CONCEPT
Concept: Community Concern for English Pedagogy and Teaching is a blind peer-reviewed and open-accessed journal which welcomes both local and global scientists to share and raise principled approach to research on English language teaching and learning. Contribution in such areas of linguistics, language in literature, language in tourism, art, and culture are also welcomed (more on focus&scope). This journal is published twice a year in June and December, with ISSN 2337-8735 (Print) and ISSN 2337-8735 (Online). Only sent manuscripts that followed the guidelines will be proccessed. Submitted papers will initially be reviewed by editors and for further review will be done by reviewers.
Articles
87 Documents
<![CDATA[A review: An epistemological perspective of possibility of pedagogical grammar learning in community language learning method ]]>
<![CDATA[ERNA NAWIR]]>;
<![CDATA[Dezna Fauziah]]>;
<![CDATA[Wenny Elsara]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 1 (2023): JJune 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i1.3693
<![CDATA[Given the urgency of changing the learning context caused by the current COVID-19 pandemic, learning pedagogical grammar, especially in learning English as an effort to acquire the language as a second language and or foreign language, does not only stop at the learning process which has been mostly done face-to-face directly, but can also be carried out through one alternative e-learning known as Open Learning technology-based platform. As a new atmosphere in the use of technology, especially in the field of education through the use of Massive Open Online Course (MOOC), Open Learning is an alternative of e-Learning platform that can be used as a learning medium used in the online learning process which is increasingly popular today. The methodology used by using library sources. In other words, the writers used some sources and references in getting and analyzing the data then integrated the ideas by synthesizing in drawing conclusion. The finding is by applying the Community Language Learning method for improving language skills, especially in pedagogical grammar learning, language learners can be facilitated in the learning process by making maximum use of the features of the Open Learning platform in accordance with the basic principles they have which are constructive and community-based and it is in accordance with the pattern of educational tools contained in the Open Learning philosophy itself, namely empowering students, learning concepts that are authentic, active and constructive, and focusing on building an effective educational community. Keywords: Pedagogical Grammar Learning; Community Language Learning; Open Learning Platform]]>
<![CDATA[How EFL student teachers bolster 4C learning skills in lesson planning ]]>
<![CDATA[Agung Ginanjar Anjaniputra]]>;
<![CDATA[Zuhrul Anam]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 1 (2023): JJune 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i1.3877
<![CDATA[This case study investigates how an EFL teacher educator flipped the classrooms to promote 4C learning skills among student teachers planning a lesson. In lesson planning, collaborative works and participation of students are vital as both help students develop their knowledge. The flipped classroom as a breakthrough in the teaching and learning process provides more personalized learning and interaction from which students can benefit. Its implementation along with the 4C learning skills is required to face the new landscape of education after learning loss of the pandemic as the discrepancy of digital access and learning remains high. Thus, collaboration, communication, creativity, and critical thinking in flipped lesson planning activities are required to be illustrated. The data were collected from observation, interviews and document analysis. The findings suggest that pedagogical knowledge, technological knowledge and content knowledge are must-have competences of today’s educators to meet the demand of the 21st century learners. In addition, lesson planning for the novice is a long, meticulous process that cannot be completed in one go, and is integral to collaborative and communicative tasks to yield a more well-informed and sound outcome while accommodating creativity and critical thinking. Moreover, benchmarking and standardizing teachers, lecturers, or educators should be administered at some levels. Keywords: 4C learning skills; flipped learning; lesson planning; preservice teachers]]>
<![CDATA[EFL teachers’ creativity in the classroom ]]>
<![CDATA[Melvina Melvina]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 1 (2023): JJune 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i1.4040
<![CDATA[In the 21st century, teaching and learning English should be creative. The teacher, as the orchestra conductor, is required to be creative in the classroom. The purpose of the present study is to scrutinize English teachers’ creativity when teaching. The concept of a creativity teacher (freedom, positive challenge, supervisory encouragement, group support, sufficient resources, and organizational support) from Amabille (1997) was adopted. This study is carried out in one Junior high school in Tebo Regency. Descriptive research methodology is used. The data was collected through direct communication and analyzed descriptively. The results revealed that the English teacher is creative in the classroom. She has implemented a pleasant learning atmosphere in the teaching and learning process. This study suggests that English teachers should be creative to foster students' creativity in the classroom environment. Keywords: 21st century learning; EFL teacher; teacher creativity]]>
