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INDONESIA
Edu Cendikia: Jurnal Ilmiah Kependidikan
Published by Information Technology and Science
ISSN : -     EISSN : 2798365X     DOI : 10.47709/educendikia
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Edu Cendikia: Jurnal Ilmiah Kependidikan meliputi hasil kajian ilmiah di bidang pendidikan multi-disiplin ilmu, baik pembelajaran dalam jaringan juga luar jaringan, merdeka belajar, pengembangan metode belajar pembelajaran terkini yang merujuk pada semua tingkat usia dan yang berkaitan dengan kebijakan pendidikan, sistem sekolah juga strategi pembelajaran yang dilakukan oleh guru, dosen maupun peneliti mandiri.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 834 Documents
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Grammatical Error Analysis in the English Writing of Indonesian EFL Learners M Hanif; Eka Susylowati; Wiwik Yulianti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8175

Abstract

Writing in English is an essential skill in today’s globalized world. As one of the most widely used international languages, English plays a crucial role in education, business, technology, and communication. The ability to write effectively in English allows individuals to express ideas clearly, share information, and interact with people from different cultural and linguistic backgrounds. The mastery of English grammar remains a significant challenge for EFL (English as a Foreign Language) learners, particularly in environments where English is not used in everyday communication. This study examines grammatical errors found in written English compositions produced by Indonesian high school students. Using the Error Analysis framework developed by Corder (1967) and expanded by Dulay, Burt, and Krashen (1982), this study aims to identify, categorize, and analyze the most common grammatical errors and their possible sources. The data were obtained from thirty narrative essays written by students in their second year of senior high school in Surabaya. The analysis revealed that errors in verb tense, article usage, subject-verb agreement, preposition use, and word order were most frequently encountered. These findings suggest that both interlingual and intralingual factors contribute significantly to the errors produced by EFL learners. The study concludes with pedagogical implications for improving grammar instruction in EFL contexts, especially in Indonesian classrooms.
Becoming a Different Teacher: Exploring English Teachers’ Professional Identity Transformation after an In-Service Certification Program Desy Ireny Leimena; Karol Anaktototy; Inggrit Tanasale
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8199

Abstract

This study explores how English teachers experience a transformation in professional identity after completing an in-service certification program. Grounded in transformative learning theory, particularly Mezirow’s concept of perspective transformation, this research adopts a phenomenological approach to examine teachers’ lived experiences. Data were collected through in-depth interviews with three English teachers who had completed the certification program. The findings reveal that teachers underwent significant shifts in their professional identity, beginning with the recognition of limitations in their prior teaching practices. These experiences prompted critical reflection, leading to the adoption of more student-centred and reflective pedagogical approaches. The study also shows that teachers reconstructed their professional identity, viewing themselves as more competent, confident, and responsible educators. However, this transformation was accompanied by challenges, including limited resources and la ack of institutional support, which created tensions in implementing new practices. This study contributes to the literature by highlighting the role of transformative learning in shaping teacher identity and underscores the need for contextualised support in professional development programs.
The Effect of ADDIE-Based ESP Materials on Vocational Students’ Skills in Brackish and Marine Aquaculture Agribusiness Warda Lessy; Karolis Anaktototy; Sophia Binnendyk
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8201

Abstract

This study investigates the effect of ADDIE-based English for Specific Purposes (ESP) reading materials on vocational students’ reading comprehension in the Brackish and Marine Aquaculture Agribusiness program. The research addresses the issue of students’ low reading comprehension due to the use of general English materials that are not aligned with their vocational needs. A pre-experimental one-group pre-test and post-test design was employed, involving 25 vocational students selected through purposive sampling. The instructional materials were systematically developed using the ADDIE model to ensure relevance to students’ field of study. Data were collected through reading comprehension tests and a student effectiveness questionnaire. The results revealed a significant improvement in students’ reading comprehension, as indicated by an increase in the mean score from 62 (pre-test) to 81 (post-test), with a gain score of 19. The normalised gain score of 0.5 suggests moderate effectiveness of the intervention. Additionally, the questionnaire results showed a mean score of 4.3, indicating that students perceived the materials as very effective. The findings demonstrate that ESP-based reading materials, when developed systematically using the ADDIE model, can significantly enhance vocational students’ reading comprehension, motivation, and confidence. Therefore, integrating contextualised and discipline-specific materials into vocational English instruction is highly recommended to support both language proficiency and professional literacy.
Exploring the Implementation of Differentiated Instruction in Vocational English Classrooms Cindy Rizky Kamsurya; Karolis Anaktototy; Rosina Lekawael
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8202

Abstract

This study aims to explore the challenges an English teacher faces in implementing differentiated instruction in a vocational English classroom. The study was conducted at a Muhammadiyah vocational high school in Ambon, Indonesia, using a qualitative single-case study design, as described by Yin (2014). The participant in this study was an English teacher with experience teaching in a vocational context. Data were collected through classroom observation, semi-structured interviews, and document analysis. The data were analysed using thematic analysis to identify patterns related to the challenges the teacher encountered. The findings reveal that the teacher experienced several significant challenges in implementing differentiated instruction. These include a lack of professional training, limited theoretical understanding of differentiated instruction, and difficulty in conducting initial assessments of students’ readiness, interests, and learning profiles. In addition, the teacher faced challenges in differentiating instruction, particularly in grouping students and providing varied student products. The study also found that traditional teaching habits and mindset contributed to the difficulty in adopting differentiated practices. Overall, the findings suggest that while there is an awareness of differentiated instruction, its implementation remains limited and not fully aligned with its theoretical principles. This study highlights the importance of providing professional development and practical support to help teachers effectively implement differentiated instruction in vocational English classrooms.

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