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Mosleh Habibullah
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PANYONARA: Journal of English Education
Published by Institut Agama Islam Negeri Madura
ISSN : 27148807     EISSN : 26862328     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
PANYONARA: Journal of English Education, known as journal which publishes articles in the field of ELT from various perspectives, covering both literary and fieldwork studies. It Publishes manuscripts within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers training and education. Furthermore, the journal puts on aspects related to any kind of problems found in the process of classroom teaching and learning of English, dealing with method, techniques or strategies used by the teachers in their teaching-learning process
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 104 Documents
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Students’ Perception on Peer-Video Recording Task in the Vocational High School in Cirebon Khumaeroh, Rubia'tul; Dwiniasih
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.11040

Abstract

The purpose of this study is to investigate whether the implementation of the peer-video recording task assists EFL students in developing their speaking skills. Tenth-grader students in vocational high school were involved in this research. The data was collected through questionnaires and interviews. The results revealed that students have a positive perception toward the implementation of the peer-video recording task in speaking class due to its benefits in improving students’ speaking performance, such as pronunciation and fluency. Nevertheless, the peer-video recording task was perceived as neutral by students in terms of boosting self-confidence, its convenience in recording the video with their partner, the ease of speaking in pairs, and promoting students’ autonomous learning. Notwithstanding those results, peer-video recording tasks are effective teaching and learning tools for teaching speaking.
Exploring the Nature of Shifts in Learner Autonomy and Teacher Autonomy in an Online EFL Class in Turkiye: A Case Study Demir, Selin; Mede, Enisa
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.11175

Abstract

The need to understand the manifestation of learner autonomy in the online learning environment and its challenges in the classroom is increasing with the rise of online education. Although learner autonomy (LA) is increasingly important in language education, there is less knowledge about teachers' and students' comprehension and use of this concept. In order to address this lack of information, a case study was conducted to explore the perceptions of teachers and learners about learner autonomy in an online environment. The study's data sources include reflective journals, lesson observations, and focus group interviews. The study, conducted at a Turkish foundation university, identified a variety of control shifts in the courses. This research explored the concept of learner autonomy in the context of online language training. The findings indicated that students had a favorable perception of online learning, highlighting its flexibility, ease, and ability to establish individual standards. Nevertheless, there was a noticeable difference between how they perceived autonomy and how it was really put into practice, typically favoring a teacher-centered approach. Several factors that impacted learner autonomy in online learning were recognized, such as the need for autonomy, inadequate information, and a transition toward teacher-centric approaches. The research emphasized the significance of aspects such as guidance and support systems, adaptability, student motivation, customized learning speed, and communication technologies.
Authenticity and Pedagogical Aspects in an English Textbook for Seventh Grade Students of Junior High School Lady Cantika Yahya, Shahnaz; Thohir, Lalu; Apgrianto, Kurniawan
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.12462

Abstract

This study deals with the analysis of textbooks for the 7th grade students of junior high school in terms of authenticity and pedagogical. The purpose of this study was to know to what extent the English textbook accomplishes authenticity aspects and pedagogical aspects. This study employed a qualitative descriptive approach. The data were collected through documentation. The data source for this research is the Bupena English textbook for seventh grade students of Junior high school written by Nur Zaida and published by Erlangga in 2018. The textbook analysis for authenticity aspects was identified by using authentic assessment criteria, while for pedagogical aspects, it was based on the criteria made by Cunningsworth (1995). The results of the study show that from the authenticity aspects, the textbook fulfills 7 out of 15 criteria and is categorized as "poor" with an average score of 46.67%. From the pedagogical aspect, this textbook fulfills 17 out of 20 criteria and it is categorized as "good" with an average score of 85%. In conclusion, the Bupena English textbook is not good enough for authenticity aspects but it is good enough for pedagogical aspects.
Empowering Junior High School Students` Narrative Writing Skills Through Google Site Lucky Kurnia Wati; Anis Trisusana
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Technology has demonstrated its potency by offering opportunities to connect individuals, communities, and society, which can be utilized to promote learning writing. This study aims to determine the use of Google Site to improve students' writing abilities through narrative text. The researcher employed a mixed-method approach by combining pre-test and post-test scores and observation in 30 students of second grade at junior high school. The result of the study showed that students' posttest scores (M=76.27) were higher compared to the pretest (M=63.77). The observation revealed that the teacher needed to prepare and develop the website before publishing it. The process of creating the site was not difficult because it has simple features that are easy to understand. Adding text, pictures, and backgrounds were the main features that often used to make it. In addition, allowing students to learn from the website and creating their own, helped them to enjoy the learning process that resulted in their writing performance.
The Grammar Translation Method in Teaching Structure and Written Expression of TOEFL ITP: Is It Still Effective in Today Era? Prasetya, Angga Eka; Asyhar , Wildan Isna; Muchyidin , M Syaichul
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.12486

