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UTAMAX : Journal of Ultimate Research and Trends in Education
Published by Universitas Lancang Kuning
ISSN : 26850540     EISSN : 26854252     DOI : https://doi.org/10.31849
Core Subject : Education,
Education
Utamax: This is International journal publishing about education matters that covers a broad spectrum in education, aiming to build bridges between research and policy and to address issues of concern to the different levels and types of education, transversal topics and ‘big issues’ for policy agendas. This includes an active and on-going discussion of national and international education policy. The Journal welcomes cross-disciplinary approaches within the education sector and with other sectors. ULTIMAX is a triannual publication journal, published every March, July and November every year. It is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. It is concerned with teaching and teacher education in general and devoted to all concerned with Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 140 Documents
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Engage, Play, Learn: A Systematic Literature Review on the Impact of Gamification on Young Learners’ English Skills Hamuddin, Budianto; Priambada, Jewine Saragih; Indarwati, Indarwati; Sakka, Wahyuni; Anugrah, Muh. Ridha
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 3 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i3.19500

Abstract

This systematic literature review investigates the impact of gamification on young learners’ English language skill acquisition, addressing a research gap in understanding its specific contributions to engagement, motivation, and academic outcomes. By analyzing 26 peer-reviewed articles published between 2019 and 2024, sourced from Crossref, Scopus, and Semantic Scholar, this study categorizes findings into four themes: learner autonomy and motivation, vocabulary mastery, classroom participation and academic achievement, and intrinsic motivation. The results reveal that gamification significantly enhances learner autonomy and intrinsic engagement by integrating game-like elements such as leaderboards and progress trackers. Vocabulary acquisition benefits from contextualized and repetitive gamified activities, which improve retention and recall. Gamification also fosters classroom participation and academic success by creating inclusive and interactive learning environments, often aligned with cognitive frameworks like Bloom’s Taxonomy. However, the review identifies challenges such as inconsistent methodologies, technical limitations, and the novelty effect, which can influence the sustainability of gamification’s benefits. Despite these limitations, this study underscores gamification’s transformative potential in fostering dynamic, learner-centered environments that align with modern educational goals. The findings emphasize the need for thoughtfully designed gamified strategies that address diverse learner needs while promoting intrinsic motivation and sustained engagement. Future research should focus on longitudinal studies, the differential effects of competitive and collaborative gamification, and the integration of emerging technologies like AI and VR to further optimize gamified language education. These insights provide a foundation for innovative curriculum development and policy-making in education.
Who Am I in the Classroom? The Influence of Self-Identity Status on Academic Achievement Biazon , Brayn; Miclat, Camille Jone; Gomera, Enzo Gabriel; Bautista, Jose Nathaniel
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 3 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i3.19745

Abstract

The concept of self-identity has been a central theme in research for centuries, exploring the fundamental question of what defines an individual over time. This quantitative study aimed to explore the relationship between self-identity status and academic achievement among 155 senior high school students at the Philippine International School-Qatar, utilizing a stratified random sampling technique. The findings indicated that while the majority of students were performing well academically and had explored various aspects of their personal identity, they were still in a transitional phase of identity development. This suggests that even though students may demonstrate strong academic abilities, their sense of self is still evolving and has not yet fully crystallized. Furthermore, when students were grouped according to their grade level or academic strand, no significant relationship was found between self-identity status and academic achievement. This lack of a clear connection suggests that academic performance may be influenced by other factors, such as teaching methods, external support systems, or individual life circumstances, rather than by self-identity alone. However, a significant relationship emerged when students were grouped by gender, suggesting that gender may influence how self-identity and academic achievement intersect. The study recommends that future research further examine the specific impacts of each identity status on students' academic performance.
From English to Indonesian: A Study of Student Approaches to Translation across Different Source Languages Rosida, Ana; Herdi, Herdi
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 3 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i3.19839

