Stairs: English Language Education Journal
Focus and Scope STAIRS: English Language Education Journal is a biannual open-access publication issued in May and November. STAIRS aims to provide the international audience with original studies encompassing a variety of topics in English language education, including English Teaching and Learning, Second Language Acquisition, English for Specific Purposes, ICT in English Language Education, Material and Curriculum Development, Translation, and other related topics. All manuscripts have undergone editorial screening and peer-review process. STAIRS is published by the Research and Community Service Institution of the State University of Jakarta, Indonesia, and managed by the English Language Education Study Program.
Articles
72 Documents
<![CDATA[High School Teachers’ and Students’ Perception of ICT Use in Learning English ]]>
<![CDATA[Siti Rejeki]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.1
<![CDATA[This study was conducted to find out high school teachers' and students’ perceptions of the use of digital technology, commonly called Information and Communication Technology (ICT), in teaching and learning English. The research used a qualitative method with quantitative data collected from a questionnaire and interviews with high school English teachers and students at MGMP Jakarta Timur I. The results showed that both respondents perceive positive attitudes towards the potentials and benefits of ICT use in English teaching and learning activities. However, their mastery of ICT competencies is high, especially in the Basic Computer and Internet Basic competencies, but insufficient in ICT competencies for learning and Advanced Computer Competence. Even so, the teachers think that they need more training whereas the students do not think the same. This result can be used as evaluation for English teachers as implementers in the field and for institutions as policy makers.]]>
<![CDATA[The Rhetorical Functions of Citations in the Discussion Sections of Two Articles in Journal of English for Academic Purposes ]]>
<![CDATA[Putri Karamina]]>;
<![CDATA[Siti Wachidah]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.2
<![CDATA[This study aims to examine the transitivity system of rhetorical functions in the Discussion section of two articles in the Journal of English for Academic Purposes by investigating the type of processes used in the rhetorical functions and how each type of process is represented in the English lexicogrammatical system. The data for this qualitative study were collected through genre analysis on two articles on citation practices from the Journal of English for Academic Purposes. The study found that comparison with sources and attribution were the most prominent rhetorical function within the Discussion section and that in comparison with sources, verbal processes were the most dominant type of processes, followed by relational, material, and mental processes, while in attribution, relational processes were the most used type of process, with material, verbal, and mental processes following behind. The findings of the study also showed that both comparison with sources and attribution were equally important in the Discussion section.]]>
<![CDATA[Character Building Values in Student Teacher’s Lesson Plans: A Content Analysis ]]>
<![CDATA[Farhana Nurhayya]]>;
<![CDATA[Ellis Tamela]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.3
<![CDATA[Character-building which has become one of the major concerns in the Indonesian national educational system should be addressed by the education stakeholders in various ways, one of which is via academic documents such as curriculum, syllabus, and lesson plan. Many researchers have conducted studies regarding character-building values that are revealed in EFL teacher's lesson plans. However, they have not addressed character-building values in student teacher's lesson plans. This study aimed to investigate character-building values in student teacher’s lesson plans using content analysis. Five lesson plans designed by 15 student teachers were analyzed based on character-building values by the Ministry of Education and Culture. The findings showed that 5 character-building values were inserted in the student teacher's lesson plans such as being religious, hard work, responsible, collaborative, and communicative. The most frequent character-building values were being communicative, while the less frequent character-building values were being religious.]]>
<![CDATA[The Incorporation of Higher Order Thinking Skills in Ruangguru Application for Senior High School Tenth Graders ]]>
<![CDATA[Fulky Aulia]]>;
<![CDATA[Sudarya Permana]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.4
<![CDATA[This study is a content analysis that attempts to analyze the incorporation of higher-order thinking skills based on Bloom’s revised taxonomy in English multiple-choice questions for tenth graders at Ruangguru application. Ten chapters of English subject for tenth graders including 120 randomly selected questions in the English exercises at the application were chosen as data source of this study. The findings show that the questions incorporate the order thinking skills with a percentage of 50,8% of lower-order thinking skills (LOTS) and 49,2% of higher-order thinking skills (HOTS), which means that both are not evenly distributed in every chapter. The most dominant level found in this study is evaluation, which includes checking and critiquing, with a percentage of 25,8%. The incorporation of HOTS in Ruangguru application has been proven, but the result cannot be generalized since not all students in Indonesia use the application. Thus, HOTS analysis to other learning applications, other grades, and/or other subjects are encouraged to be conducted to picture out the incorporation of HOTS in greater coverage.]]>
<![CDATA[Investigating Character-Building Values in English Textbook Entitled Bahasa Inggris for Grade X ]]>
<![CDATA[Nabilla Puspa Amelia]]>;
<![CDATA[Sudarya Permana]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.5
<![CDATA[This research aims to investigate (1) the character-building values presented in the English textbook entitled Bahasa Inggris for grade X, and (2) the way character-building values were presented into its materials. The researcher referred to 18 character-building values mandated by the Ministry of National Education (2010). This research used a qualitative research method using content analysis. The data used in this research were the sentences contained in this textbook. The results showed that the English textbook entitled Bahasa Inggris for grade X contained all the character-building values, the most of which was the friendly/communicative value with percentage of 16% and the least of which was the tolerance value with percentage of 1%. There were two techniques of integrating characters that were found in the textbook, namely explicit and implicit techniques. The results of this study are expected to be able to give instances to the English teachers so that they can appropriately give these characters to students and be more selective in choosing a textbook or a learning method.]]>
