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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 4 No 2 (2024): November 2024" : 8 Documents clear
Investigating the effect of chain writing method on students’ writing skills in a junior secondary school Puspitasari, Neta; Kusumawanti, Windhariyati Dyah
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8602

Abstract

This research aims to examine the effect of chain writing method on students’ writing skills in a junior high school situated in Banyumas, Central Java Province, Indonesia. This study was designed with quasi-experimental research since the research sample was determined employing random sampling technique. The population of this research was 256 students of the eighth grade in the junior secondary school. Data were garnered used pre-test and post-test after giving a treatment. The data were analyzed using normality test, homogeneity test, and hypothesis test. Based on the hypothesis test, the significance level was < 0.05. In this research the Sig. 2-tailed was 0.000. The Sig. 2 tailed 0.000 < 0.05. Study results demonstrate that there was a significant effect of the chain writing method application on the students’ writing skills. The statistical attainment indicated that H0 was rejected, and Ha was accepted. This study concludes with pedagogical implications for how chain writing can be applied as an innovative teaching method for teaching writing, particularly for secondary school students.
Examining the impact of artificial intelligence (AI) tools on Saudi Arabian ESL students’ writing skills Abduljawad, Samah
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8784

Abstract

The present study aims to determine the impact of the Artificial Intelligence (AI) tool on ESL students’ writing skills in Saudi Arabia. A mixed-method approach was designed in this study. A t-test approach was used for the quantitative research. The mean of the pre-test was 51.8, while the mean of the post-test was 79.46. The significant difference in the scores highlighted the positive influential effect of the AI tools on the ESL students’ writing skills. A focus group interview of five students was conducted for the qualitative analysis. The focus group participants discussed the following codes: AI’s impact on content organization, grammar, and vocabulary, as well as the strengths and weaknesses of the AI tools. The interview highlighted that AI tools benefited students’ learning by providing chances in writing patterns, their improvement, and their structures to show the flow of coherent patterns. There were also disparities in AI tool use, which included the possibility of coming up with content not being referred to as human-like, failure to recognize creativity, and capacity to cheat. This research can help future researchers and instructors explore how to use AI tools for writing effectively, enhancing the strengths and diminishing the possible weaknesses.
Students’ mistakes in fulfilling the generic structure criteria of narrative text draft Kurniawan, Agung Budi
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8824

Abstract

Generic structure quality fulfilment of a narrative text draft gives benefits to be constructed as a qualified full paper. This research aims to reveal English college students’ mistakes in constructing proper narrative text generic structure drafts. The data is 45 students’ work. The students were ordered to construct a title and write a narrative draft that consisted of orientation, complications, and resolutions in the social problem area. The drafts were analyzed for linguistic fulfilment of those three parts of the generic structure. The finding of students’ mistakes in constructing the orientation draft proposed is unclear, and the subject’s identity is absent, as well as the absence of supporting information and the main problem statement. The students’ mistakes in constructing complications are proposing incoherent stories that are not related to orientation, jumbling stories, focusing on different figures with the orientation, giving over quantity of personal perspective, and the absence of conflict development. The students’ mistakes in constructing the resolution are writing only the conclusion and giving no solution. English teachers or lecturers are suggested to investigate and improve students’ linguistic backgrounds to be coherent with the narrative text before giving the writing training practice.
Virtual learning in primary education: Roducate learning app and pupils’ English language outcomes in Ondo State, Nigeria Emmanuel, Isaac Friday
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8875

Abstract

In today’s rapidly evolving digital world, technologies remain essential to modern challenges. However, in Nigeria, these technologies have not gained the prominence they deserve, especially at the primary school level. This study examined the effectiveness of Roducate in Primary School Pupils’ English Language Outcomes in Ondo State, Nigeria. Three research questions were answered and two hypotheses were tested. A quasi-experimental and descriptive survey research design were adopted for the study. The population consisted of all primary school pupils and their teachers. Through purposive sampling, 45 pupils and 30 primary school teachers were selected. Pupils with access to mobile devices were placed in the experimental group and those without access on the control group. The research instruments were the Teachers’ Roducate Knowledge Questionnaire (TRKQ), r = 0.76, Level of Digital Competence Questionnaire (LDCQ), r = 0.79, and the Primary School Common Entrance Past Questions. Findings revealed that Roducate has a significant effect on pupils’ achievement in English language. Similarly, primary school teachers do not know about Roducate learning app. On the basis of these findings, the study recommends that there should be comprehensive teacher training programs focusing on building digital competence for primary school teachers.
Exploring pre-service English teachers’ perceptions and practices of critical thinking in Indonesian EFL classrooms Kuswandaru, Ganang; Prasetya, Willy
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8893

