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Foreign Language Instruction Probe
Published by STIT Buntet Pesantren Cirebon
ISSN : 28305949     EISSN : 28304837     DOI : https://doi.org/10.54213/flip.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
It welcomes a wide range of topics in the area of Foreign Language Teaching particularly in English as Foreign Language (EFL) context, ranging from issues in Second Language Acquisition, Language Teaching Skills (listening-speaking-reading-writing), Grammar (traditional and functional), Language Assessment, to Curriculum and Material Development.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 47 Documents
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Exploring the Use of Mobile-Assisted Language Learning (Mall) for EFL Learning at A Junior High School in Cirebon shofwaturrahmah, shofwaturrahmah; Rohadi, Tedi; Yavani, Zakky
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.307

Abstract

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.
Adapting Assessment for Diverse ELT Learners Sadji Evenddy, Sutrisno
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.322

Abstract

This article comprehensively addresses the significance and complexities of adapting assessment for diverse ELT learners. The research design employs a literature review approach, systematically analyzing academic articles, reports, and case studies.The study identifies key concepts and patterns related to adapting assessment for diverse ELT learners. Diverse learners in ELT encompass individuals with varying identities, motivations, and language proficiency levels. Strategies to adapt assessment include incorporating culturally diverse materials, providing multiple assessment formats, considering individual language proficiency levels, and accommodating learners with disabilities. Clear assessment instructions and rubrics are also crucial for effective evaluation. Implementing adapted assessment faces challenges such as diverse academic abilities, linguistic backgrounds, and the need for collaboration with families and communities. Strategies to overcome these challenges include building trust, employing communication strategies, integrating digital storytelling, adapting assessments to online environments, and framing language learning as critical engagement. recognizing and accommodating diverse learners in ELT assessment is vital for creating equitable and inclusive educational experiences. This article provides educators with valuable insights and strategies to meet the diverse needs of their students
The Correlation Between Emotional Intelligence and Speaking Skill of EFL Students Miftha Imama, Annifa; Wilany, Eka
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.368

Abstract

This study aimed to find the correlation between Students’ Emotional Intelligence and students’ speaking skill at the eighth grades of SMP Islam Nurul Haq Batam. In this study, the population was 50 students, and the samples were 30 students. The researcher employed simple random sampling for technique sampling. In collecting the data, the researcher used questionnaires to assess students’ emotional intelligence adapted from HRB (Health Research Board) by NHS London Leadership Academy (2014), which consisted of 29 items of questions, and the speaking test was to measure students’ speaking skill. The researcher used the Shapiro-Wilk formula to test the normality of the data and Hartley's test to verify the homogeneity of the data before assessing the hypothesis. To determine the relationship between the two variables researched, the researcher used the Pearson Product-Moment Correlation formula. The result of this research showed that rcount was higher than rtable (0.468> 0.361), with a significance level of 0.05; n = 30. It signified that the null hypothesis (H0) was rejected, whilst the alternative hypothesis (Ha) was accepted. In decision, there was a considerable relationship between emotional intelligence and students’ speaking skill. Teachers should emphasize emotional intelligence in students' learning to enhance speaking skills.
Learning English Listening Using Media Busuu Application Lina, Lina Rahmawati; Hidayat, Hendi
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.308

Abstract

Changes to the kurikulum 2013 into a kurikulum merdeka, a form of a new approach to the curriculum in Indonesia. The independent curriculum frees schools to develop curricula according to the context and needs of students in each region. But in reality, pedagogy in Indonesia still focuses on traditional methods. This research develops digital learning resources for writing report text referring to the CEFR national standard for junior high school students. The method used is the research and development model of R&D by Borg & Gall. The stages of this research began with needs analysis, design and development of writing learning resource websites. This study develops an innovative prototype for learning to write an English report text. It is hoped that this research can be used in the current curriculum as a reference for the development of digital writing resources with reference to CEFR international standards that suit the needs of students in each region.
Investigating Alumni Performances and Stakeholder Feedback of English Language Teaching Department, IAIN Syekh Nurjati Cirebon: A Tracer Study Priajana, Nana
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.375

Abstract

The tracer study conducted by the English Language Teaching Department (ELTD) serves as a pivotal initiative that is aimed at assessing the efficacy of teaching and learning within ELTD at IAIN Syekh Nurjati Cirebon. This comprehensive study endeavors to scrutinize and delve into various facets, including performance and the employability of graduates from tertiary institutions (Higher Education), particularly those from the ELTD at IAIN Syekh Nurjati, upon entering the workforce. It is aimed to gauge the relevance of both hard and soft skills possessed by ELTD graduates, as well as the competencies acquired during their tenure at ELTD. The achievement of graduates in their respective workplaces serves as a significant benchmark for assessing learning outcomes and their alignment with the vision and mission of the English Language Teaching Department at IAIN Syekh Nurjati, both for stakeholders and the broader community. In conducting this research, online questionnaires (utilizing Google Forms) were distributed to alumni and stakeholders, supplemented by in-depth interviews to validate the questionnaire data. The findings of this study shed light on various crucial aspects concerning alumni, particularly regarding the timeliness of job acquisition and the degree of alignment between their fields of work and educational backgrounds.
Assessing Intercultural Competence In English Language Learners: Perspectives On Local Cultural Integration In Indonesia -, Andi Asrifan; Anita Candra Dewi
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.393

Abstract

This research examines Indonesian university students' intercultural competence (ICC) development and assessment in English language courses, highlighting the importance of cultural integration and interaction. A detailed case study, the study examines students' encounters with foreign cultures using interviews, focus group discussions, and academic performance analysis against Indonesia's rich cultural diversity and historical context. Local community involvement promotes cultural learning, and Indonesia must continue to improve ICC in EFL teaching. The study also confirms the ICCit instrument's ability to measure intercultural competence's behavioral involvement. This research illuminates the intricacies and context-dependence of intercultural competence and the benefits of cultural integration and understanding for society, which can be used to improve ICC in language education.
Exploring Gamification Approaches in Grammar Learning Minak Inton, Ledy Nur Lely
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.398