Abstract

The grammar translation method (GTM) is an "ancient" method, and many say that its use is less effective in improving English language skills, especially speaking. However, nowadays, there is an English language certification test known as TOEFL ITP, which is widely used in the educational and professional world where the test does not contain a speaking ability test but rather a test related to the application of grammar called Structure and Written Expression questions. Because GTM was initially an effective method used to learn grammar, researchers tested whether GTM could also be effective in teaching Structure and Written Expression of TOEFL preparation material, which is a test intended for non-English speakers. The method used in this research was quasi-experimental, with two different treatments for each experimental and control class. The findings were analyzed using the paired sample t-test and independent sample t-test calculation methods, and the descriptive test results in each class were compared. The results showed that using GTM can effectively increase students' TOEFL scores in the Structure and Written Expression section, and this has a positive impact on teaching staff to apply the same method to EFL students who plan to take the English language test, namely TOEFL.
Using Picture Series in Improving Students’ Writing Skill in Recount Text Saripah, Wa
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.12493

Abstract

Abstract: Writing skill is important and beneficial in English language learning. Having good writing skill enables learners in language learning to do communication. Problem in writing is a language barrier to written communication. This action research aims to overcome students’ problem in writing in terms of recount text by applying pictures series. The procedures of classroom action research were used to investigate the process and the subject’s outcomes. There were 33 students of 8th grade (VIII-1) at MTs Negeri 1 Muna who enrolled in the academic year 2022/2023 for the subject of this research which was taken purposively. The researcher uses writing tests and field notes to gather the data. The study was accomplished in two cycles. The successful research is indicated by students’ average scores meeting the minimum target (75). In cycle 1 the students obtained 66.87 on average. Another improvement in cycle 2 appeared, the students reached 81.31 on average. The result from this research indicates that students’ writing improved after picture series was used in the learning process.
EFL Learners’ Stories in Essay Writing: A Narrative Analysis Rifai, Irfan; Nurbani, Armelia Nungki; Bachtra, Julian
PANYONARA: Journal of English Education Vol. 6 No. 2 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i2.12668

Abstract

This qualitative research is aiming at exploring EFL learners’ stories when writing an essay. To be specific, this research is centered on examining the problems faced by EFL learners when writing essays and their strategies to overcome the problems. Six EFL university students from the third to eighth semesters of the English department at one of private universities in Surabaya participated in the research. The participants were selected based on their ability that is categorized as lower and higher achievers, gender and level of study/semester. The data were generated by interviewing the participants and analyzing their documents work. The data obtained from interviews were transcribed verbatim and analyzed using content analysis, while the data from the students’ tasks are classified based on the errors. The later data are used to cross check the data obtained from interviews. The data analysis showed that finding, translating, and realizing suitable ideas into writing and using appropriate tenses and modals grammar were prominent problems of EFL learners. In addition, difficulty to organize paragraphs cohesively and coherently are also noticeable problems. The research results also indicated that the learners were aware of the challenges in writing essays, therefore, they creatively seek strategies to tackle the problems by watching YouTube, TV, news, and reading articles and English books.
Portraying the Students’ Perception on English Speaking Class Activities within Independent Curriculum Implementation: A Photovoice Study Puteri, Siti Azizah; Asfihana, Raida
PANYONARA: Journal of English Education Vol. 6 No. 2 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i2.13339

