL in the EFL teaching and learning process, fostering active and communicative engagement between the teacher and students. Future researchers are encouraged to explore the implementation of CTL components in classroom interactions within English language teaching activities
Enacting Content-Based Language Teaching in ESP Classroom for Reading Comprehension Erwin Suhendra
EDULANGUE Vol. 6 No. 1 (2023): 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.v6i1.7289

Abstract

This research aims to investigate how Content-Based Language Teaching (CBLT) was implemented and its contribution to enhancing learners' language skills in reading comprehension. The research was administered at an Indonesian private university. Drawing on the action research method. The statistical evidence showed that the mean score of the students in class A was 66.74; in class B; 64.29; in class C 65.71 and in class D 60.96 and the highest score in each category were 95 in class A; 96 in class B; 84 in class C and 90 in class D and the average score to pass the ESP course is 65. Cycle 2 was conducted from April 26th to 29th, 2023 at the same classes and schedule, and the results were; the mean score from those classes were 73.53 in class A, 73.47 in class B, 76.44 in class C, and 66.15 in class D. The research showed that there was significant satisfaction as perceived by the students regarding the implementation of CBLT for learning to read in the ESP classrooms. Future recommendations on the research related to the use of CBLT are discussed
Learning Habits and Speech Intelligibility of EFL Learners Lalu Ari Irawan
EDULANGUE Vol. 6 No. 1 (2023): 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.v6i1.7407

Abstract

The idea of intelligibility is essential within a conversation. The status of English as a global language and its emergence varieties, the notion of standard English (British and American) may no longer appropriate within the context of global communication. This leads to the importance of teaching learners to achieve intelligibility, which is more realistic and attainable rather than forcing the students to have native like proficiency. This study aimed to examine various learning habits that may affect the quality of intelligibility of EFL learners in an English Community namely GEC in Mandalika University of Education. Qualitative narrative research approach was used. The data were collected by using two instruments:(1) indirect observation by the of a native speaker acted as a rater; (2) face to face interview which aim to find out students’ strategies in improving their pronunciation. The subjects of the study were five members of GEC who met a set of criteria. Among  the five students, two performed well in aspects like word stress, segmental pronunciation, and voice quality, and these high achievers showed active improvement in both receptive and productive English skills, while the predominant issue observed among these students stems from a lack of established learning habits that facilitate consistent practice, particularly in developing productive language skills, which affects their level of intelligibility in pronouncing English words
The Efficacy of the Presentation, Practice, and Production (PPP) Method on the Speaking Skill of the English Learners Community (ELC) Students Husnaini Husnaini; Amalia Yahya; Nur Inayah Wulandari Putri
EDULANGUE Vol. 6 No. 1 (2023): 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.v6i1.7747

Abstract

This research aims to examine the efficacy of the Presentation, Practice and Production (PPP) method in improving the speaking skills of English learners participating in an English club, English Learners Community (ELC) at an Indonesian Junior High School in Palopo, Indonesia. Drawing on a quasi- experimental design involving into two classes; experimental class by using the PPP method and the control class by means of non- PPP method. The data were collected through pre and post of speaking tests and interviews. The statistical evidence showed that the students in the experimental group outperformed their counterparts in the control group, indicating that the PPP method significantly improved the students’ speaking skills which can be seen through independent sample result where the value was 0.000 which lower than 0.05. The interview result also assumed that students felt comfortable and could understand the material well through the application of the PPP method. This research summarized that the use of the PPP method can improve students' speaking skills. This study recommends that future studies can apply the PPP method to improve students' speaking skills in formal or non-formal classes
Students’ Perceptions and Engagement in Technology Mediated Task Based Language Teaching (TMTBLT): A Thematic Analysis Baiq Yunia Eka Diana Putri
EDULANGUE Vol. 6 No. 1 (2023): 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.v6i1.7957

Abstract

Technology-mediated task-based language teaching (TMTBLT) has garnered more attention from educators over the past fifteen years. Although some teachers have exercised its effectiveness in language classes, little-known studies have centered on students' perspectives and their learning engagement with technology-mediated task-based language teaching (TMTBLT). The present study aims to investigate students' perceptions and engagement in technology-mediated task-based language teaching (TMTBLT). Thirty students from a management program at a university in Indonesia were interviewed using a semi-structured interview. Thematic analysis was performed using Braun & Clark's (2006) Sevan steps. The analysis resulted in five main themes: positive perception, negative perception, motivation, learning awareness, and classroom interaction. The participants felt that the use of technology helped them learn English easier. They also reported that discussing with peers and teachers became more enjoyable, and they gained greater self-confidence in learning. It was also revealed that all four types of engagement were basically interconnected. The findings show that most students show positive attitudes toward TMTBLT and increased their behavioral, emotional, social, and cognitive engagement
Effect of Automated Writing Evaluation in Higher Education Academic Writing Performance Mark Anthony Gavina; Leilani M. Ibay-Pamo
EDULANGUE Vol. 6 No. 2 (2023): 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.v6i2.8300

Abstract

This study aimed to identify the effects of Automated Writing Evaluation (AWE) in the academic writing of thirty-seven (n=37) higher education students as it is believed to address common errors encountered by higher education students in academic writing, specifically in grammar (S-V-A and verb tense). The study used a one-group pretest-posttest design that determined the specific effect of the formulated AWE treatment on the participants. The statistical evidence showed that the AWE tool (Grammarly) feedback provision, when paired with the teacher’s role as facilitator, significantly improved students’ academic writing in terms of S-V-A and verb tense. The findings also imply that the AWE, if integrated within the instruction using its feedback provision, can significantly improve students’ grammar usage and, consequently, their overall academic writing. These inarguable positive results of the AWE intervention used in this study create new assumptions to redefine not only the teachers’ feedback provision in students’ academic writing but also teaching writing in general.

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