Abstract

This study investigates the translation practices of English Literature students, focusing on their application of theoretical frameworks in translating texts from English and Indonesian. While translation theory is typically taught in academic settings, students often deviate from the prescribed methods during practical exercises, especially when restricted to using only manual dictionaries and prohibited from utilizing electronic translation tools. Using Nida and Taber’s (1982) translation model, which includes the stages of analysis, transfer, and restructuring, this qualitative study aims to explore the translation processes employed by nine active students in an English Literature class. Data were collected through questionnaires administered to all 14 students, with nine providing valid responses. The findings show that the choice of source language significantly influenced the translation strategies used. For English texts, seven students reversed the typical sequence of translation steps, starting with transfer, followed by analysis and restructuring, while two students adhered to the traditional order. In contrast, when translating Indonesian texts, students tended to follow a more structured translation process, although one student did not complete the restructuring stage. This study not only provides valuable insights into how students engage with the translation process but also offers important implications for EFL translation instructors and researchers. Understanding how the source language affects translation practices can inform teaching strategies and enhance our approach to translation studies in the broader context of language education.
English as a Coding Catalyst: Exploring Its Impact on Basic Programming Learning Outcome in Health Information Management Kusumawati, Erna Adita; Sutrisno, Trismianto Asmo; Wengker, Wengker
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 3 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i3.20420

Abstract

This study addresses a critical gap in Health Information Management (HIM) education by exploring the relationship between English proficiency and basic programming learning outcomes, an area that has been underexplored despite the English-based nature of programming languages. Given that HIM professionals are increasingly expected to possess programming skills, understanding the role of English ability in this context is essential. A correlational research design was employed to examine this relationship, with statistical analysis including descriptive computations (mean, mode, median, variance, and standard deviation). Normality tests revealed non-normal data (p = 0.018), while linearity was confirmed (p = 0.154). The Spearman’s Rho correlation test indicated no significant correlation between English ability and basic programming learning outcomes (p = 0.174). Although no direct correlation was found, the study highlights the pivotal role that English still plays in programming education, particularly through English for Specific Purposes (ESP) courses, which remain essential in vocational higher education. These findings contribute to a better understanding of the factors influencing programming education in HIM programs, offering valuable insights for curriculum development and teaching strategies. The results suggest that while English proficiency may not directly impact programming success, its integration into the curriculum is still important for fostering digital competence. In a broader context, this study has implications for refining HIM education, enhancing pedagogical approaches, and strengthening student support services, ultimately contributing to the development of healthcare professionals who are both digitally literate and linguistically adept.
Cross-Cultural Adaptation in Exchange Programs: Sociocultural Challenges for Students and How to Deal with Them Tanasy, Novalia; Nuraeni, Nuraeni; Aisyah, Sitti; Ali, Muhammad; Ishaq, Musfirah
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 3 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i3.21875

Abstract

The study addresses the gap in understanding high school exchange students' communication challenges in cross-cultural settings, focusing specifically on Indonesian students in the United States. Unlike existing literature that emphasizes higher education students, this research uniquely explores sociocultural adaptation at the high school level, particularly communication barriers that are often overlooked. Using purposive sampling, six high school students who completed a one-year exchange program in the U.S. were interviewed. Semi-structured interviews enabled a thematic analysis grounded in Braun and Clarke's framework, providing a nuanced view of the students' adaptation process. Findings reveal that participants encountered significant culture shock, stemming from differences in punctuality, etiquette, direct communication, and cultural norms such as part-time work, religious observances, and addressing teachers informally. Linguistic barriers, especially around vocabulary and pronunciation, were intensified by psychological factors like anxiety and self-doubt. Furthermore, non-verbal cues such as eye contact and personal space highlighted distinct communication expectations between Indonesian and American cultures. To navigate these challenges, students adopted coping strategies including assimilation of local customs, proactive communication, and community support. This study’s insights have broader implications for enhancing exchange programs by incorporating targeted support systems that address the communication and adaptation needs of younger students, potentially improving intercultural competence and easing the transition for future exchange participant.
Multicultural Representation in Sopo Jarwo Cartoon Series for The Reinforcement of Global Diversity Awareness Kurniawan, Andriyanto; Widayati, Mukti; Nurnaningsih, Nurnaningsih
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 3 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i3.22670