<![CDATA[Teacher’s challenges on ICT: Policy & literacy ]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 1 (2023): JJune 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i1.4505
<![CDATA[In the modern digital era, ICT is used in numerous fields, including English language teaching. ICT in education has the potential to make teaching and learning easier for both teachers and students. However, having an understanding of ICT as a teacher involves more than just implementing ICT in class, the teacher must also be aware of whether the school is implementing ICT policies. In addition, the teacher must also be literate in ICT, and one effort is to attend training. The objectives of this research are to investigate the challenges of English teachers regarding ICT policy in schools and to find out the challenges of English teachers in exploring ICT literacy. This study used a qualitative descriptive design. The respondents in this study are two English teachers from SMK Budi Tresna Muhammadiyah Cirebon. In this study, the researcher used structured interviews as an instrument. The results showed that English teachers experienced challenges related to ICT policy in school: (a). Lack of ICT facilities in schools. and English teachers experienced challenges in exploring ICT literacy: (a). Lack of ICT training in schools, (b). Lack of information about ICT training Keyword: ICT; education; ELT; challenges; teachers]]>
<![CDATA[The effectiveness of role-playing technique in improving Thai 7 th graders’ English communication skills ]]>
<![CDATA[Zaitun Zaitun]]>;
<![CDATA[Rusnanee Wanyawa]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 1 (2023): JJune 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i1.4510
<![CDATA[The aims of the study were to determine the effectiveness of Role playing as a technique used in improving students' speaking skills in English communication and report the extent to which this technique was effective. This study applied quantitative methods with a pre-experimental design. One class of 7th graders at Songserm Wittaya School, Thailand, consisting of 30 students, became the sample for the research. The data were collected using a pre- and post-test that measured students' English communication in dialogue, before and after the research. These data were analyzed statistically by using a paired-sample t-test. The findings revealed that the students performed better in the post-test than in the pre-test, in which they reached a mean score of 10.50 in the pre-test and increased to 17.70 in the post-test. Additionally, the significant difference in students’ speaking achievement in pre- and post-tests was indicated by the higher score value compared to t-table. Thus, this research concluded that Role playing used as a technique for improving 7th grade students’ English speaking for communication was effective.Hence, the null hypothesis was rejected. Keywords: English speaking skill, English communication, Role-playing technique ]]>
<![CDATA[The impact of reading, asking, and paraphrasing on students' ability to write news item ]]>
<![CDATA[Nurul Husnah Harahap]]>;
<![CDATA[Dwi Pebrina Sinaga]]>;
<![CDATA[Marlina Tampubolon]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 1 (2023): JJune 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i1.4572
<![CDATA[This study aims to find out how students' ability to write news items is impacted by reading, asking, and paraphrasing strategies. The goal of the study was to determine whether the reading, asking, and paraphrasing strategies had a substantial impact on the students' ability to write news items. The SMA Negeri 2 Tg. Balai on Jl Sudirman served as the site for this study. The first-graders of the academic year 2015–2016 made up the study's population. 40 pupils served as the sample, while 320 students made up the pupulation. A research design known as experimental was used to carry out this investigation. Two distinct classes served as the research sample in the design. The control group was one of the classes, and the experimental group was the other. The control group received no treatment, whereas the experimental group received it using the reading, asking, and paraphrasing technique. A written test served as the research's primary tool. The t-test formula was used to determine the t-observed values for both groups as the foundation for testing the research's main premise. According to the study's findings, the tobs value was higher than the t-table value, which had a t-obs value of 3.28 and a t-table value of 2.02. Tobs > Ttable (3.28 > 2.02), as evidenced by this. The theory was approved. It suggests that the students' success in writing news items was significantly impacted by the use of the reading, asking, and paraphrasing strategies. Keywords: reading; asking; paraphrasing strategy; news item; writing]]>
<![CDATA[Politeness strategies employed by teachers in making requests to eleventh-grade students ]]>
<![CDATA[Tinanthy Rosse Santosa]]>;
<![CDATA[Ayang Winda]]>;
<![CDATA[Shadam Hussaeni Pratama]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i2.4870