Abstract

Abstract: This research aims to explore the senior high school students’ perception on Independent Curriculum implementation in English as a Foreign Language (EFL) classroom, particularly in English-speaking class activities. The shift from the previous curriculum to the independent curriculum resulted in many significant changes for teachers and students. In this case, the English subject experienced a complete change when the independent curriculum was implemented in schools, especially in teaching speaking skill. Using Photovoice research design, the researchers observed the speaking class, analyzed the photos taken by eleven students from three different classes during English-speaking activities and administered in-depth interview to these participants dealing with their photos. This research was conducted at SMAIT Ukhuwah Banjarmasin, South Kalimantan. The findings portrayed that the photos taken by students in the English-speaking class captured memorable, harmonious learning moments that were conducive, communicative, informative, and an accurate depiction of the atmosphere of the English-speaking class. This is further demonstrated from the students’ perspective through their photos showing communicative activities during English-speaking classes since the photos portray a well-organized, positive, engaging, and fun classroom environment as well as emphasizing individual development in line with the independent curriculum demand. The research highlights the effectiveness of the Independent Curriculum in fostering student engagement and communicative activities, suggesting that visual-based methodologies like Photovoice can provide meaningful insights into classroom dynamics
Grammarly’s Effectiveness in Enhancing English Writing: A Case Study of Vocational High School Students Damayanti, Selma; Azizah, Siti
PANYONARA: Journal of English Education Vol. 6 No. 2 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i2.13825

Abstract

Many vocational high school students in Pamekasan, Indonesia, face difficulties in understanding and applying basic grammar rules, which leads to poor writing skills. Despite the increasing use of Automated Writing Evaluation (AWE) tools like Grammarly, there is limited research on their effectiveness in vocational educational settings. To address this gap, the study aims to evaluate the impact of Grammarly on improving the English writing skills of tenth-grade vocational students, focusing on areas where it offers the most significant benefits. A quantitative pre-experimental design, involving pre-tests and post-tests, was used to assess changes in students' writing proficiency, with descriptive statistics and t-tests employed for data analysis. The findings revealed that Grammarly significantly enhanced students' grammar and punctuation accuracy, though no substantial improvement was observed in overall writing quality. However, the tool proved effective in helping students identify and correct common errors, improving the clarity and coherence of their writing. Further research is recommended to explore the long-term effects of AWE tools like Grammarly in various educational contexts.
Exploring Challenges of Indonesian EFL Teachers in Implementing Differentiated Instruction in ELT Classroom Laksono, Kukuh; Rohimah, Nadya Khansa; Fauziati, Endang
PANYONARA: Journal of English Education Vol. 6 No. 2 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i2.14661

Abstract

Differentiated instruction (DI) as a method of the Merdeka curriculum in Indonesia may be problematic for the teacher when implementing it in the classroom. This study investigates Indonesian EFL (English as a Foreign Language) teachers' perspectives regarding implementing Differentiated Instruction in their classrooms. Through qualitative analysis, this research identifies the teachers' challenges and explores the strategies for implementing DI. Semi-structured interviews were used to reveal the challenges and strategies teachers used DI. The collected data were then analyzed qualitatively with the thematic analysis used in this study in analysis of the data. Findings reveal that teachers view DI as important for addressing student diversity, enhancing engagement, and improving academic outcomes. However, significant challenges include adapting learning materials, managing time constraints, and varying readiness levels among teachers and students. Despite their belief that DI is very positive, some challenges highlight how to adopt DI properly; professional development, resource allocation, and strategic planning are essential

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