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NextGen Education Review Journal
Published by Institut Pendidikan dan Bahasa Invada
ISSN : -     EISSN : 29884047     DOI : 10.58660
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
NextGen Education Review Journal is a dynamic and influential scholarly publication dedicated to exploring and evaluating the forefront of educational advancements and innovations. As an open-access platform, the journal provides an inclusive space for researchers, educators, policymakers, and practitioners to contribute and engage in critical discussions on next-generation education. The journal covers a diverse range of topics including innovative teaching methodologies, digital learning, educational technology, curriculum design, assessment strategies, and pedagogical approaches that drive transformative learning experiences. With a strong emphasis on evidence-based research and practical implications, NextGen Education Review Journal serves as a valuable resource for educational professionals seeking to stay informed about emerging trends, make informed decisions, and implement effective practices in their respective fields. Through its rigorous peer-review process and commitment to intellectual rigor, the journal strives to advance the field of education and inspire the adoption of future-oriented approaches that prepare learners for a rapidly changing world.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): April 2024" : 5 Documents clear
IMPLEMENTING SNOWBALL THROWING TECHNIQUE TO ENHANCE THE ELEVENTH GRADE STUDENTS’ SPEAKING SKILL AT SMA N.2 SIBORONG BORONG IN THE ACADEMIC YEAR OF 2023/2024 Silaban, Regina Rona; Raja, Viator Lumban; Sembiring, Novalina
NextGen Education Review Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i1.67

Abstract

This study aims to investigate the potential impact of employing the Snowball Throwing technique to enhance students’ speaking skill. By examining the reactions and feedback from students who have undergone instruction using this technique, valuable insights can be gained into its efficacy in bolstering speaking acquisition. The findings hold significance for researchers seeking innovative approaches to enhance language learning. This research is Classroom Action Research (CAR). The research findings showed that teaching speaking skill by using Snowball Throwing technique to the eleventh grade students of SMA N. 2 Siborong borong could improve their speaking ability. It is advisable that English teachers try applying Snowball Throwing technique in teaching speaking skill.Quantitative data analysis shows an increase in the average score of 0 in the Pre-test with 0% of students scoring ≥ 75, in the Formative-test 5 with 14,28% of students scoring ≥75, and 27 in the Post-test with 77,12% of students got a value of ≥75. Then the results of this study increased. This research was carried out in SMA N. 2 Siborong borong to the eleventh grade students in the academic Year 2022/2023 that this research was successfully carried out at SMA N. 2 Siborong borong and it can be proven from the results of increasing student achievement from the pre-test to the formative-test to the post-test. The results of this study are expected to provide valuable information on how to improve students' speaking skil by applying the Snowball Throwing technique. During the research the writer knows that in order to improve speaking skills students must create an interesting technique for students, so that students are interested in learning.
INVESTIGATING PROJECT-BASED VLOG TO IMPROVE STUDENTS’ SPEAKING SKILL IN REAL WORLD ACTIVITY Zubaidi, Zubaidi; Suharto, Ririn Pratiwi
NextGen Education Review Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i1.68

Abstract

Monotonous speaking practice is carried out in classroom. This activity is only carried out by two-way communication between lecturers and students. It becomes problematic for students to practice speaking. To overcome this problem, it is necessary to innovate speaking learning models by utilizing technology. Vlog can be used as technology tool for speaking. The aim of this research is to identify the success of implementing project-based vlogs to improve students’ speaking skills. This research uses a combination research method, namely quantitative and qualitative. The research instrument uses observation sheets and pre-test and post-test scores. The research results show that the application of project-based learning with technology has succeeded in improving students’ speaking skills through creating students’ vlogs. The students’ speaking skill improved in the aspects of pronunciation, grammar, vocabulary, fluency and understanding. The research results can be concluded that project-based learning is very suitable to be implemented at the Politeknik Negeri Malang because it is in accordance with the objectives of providing vocational education. Based on these findings, students’ English vlogs can be used as learning models in speaking class.
STUDENTS’ EXPERIENCES IN ENGLISH FOR E-TOURISM: A CASE STUDY OF CHALLENGES AND PERCEPTIONS Suharto, Ririn Pratiwi
NextGen Education Review Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i1.69

Abstract

English for E-Tourism is a course in English for Tourism Industry. The goal of this course is designed to meet the needs of the tourism industry. This course is designed to produce electronic tourism products by using English. The problem faced is that students have lack of knowledge regarding to English for E-Tourism. The aim of this research is to identify students’ experiences in producing electronic tourism products as learning output in English for E-Tourism course. Data was taken from interviews and questionnaires. It is a case study in which is identifying student challenges and perception on English for E-Tourism. The research results show that students are able to think creatively to produce electronic tourism products, such as online tourism guidebooks and promotional videos. The research results were used as a learning model for English for E-Tourism in the future.
ENGLISH TEACHERS’ COMPETENCIES ON TPACK IN THE INDEPENDENT CURRICULUM ERA Rachmijati, Cynantia; Cahyati, Sri Supiah
NextGen Education Review Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i1.70

Abstract

This study explores English teachers’ perspectives on TPACK in the Independent curriculum era. While the adoption of the independent education program in Indonesian secondary schools marked a transformative phase for English language learning, teachers now have the autonomy to tailor instructional materials and pedagogical strategies to students’ unique needs. This shift indicated that however, necessitates that teachers needs to possess comprehensive digital literacy. This research uses Narrative Inquiry with forty-five (45) participants through questionnaires and interviews. The data analysis indicates that a substantial proportion of teachers are proficient in integrating technology into their teaching approaches and subject-specific content (53%). They express confidence in their ability to utilize effective teaching strategies (82%), possess a deep understanding of the subject matter (71%), the majority of teachers are capable of incorporating technology into the teaching-learning process (81%), and acknowledge their combined expertise in technology, pedagogy, and content (81%). Nevertheless, certain obstacles were encountered, including limited data quotas, limited internet access, and some teachers' reluctance to adopt technology. It is crucial that teachers effectively integrate technology, pedagogy, and content knowledge to foster students' 21st-century language proficiency.
EXPLORING HIGHER EDUCATION TEACHERS' SELF-PERCEIVED DIGITAL LITERACY AND ITS CONTRIBUTION TO THEIR DIGITAL IDENTITY ON SOCIAL NETWORKING SITES Asmin, Arny Irhani; Retnaningdyah, Pratiwi; Mustofa, Ali
NextGen Education Review Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i1.71

Abstract

This study investigates the self-perceived digital literacy competencies of college English teachers and explores how these competencies shape their digital identities on social networking sites (SNSs). This research is considered important in an era where the integration of technology in education and the use of SNSs for professional and personal purposes are increasingly prevalent. Through a comprehensive examination of teachers' self-perceptions and practices on SNS, this study highlights the complex interplay between digital competencies and digital identity construction. Data were collected through in- depth interviews and observations on lecturers' social media content, which provided valuable insights into the role of digital literacy in educators' digital identity. Findings highlighted that although these teachers generally demonstrated moderate digital literacy, they were able to create and develop positive and professional identities on social media. These skills empowered them to engage effectively in online educational communities, interactions, and networks. In addition, the teachers also demonstrated digital competence, confidence, and awareness of their professional responsibilities.

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