<![CDATA[Type of Collaborative Learning of Kagan Framework in Microteaching Course of ELESP UNJ ]]>
<![CDATA[Rafiqa Tanzilla]]>;
<![CDATA[Ellis Tamela]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.6
<![CDATA[This study aims to identify what collaborative learning is in the microteaching class of the English Language Education Study Program, Jakarta State University. Indicators in collaborative learning are based on research and statements from Kagan (2015). In conducting this research, data were collected from the student-student teacher activities and interactions in microteaching class activities. The finding showed that type of collaborative learning in this course belonged to learning together. The activities in learning together were when the student teacher decided on group size, assign students to groups, arrange the room, assign roles, explain the academic task, monitor student's behavior, provide task assistance, and provide closure. The results of the study hopefully can give insights on how to conduct collaborative learning an any subjects or courses.]]>
<![CDATA[Employing Online Paraphrasing Tools to Overcome Students’ Difficulties in Paraphrasing ]]>
<![CDATA[Nurul Inayah A. M]]>;
<![CDATA[Siti Drivoka Sulistyaningrum]]>
<![CDATA[ Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.1.7
<![CDATA[This study aimed to investigate the mechanical engineering vocational education students’ difficulties in making paraphrasing in academic writing course and to investigate the use of the online paraphrasing tools in overcoming those difficulties. The data were taken from two questionnaires distributed to the students regarding the two problems mentioned previously. The items were adapted from Paraphrasing Strategy theory by Schuemann (2006), and Kirszner (2008) which consists of four strategies: 1) changing its synonym; 2) changing part of speech; 3) changing the sentence pattern from active to passive; 4) keep using keywords from the original text. The study revealed that the most commonly used strategy was to change the synonyms with a percentage of 69%. Then, the most difficult problems in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using punctuation, identifying the part of speech, and inability to state the same information as the source text. Further research is needed in which a more significant number of participants and various academic writing difficulties should take part in, and a variety of research instruments should be employed.]]>
<![CDATA[Digital Scrapbook for Learning Recount Text in Junior High School ]]>
<![CDATA[Audy Salsabillah]]>;
<![CDATA[Ilza Mayuni]]>
<![CDATA[ Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.2.5
<![CDATA[This study aimed to see the relevance of the contents of digital scrapbooks published by Kate Hadfield Designs with the Curriculum 2013 to learn recount text in Junior High School. The research data were the sentences which were stated in twenty digital scrapbooks from the Kate Hadfield Designs website katehadfielddesigns.com and Pinterest of Kate Hadfield Designs. The generic structure analysis proved that all the elements implemented in the text are well structured. The majority of the texts of digital scrapbooks have been written in the form of a language feature of recount text stated by experts. Nevertheless, the researcher still found several language features missing from some of the texts. For the social function, all the digital scrapbooks were in line with the Curriculum 2013. Furthermore, it could be concluded that the digital scrapbooks analyzed in this research accomplished the necessity of adequate recount text and was relevant with the Curriculum 2013.]]>
<![CDATA[The Incorporation of Citizenship Competency in EFL Learning Materials for Senior High School Students ]]>
<![CDATA[Fanisa Salma Maida]]>;
<![CDATA[Ratna Dewanti]]>
<![CDATA[ Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.2.3
<![CDATA[This study aims at analysing the extent to which citizenship competency was incorporated and describing ways citizenship competency was incorporated in EFL learning materials for senior high school students. A content analysis was used to analyse 53 EFL learning materials from four public senior high school teachers in East Jakarta. The findings show that citizenship competency is incorporated in most learning materials. Three learning materials did not incorporate citizenship competency, indicated from the none fulfilment of the indicators. However, the indicators were fulfilled in other learning materials. All factors of citizenship competency are incorporated with skills as the highest in incorporation (34.2%), followed by citizenship knowledge (33.6%), attitudes and values (32.2%). Citizenship competency is incorporated through the incorporation of the significant topics, opportunities to apply and develop citizenship skills, and opportunities related to citizenship attitudes and values. Since the types and forms of learning materials are varied, citizenship competency is incorporated in varied ways. These findings are expected to aid teachers in choosing and incorporating citizenship competency in their learning materials.]]>
<![CDATA[The Alignment between Learning Outcomes and Assessment Tasks in Writing: A BRT Analysis ]]>
<![CDATA[Fauziana Ulfie]]>;
<![CDATA[Sudarya Permana]]>
<![CDATA[ Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta ]]>
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DOI: 10.21009/stairs.2.2.6
<![CDATA[This study was aimed at obtaining the profile of alignment between learning outcomes and assessment tasks on ‘writing’ skills development in “Pathway to English Grade X” textbook with regards to Bloom’s Revised Taxonomy. The data of the study were 32 statements of learning outcomes and 49 items of assessment tasks of 10 chapters. This study used Bloom’s Revised Taxonomy table (Anderson & Krathwohl, 2001) as the framework of reference in conducting data collection and interpretation. The results showed that the LOs and ATs distributed over several levels. 34.38% of overall LOs of this textbook are described in level B4 (Analyze, Conceptual Knowledge), and 22.45% of overall ATs are described in level B2 (Understand, Conceptual Knowledge). In the textbook, it was found that 69.39% of the overall ATs match with the LOs in the textbook. 20.41% of the overall ATs partially match with the LOs, and 10.20% of the overall ATs do not match with the LOs in the textbook. The results showed that the alignment between the learning outcomes and assessment tasks on ‘writing’ skills development in this textbook is strong or the percentage is more than 50%.]]>
