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Erudita: Journal of English Language Teaching
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 28092023     EISSN : 28092465     DOI : https://doi.org/10.28918/erudita
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Erudita: Journal of English Language Teaching publishes manuscripts within the fields of English as a first, second, or foreign language teaching and learning, teacher professional development, technology-enhanced language learning, curriculum and material design, innovation in language teaching, English for specific purposes, language testing and assessment, intercultural and multicultural education, multimodality, literature and teaching, and textbook analysis.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol 2 No 1 (2022): May 2022" : 8 Documents clear
From drawings to puppet shows: practical ways in teaching vocabulary to primary school EFL learners Rizki Maulida Khasanah; Ali Burhan
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5328

Abstract

Mastering vocabulary is one of fundamental conditions that determine learners’ success to be skilled in learning English. The present study aims to explore how young EFL learners engage in learning vocabulary through puppet shows. Grounded in a qualitative approach, this study employed classroom action research (CAR) consisting of two cycles. 11-12 years-old sixth graders of an Islamic primary school in Pekalongan, Central Java, Indonesia volunteered to take part in this study. Data were collected through classroom observation, written documents, and interviews. The data were analyzed by reducing data, displaying data, and verifying conclusion. Findings of the study show that the young EFL learners were more enthusiastic about learning English and participating in vocabulary activities. The learners were encouraged to actively respond to the question and provide meaningful feedback. By supplying the EFL learners with engaging puppet shows, the researchers set fascinating activities for them to guarantee that they were not bored in class. Many vocabularies had already been introduced to the students when the study was overtaken. This study contributes to empirical insights into how puppet shows are adopted in teaching vocabularies to primary school EFL learners that has shifted from drawings as educational media.
Examining Google Classroom-assisted blended learning in Indonesian EFL grammar classes Nur Muthmainnah
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5345

Abstract

The present study aims to examine the effectiveness of Google Classroom-assisted blended learning in two EFL grammar classes. It investigates the difference between EFL students’ grammar mastery applying blended learning and discussion method. Framed in experimental research, this study recruited 52 EFL student teachers in an Indonesian university to participate. Data were garnered through multiple choice tests. Study findings reveal that the significance value of paired sample t-test was 0.00 < 0.05, showing that there was significant influence of blended learning toward the EFL students’ grammar mastery. The significance value of t-test (2.029) > t-table (0.2732) indicates that there was a difference in the students’ grammar mastery after giving treatment in experimental and control groups. The N-gain value was 0.1164 > 0.7, proving that Google Classroom-aided blended learning was effective to foster the students’ grammar mastery. Since the t-test (2.029) > t-table (0.2732), H1 was accepted and H0 was rejected. This means that Google Classroom-assisted blended learning gave a positive impact on the students’ grammar mastery. This study concludes with some empirical evidence that Google Classroom-mediated blended learning is promoted to be an innovative learning management system in EFL classes to boost students’ grammar mastery.
Musical colossal drama project-based learning to boost students’ engagement in English language learning Upik Hastuti
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5284

Abstract

Various factors influence students to be active in learning English. One of them is role-playing and drama in learning songs. The present study aims to showcase EFL students’ emotions in learning English as a foreign language by adopting musical colossal drama project-based learning Nested in a qualitative case study, the eleventh-grade students of a senior secondary school in Purbalingga, Central Java, Indonesia were recruited to participate. Data were garnered through semi-structured interviews and classroom observation. The data were analyzed by employing data reduction, data display, and conclusion verification. Findings of the study demonstrate that the senior high school EFL students showed positive emotions when they engaged in learning English, particularly adopting songs, in the frame of musical colossal drama project-based learning. Another finding reveals that musical colossal drama project-based learning boosted the EFL students’ 21st century skills, i.e., critical thinking, creative thinking, communicating, and collaborating. This study promotes some empirical evidence for how musical colossal drama is organized to foster students’ involvement in a project-based English language learning.
Promoting HOTS and critical thinking to English students of higher education through authentic assessment Lilis Lisdawati; Amalul Umam
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5289

Abstract

The development of social life relationship in this 21st century becomes more challenging than the previous era. All the human being needs to be designed sophisticatedly with some skills to maintain the global welfare, such as critical thinking skill which is the ability to test, analyze and explain the validity of the information according to a particular task or situation. Critical thinking that is accompanied by creativity build a high terminology called higher order thinking skills (hereafter, HOTS) that produces the activity of analyzing, evaluating and creating something new. Critical Thinking and HOTS are expected to be implemented in Indonesia’s educational policies due to critical thinking skill in Indonesia is still low. Therefore, this study aims to know the role of authentic assessment on higher education English students’ critical thinking skill and HOTS. This study used qualitative descriptive approach by giving participants a bunch of discussion in a form of interview where the participants were four college students from a private university in Bogor. The result of this study showed that authentic assessment promotes English students’ critical thinking and HOTS through the activity where they were able to explore and reflect their comprehension to their situation and make a product related to their learning.
Students’ higher-order thinking skills: constructing best practices in teaching English during online learning Niken Emiria Faradella
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5350