Abstract

This study addresses the gap in integrating multicultural education into primary school curricula by utilizing digital media, specifically the Sopo Jarwo animated series. While prior research highlights the significance of multicultural education in fostering inclusivity and global diversity awareness, few studies have explored the role of animated media in achieving these objectives. This research aims to analyze the multicultural values embedded in Sopo Jarwo and evaluate their potential to strengthen the Pancasila Student Profile in elementary schools. Employing a qualitative descriptive case study approach, the study examined the first ten episodes of the series using semiotic analysis and Miles and Huberman's interactive model. Data were collected through non-participatory observation, transcription of dialogues, and annotation of visual and contextual elements. The findings reveal that Sopo Jarwo portrays key multicultural values, including portrays tolerance as a conflict resolution mechanism, community cooperation, interethnic harmony and inclusivity, also cross-generational learning through relatable characters and engaging narratives. These values are aligned with Indonesia’s Pancasila principles and hold significant educational potential. This research contributes to the growing discourse on media-based education and offers practical implications for curriculum development. By showcasing the educational value of digital media, this study underscores its broader relevance in fostering global awareness and cultural harmony in increasingly diverse societies.
Investigating EFL Teachers’ Perceptions on the Implementation of Higher Order Thinking Skills in Semi-Urban Area Puspitasari, Maya
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.25120

Abstract

The implementation of Higher-Order Thinking Skills (HOTS) within Indonesia's Merdeka Curriculum has brought increasing attention to the development of critical and creative thinking across subjects. However, limited research has examined how English teachers, particularly in rural or semi-urban areas, perceive and apply HOTS-based assessment. This qualitative study addresses that gap by exploring the perceptions, confidence levels, and challenges experienced by junior secondary school English teachers when implementing HOTS. A two-day focus group discussion involving seven purposively selected teachers, followed by an open-ended questionnaire, served as the main data collection methods. Thematic analysis revealed that initial misconceptions linked HOTS to difficulty and content complexity. However, through collaborative discussions, participants gradually recognized HOTS as a pedagogical tool that fosters analytical, evaluative, and creative thinking in language learning. The study also found that teachers' confidence in designing HOTS-based assessments increased after the intervention, although they continued to face contextual barriers such as insufficient resources and limited student readiness. These findings indicate the need for continuous, context-sensitive professional development programs that not only enhance teacher understanding but also provide practical support. The study contributes to broader discussions on equitable curriculum reform by emphasizing the importance of empowering teachers in less advantaged regions. Its implications call for sustained investment in training strategies that ensure the effective integration of HOTS in English language education across diverse educational environments.
Targeted Learning with Speaking Worksheets: Advancing Professional Communication Skills in EFL Higher Education Hastini, Hastini; Mertosono, Sudarkam R.; Wahyudin, Wahyudin; Eisenring, Moh. Abraham Akbar; Sadilia, Sukmawati
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.25132