Abstract

Critical thinking is essential for success in the 21st century, particularly in language learning. This study explores pre-service English language teachers’ (ELTs) perceptions and practices regarding critical thinking instruction in Indonesia. Through a qualitative case study approach, semi-structured interviews were conducted with two pre-service ELTs from a private university in Yogyakarta. Thematic analysis revealed a rich tapestry of insights into the participants’ understanding of critical thinking, their perceived importance in language learning, and their willingness to integrate critical thinking into their teaching practices. The findings highlight the significance of critical thinking in language acquisition, as it empowers students to analyze complex information, evaluate diverse perspectives, and form informed judgments. Participants emphasized the need for incorporating critical thinking strategies into language teaching to enhance students’ cognitive abilities and facilitate deeper understanding. Nevertheless, the study also identified potential challenges, including the uneven distribution of critical thinking practices across the education system and the need for specialized teacher training to implement critical thinking instruction effectively. The study contributes to understanding pre-service ELTs’ perceptions and practices of critical thinking in Indonesia. It also provides valuable insights for teacher training programs, curriculum development, and future research investigating critical thinking instruction in English language teaching.
The benefits of applying Kahoot media in modern EFL teaching-learning contexts Wijaya, Kristian Florensio
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8896

Abstract

It will be more reasonable for second language teachers to be more literate concerning the optimal internalization of proper technological learning platforms in their habitual classroom activities. Previous researchers believed that with the supportive endorsement of compatible technological-based learning tools, EFL learners are willing to showcase more proactive learning participation as they continually experience a higher degree of learning enjoyment. This small-scale library study aimed to investigate the beneficial values of applying Kahoot media in modern EFL teaching-learning contexts. To that end, the researcher plotted a thematic analysis approach in analyzing the previously generated findings from 30 previous Kahoot media journal articles. By releasing this action, more understandable research outcomes can be potentially obtained since the researcher clustered all these prior results into some identical research themes. Two major research findings were drawn: (1) Kahoot media enabled EFL learners to attain thorough foreign language mastery skills, and (2) EFL learners continually experienced more positive learning nuance by activating Kahoot media. Some pertinent recommendations and commendations were suggested for the significant advancement of forthcoming studies delving more profoundly into the utilities of technological-based learning media in various EFL classroom circumstances.
Breaking through undergraduate thesis writing barriers: insights from Indonesian EFL students Alkhasanah, Ainun Nisa; Kholis, Nur
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.8899

Abstract

Many EFL students experience barriers to completing their final project writing of the thesis, which is required for graduation. In response to this, this study aims to explore students’ barriers and potential solutions in writing their undergraduate theses. The research was designed with qualitative method employing a case study approach. Five undergraduate students in an Islamic university in Pekalongan, Central Java, Indonesia were recruited to participate in this study, regarding the criteria: the EFL students completed writing their theses and signed a consent form. Data were garnered through interviews and document analysis. The data were analyzed using thematic analysis. The study findings demonstrate that the undergraduate EFL students faced several barriers to their thesis writing. The barriers dealt with psychological, sociocultural, and linguistic problems. The most common and frequently mentioned problems from interviews were barriers with psychological factors, sociocultural factors, and linguistic factors. This study also portrays that the participants found various solutions to tackle the barriers when writing their theses, including cognitive solutions, metacognitive solutions, affective solutions, and social solutions. The present study concludes with practical implications for how university EFL students overcome the problems faced in writing an undergraduate thesis.
Fostering student engagement during teaching practicum: pre-service EFL teachers’ strategies Salsabila, Iqlil
Erudita: Journal of English Language Teaching Vol 4 No 2 (2024): November 2024
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.v4i2.9311

Abstract

The lack of student engagement greatly influences the implementation of the learning process. This is very important because it refers to the pre-service teacher’s ability to manage the class so that it runs effectively and involves all students. This study explores the strategies pre-service teachers use to increase student engagement. This research was designed with a case study approach. Four pre-service EFL teachers were selected as participants in the research. In collecting data, the researcher used semi-structured interview techniques and observations through video recordings of teaching carried out by each participant. The data were analyzed using thematic analysis. The findings revealed that there were six strategies used to increase student engagement during teaching practicum, including measuring student engagement, establishing good communication between pre-service teachers and students, balancing structure and student autonomy through cooperative learning methods, promoting digital media as an innovation in the learning process, providing evaluation questions, and increasing the engagement of students with exciting activities. This study concludes with pedagogical implications for how pre-service teachers can use strategies to increase student engagement in English learning during teaching practicum.

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