Abstract

Conducting higher-order thinking skills (HOTS) activities in an English language classroom is a complete task for teachers, especially in the outbreak. Teachers need a careful plan and effective teaching strategies to make the students engage with the HOTS activities to increase their English language skills. The present study aims to investigate best practices of higher-order thinking skills in teaching English during online learning. A qualitative approach with a case study design was employed in this study. Two teachers of senior high schools in Pekalongan, Central Java, Indonesia volunteered to participate. Data were collected through classroom observation, semi-structured interviews, and document analysis. The classroom observation and document analysis were analyzed using thematic analysis. Findings of the study reveal that both teachers constructed best practices of higher-order thinking skills in their teaching and learning process. They eliminated one of the criteria of HOTS and skipped it in some learning processes. The teachers in their classroom activities should incorporate all criteria of HOTS, i.e., analyzing (C4), evaluating (C5), and creating (C6), properly. The lesson plans did not become the guidance in fostering HOTS to their students. This study also portrays the challenges faced by the teachers in constructing HOTS-based activities during online learning.
“Writing is challenging”: factors contributing to undergraduate students’ difficulties in writing English essays Tri Nurilah Febriani
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5441

Abstract

Essay writing is one of writing skills that must be mastered by students especially college ones because they often get an assignment to write an essay. However, many students find it difficult when they are assigned to compose an essay. This research aims to investigate the difficulties in English essay writing and its factors. Framed in a narrative inquiry, 33 students and one lecturer volunteered to participate. Data were collected through open-ended questionnaires and semi-structured interviews. The data were analyzed using thematic analysis by Braun and Clarke. Study findings reveal that students find difficulties in grammar, vocabulary, cohesion and coherence, and developing topic ideas. Factors that contribute to students’ difficulties are both internal factors (psychological factors and linguistic factors) and external factors (peer support and advisor support). Several ways that students do to overcome the difficulties in writing essays were motivating themselves, studying and reading a lot, and writing practice. In addition, they were also asked their friends and their lecturer to get more explanation. To make a good essay, students need to improve their grammar and punctuation ability. They, likewise, need to increase their logical thinking ability to create coherent and cohesive essays.
Students’ writing strategies in accomplishing final exams: lessons learned from an Islamic higher education institution Siti Aisyah Pranita; Muhammad Husin Al Fatah
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5302

Abstract

This present study aims to describe tertiary students’ writing strategies and their response in accomplishing final exam. Grounded in a qualitative approach by using case study as the research design, 27 undergraduate students of an Islamic higher education institution volunteered to participate. Data were collected through semi-structured interview and documentation. The data were analyzed by reducing and transforming the data, then drawing conclusion. The study findings showed that the undergraduate students employed two types of writing strategies, i.e., free writing and brainstorming. There were 20 students using free writing strategy, and seven of them using brainstorming strategy. Most of them shared their positive responses in using the writing strategies, such as the feeling of happy and comfortable in accomplishing final exam. They narrated that using free writing strategy was very helpful to write an article journal better and more structured. On the contrary, there were also some EFL students who showed negative responses, e.g., the feeling of dizzy, lazy, and difficult to draft their ideas. This study recommends some empirical insights on how university teachers and faculty members manage final exams to accelerate students’ writing strategies.
Formative assessment in distance learning: narratives of Indonesian senior secondary school EFL teachers Yulianita Listya Dewi; Mutammam
Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i1.5329

Abstract

Assessment is a pivotal endeavor where the teacher can provide feedback, evaluation and solutions on students’ learning so that the teacher can find out the level of students’ understanding of the lesson that has been taught and see the abilities and difficulties faced by the students to determine what students need. Based on the current situation, the COVID-19 pandemic has led to changes in the learning system from offline learning to distance learning with online mode. In response to this, teachers and students need to adapt to the online mode of teaching and learning process. To fill this gap, the current study aims to explore the way of English teachers in conducting formative assessments related to students’ proficiency during distance learning. Designed in narrative research, data are garnered through semi-structured interviews with three Indonesian English teachers of senior secondary school. The interview seeks to explore the methods or strategies of English teachers towards online formative assessment during distance learning. The results of this study indicate that formative assessment during distance learning is carried out online with one or more combinations of language skills.

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