Abstract

As English becomes the lingua franca of professional communication, many higher education institutions still overlook the importance of equipping EFL learners with targeted speaking skills for real-world occupational settings. This study responds to that pressing educational need by exploring the effectiveness of structured speaking worksheets in enhancing students' speaking proficiency and overall engagement in a professional communication course. Conducted through a quasi-experimental pretest-posttest design, the research involved 60 undergraduate English Education students at Tadulako University who were divided into an experimental group using speaking worksheets and a control group receiving conventional instruction. Students' speaking performance was evaluated across five critical dimensions: grammar, pronunciation, fluency, vocabulary, and contextual appropriateness. Engagement levels were measured using structured questionnaires. The results revealed a clear improvement in the speaking abilities of students who used the worksheets, accompanied by stronger motivation, enhanced self-confidence, and increased critical thinking. These gains, when compared to the outcomes of the control group, indicate the pedagogical value of incorporating structured, context-driven speaking materials into classroom instruction. Rather than functioning as simple practice tools, speaking worksheets emerged as dynamic resources that promoted learner agency, active participation, and deeper communicative competence. This study advances English for Professional Purposes by providing empirical support for using responsive, scenario-based materials in EFL instruction. It highlights the value of task-based, learner-centered approaches that connect academic learning with future workplace communication.
Challenges and Strategies in Navigating the TOEFL Reading Section Among Selected Indonesian EFL Learners Nursalim, Nursalim; Ajam , Ali; Rizal , Awaludin; Lengkoan , Fergina; Budiman , Jeihn N. C.
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ymzxt412

Abstract

In an era where English proficiency dictates global academic and professional mobility, mastering the TOEFL Reading section remains a significant hurdle for many Indonesian EFL learners. Despite familiarity with widely endorsed strategies such as skimming, scanning, and vocabulary enhancement, consistent application under exam pressure remains elusive. This study addresses a critical gap in existing research by investigating not only the types of challenges faced by TOEFL takers but also the cognitive and strategic dissonances that hinder their performance. Employing a mixed-methods approach, the study collected quantitative data from the reading scores of 15 test-takers at an English Language Center in Tondano, North Sulawesi, and complemented it with qualitative insights from semi-structured interviews. The findings reveal persistent difficulties in time management, complex vocabulary processing, and inference-based questions, despite students’ awareness of effective strategies. Notably, the study uncovers that the mere knowledge of techniques is insufficient without strategic internalization, adaptive focus, and real-time cognitive flexibility. Students identified vocabulary expansion, active reading, and timed practice as the most impactful strategies, yet gaps between awareness and execution remain. The study’s contribution lies in offering a nuanced understanding of these strategic breakdowns and advocating for targeted pedagogical interventions, including strategy-focused curricula and individualized practice modules. These findings hold wider implications for TOEFL preparation programs, suggesting the need for personalized, cognition-aware teaching models that not only transmit strategies but also cultivate their consistent application in high-stakes contexts.
Beyond Technical Skills: The Integration of Language Competence into Professional Identity During International Teaching Practicum Hidayati, Hidayati; Sulistiyo , Urip; Sartika, Delita; Habibi, Akhmad
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.23260

Abstract

In the context of globalized teacher education, the integration of language competence into the development of professional identity among English as a Foreign Language (EFL) student-teachers remains insufficiently addressed. This study explores how non-native English-speaking student-teachers construct their professional identity through the lens of language competence during international teaching practicums. Employing a hermeneutic phenomenological approach, the research investigates the lived experiences of two Indonesian EFL student-teachers who participated in the Southeast Asian Ministers of Education Organization (SEAMEO) exchange program. Data collection involved semi-structured interviews and document analysis, including lesson plans, reflective journals, and mentor feedback. The analysis identified four key themes: language competence as a catalyst for identity formation, self-awareness as a foundation for professional growth, the integration of disciplinary knowledge into teaching practice, and student-centered engagement. The findings reveal divergent pathways in identity construction, shaped by how each participant perceived and responded to linguistic challenges. One student-teacher reframed language anxiety as an opportunity for transformation, while the other struggled with persistent self-doubt despite technical preparation. This study addresses a critical gap in teacher education literature by emphasizing how language competence functions as a core element of professional identity, rather than a supplementary skill. The results offer practical implications for designing teacher education curricula that prioritize reflective practice, language support, and identity development. By situating language competence within the broader process of becoming an effective educator, this study contributes to a more holistic understanding of teacher preparation in international and intercultural settings.

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