Abstract

The integration of digital tools into education has fostered innovative methodologies like gamification, which is particularly notable in the field of grammar learning. This literature review assesses the role of gamification—defined as the use of game design elements in educational settings—in enhancing grammar mastery. Traditional grammar teaching often struggles to maintain student engagement and motivation, which are critical for effective learning. This review evaluates the efficacy of gamification in grammar instruction by analyzing empirical studies and scholarly articles from databases including Google Scholar and various educational journals. Focused keywords such as "gamification," "grammar learning," and "educational technology" guided the literature search, with a selection criteria aimed exclusively at studies intersecting gamification and grammar learning. The review details the application of gamification elements like points, badges, leaderboards, and challenges, and their impact on learner engagement, motivation, and academic outcomes. It also discusses the educational theories underpinning these strategies, such as behaviorism and constructivism. The findings suggest that while gamification significantly boosts engagement and motivation, its effect on actual grammar learning outcomes remains mixed. The review highlights a need for more longitudinal research to understand the long-term benefits and demographic variations. Consequently, while promising, gamification in grammar education requires further targeted investigation to fully realize its potential.
Investigating AI's Automated Feedback in English Language Learning Sadji Evenddy, Sutrisno
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.401

Abstract

This literature review examines the role of artificial intelligence (AI) in enhancing feedback mechanisms within English language learning, emphasizing the integration of AI technologies such as Natural Language Processing (NLP), Machine Learning (ML), and speech recognition to provide real-time, personalized feedback. The purpose of this review is to synthesize existing research findings on the effectiveness of AI-driven feedback in improving language skills such as grammar, vocabulary, and pronunciation, while also assessing learner engagement and retention rates. A thorough methodology involving a selection of recent peer-reviewed articles, academic databases, and a mixed-methods approach for data synthesis and analysis was employed to ensure comprehensive coverage of the topic. The review highlights that AI feedback often surpasses traditional methods in terms of speed, availability, and personalization. However, it also identifies significant challenges, including issues with accuracy, dependency on extensive datasets, and institutional resistance, which could hinder the broader adoption of AI in educational settings. Also, the paper discusses potential technological improvements, the need for integrative feedback approaches combining human and AI elements, and highlights gaps in current research that offer directions for future inquiry. This comprehensive analysis aims to provide educators, technologists, and policymakers with insights into leveraging AI to foster more effective and engaging language learning experiences.
Advancements in English Language Teaching: Harnessing the Power of Artificial Intelligence Umar, Umar
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.402

Abstract

The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) represents a transformative shift in language education, offering innovative tools and approaches to enhance learning outcomes and experiences. This study explores the various AI technologies and applications employed in ELT, including personalized learning platforms, intelligent tutoring systems, automated writing evaluation tools, and language learning apps. Through a comprehensive review of existing literature, theoretical frameworks, and empirical studies, this paper examines the effectiveness, pedagogical implications, ethical considerations, and future directions of AI integration in ELT. Key findings reveal that AI-driven tools provide personalized, adaptive, and interactive learning experiences tailored to individual learners' needs, promoting student engagement, autonomy, and proficiency development. While AI technologies offer numerous benefits for language instruction, including improved learning outcomes, teacher efficiency, and accessibility, they also raise ethical and social considerations, such as data privacy, algorithmic bias, and equity issues. Addressing these challenges requires collaborative efforts among educators, policymakers, researchers, and technology developers to ensure responsible and equitable AI use in language education. Looking ahead, future directions include advancing AI technology, integrating AI and pedagogy, promoting ethical and responsible AI use, providing teacher training and professional development, fostering collaborative research and evaluation, innovating in assessment and evaluation, and promoting global collaboration and knowledge sharing in ELT. By embracing innovation, collaboration, and ethical practice, educators can harness the transformative power of AI technologies to create dynamic, inclusive, and effective language learning environments that empower learners to succeed in today's interconnected world.
English Foreign Language (EFL) Students' Listening Strategies and the Challenges in the Digital Era Waloyo, Edy
Foreign Language Instruction Probe Vol. 3 No. 1 (2024): Technology and AI in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i1.410

Abstract

One of the most important abilities for learning English well is the capacity to listen, both in formal and informal settings. When studying a language, listening comprehension helps students comprehend a range of spoken texts, from formal speeches to casual conversations. Students who have good listening skills are able to understand key details, determine the main points of the message, and correctly interpret meaning. The teacher's ability to plan the listening exercise aids the students in developing their listening skills. Understanding students' habits when learning to listen is the first step toward a successful teaching career. This research explains the application that was used, the listening tactics employed by the EFL students, and the challenges they had when completing the application. Eighty-two new students in the English Language Teaching Department (ELTD) comprise the research population, and 15 students were interviewed randomly. This study uses qualitative research methods. The information was gathered from observation and interviews. Coding, example-taking, and description were used to analyze the data findings. The findings indicate that when learning to listen, EFL students are more likely to employ metacognitive strategies than cognitive or socio-affective strategies. Students use YouTube, Twitter, Joox, TOEFL, Spotify, Podcasts, Dou Linggo, BBC Learning, Instagram, Praat, Google Translate, Tune In, and Pronunciation in Use as applications for learning to listen. Students face challenges when using applications due to internal factors (students and listeners) as well as external factors (Internet bandwidth and speakers). This finding should aid teachers in creating a listening lesson plan that takes into account the needs and personalities of their students.

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