<![CDATA[This study aims to find the types of politeness strategies used and the implications of using politeness strategies in the teaching and learning process by using the theory of Brown and Levinson (1987). This study used qualitative research with descriptive analysis with eleventh-grade students as the participants. As a result, there were four types of politeness strategies that occurred when the teacher made a request: bald on record, positive politeness, negative politeness, and off record. .According to the statistics, the most prevalent politeness method utilised by teachers in making requests was the bald-on-record strategy. A bald-on record technique was employed since the idea presented became clearer and unequivocal, and it did not take long for pupils to understand.. While the least was off record because the utterances with this strategy were considered to be unclear and ambiguous, and not all students could interpret the meaning of the utterance,. This study also found out the implications of using politeness strategies, which were effective communication, cooperative interaction, and less imposition. Besides, the result can be used as evaluation material for teachers and schools in using politeness strategies to persuade the students to fulfil the request. Keywords : Politeness strategies; requesting; teaching learning process]]>
<![CDATA[Coordinating conjunction in students’ recount text: A sentence construction analysis ]]>
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Indra Yoga Prawiro]]>;
<![CDATA[Melawati Melawati]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i2.4973
<![CDATA[This study sought to examine student errors in employing a coordinating conjunction to produce recall text. This study found all errors in 36 recount texts written by senior high school students in Indramayu (district in West Java) using Halliday and Hasan's Taxonomy (1976) and Ong's framework (2011) about the errors in using conjunction: misuse, unnecessary addition, omission, and repetition of conjunction. The results describe the condition of the students: they overgeneralized the use of coordinating; they also lacked understanding in terms of sentence construction due to limited knowledge of particular conjunctions and the function of coordinating conjunctions, which led to the incomplete application of rules in sentences. A comprehensive explanation of conjunction is needed when teaching writing to students. The students should clearly understand each function of conjunction to produce a meaningful text. Some limitations are provided along with suggested directions for future research to get a deeper and wider perspective in a similar context. Keywords: Recount text; conjunction; error analysis; sentence construction]]>
<![CDATA[Exploring teacher talk in training classrooms: A case study at SD Linimasa, Kuningan ]]>
<![CDATA[Lili Sururi Asipi]]>;
<![CDATA[Dwi Nopiyadi]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i2.4984
<![CDATA[The aim of this study is to investigate the types of teacher talk and their meanings in dealing with diverse students. This research aimed to explore several fundamental aspects that occurred in classroom interaction. They are: 1) the types of teacher talk; 2) the most dominant and least performed type of teacher talk; and 3) the contribution of teacher talk to supporting learning. This research was a case study with the participation of three English teachers. The data had been collected through classroom observation, semi-structured interviews, and questionnaires. In examining the utterances uttered by all teachers, video recordings were utilised throughout the learning process. The result of the video transcription was then analysed using Moskowitz’s FLINT system to categorise the type of teacher talk. The result was then cross-checked with the interview and questionnaire to support the validity of the data. The study's findings demonstrated that during the teaching and learning process, teachers used nearly every kind of teacher discourse. Joking was the least frequent sort of speech, while asking questions was the most frequent. Through their utterances during the session, the teacher also provided support to the students who transferred from situations where English was not their first or second language. Teachers facing comparable situations may find it helpful to consider the study's implications and outcomes while trying to boost student engagement, which in turn encourages students to participate more actively in the learning process. Keywords: Exploration; classroom interaction; teachers’ talk;]]>
<![CDATA[The portrait of teaching English in primary school under Kurikulum Merdeka: Teachers' voices ]]>
<![CDATA[Irfan Fajrul Falah]]>;
<![CDATA[Rita Kusumah]]>;
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Agatha Kristi Pramudika Sari]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v9i2.5041
<![CDATA[The changes in the national curriculum in Indonesia have been regular since independence day. It is an action taken to improve the quality of education given the demands of both the era and society, as well as to prepare for more competitive outcomes. This study concerns teachers' perceptions of the current curriculum (Kurikulum Merdeka). It is important to see how it is going in the practical field, particularly in teaching English in primary schools. Six English teachers from six different schools in Indonesia took part as participants in the current study. They were interviewed in two modes, onsite and online, to share their views regarding the Merdeka curriculum implementation. The result shows that both schools and policymakers have done several things regarding implementation. Meanwhile, along with its implementation, challenges exist, including time allotment, students’ proficiency, and students' motivation. Therefore, the findings should be taken seriously to improve the quality of teaching English at the primary level. Keywords: English; primary school; Kurikulum Merdeka; policy ]]>
