Erudita: Journal of English Language Teaching
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.
Articles
72 Documents
<![CDATA[Musical colossal drama project-based learning to boost students’ engagement in English language learning ]]>
<![CDATA[Upik Hastuti]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5284
<![CDATA[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.]]>
<![CDATA[Promoting HOTS and critical thinking to English students of higher education through authentic assessment ]]>
<![CDATA[Lilis Lisdawati]]>;
<![CDATA[Amalul Umam]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5289
<![CDATA[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.]]>
<![CDATA[Students’ higher-order thinking skills: constructing best practices in teaching English during online learning ]]>
<![CDATA[Niken Emiria Faradella]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5350
<![CDATA[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.]]>
<![CDATA[“Writing is challenging”: factors contributing to undergraduate students’ difficulties in writing English essays ]]>
<![CDATA[Tri Nurilah Febriani]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5441
<![CDATA[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.]]>
<![CDATA[Students’ writing strategies in accomplishing final exams: lessons learned from an Islamic higher education institution ]]>
<![CDATA[Siti Aisyah Pranita]]>;
<![CDATA[Muhammad Husin Al Fatah]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5302
<![CDATA[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.]]>
<![CDATA[Formative assessment in distance learning: narratives of Indonesian senior secondary school EFL teachers ]]>
<![CDATA[Yulianita Listya Dewi]]>;
<![CDATA[Mutammam]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 1 (2022): May 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i1.5329
<![CDATA[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.]]>
<![CDATA[Uncovering university students’ communication patterns and limiting factors in an Indonesian online learning context using WhatsApp ]]>
<![CDATA[Fatimatuz Zahro]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6158
<![CDATA[WhatsApp group is one of the most widely used online learning media. Communication patterns in the online teaching and learning processes are influenced by this media. This platform affects communication patterns in the online learning process. However, some students felt they did not enjoy teaching and learning using WhatsApp group. This qualitative study explored WhatsApp group as a communication pattern in teaching and learning process in a university, using observation and semi-structured interviews analyzed by using the concept from Tubbs, to gather data from five higher education students and a lecturer. Study findings expose that WhatsApp groups gave freely for higher education students to communicate. However, the social media showed weaknesses during the teaching and learning process, including poor internet connection and low phone memory capacity. The students seemed to be not disciplined. They could not regulate their time to learn. They could cheat the answer of their peers. In this regard, the lecturer had to be creative to encourage students’ participation. Therefore, the lecturer had some strategies to overcome it. The lecturer should be able to provide feedback to all students, create a fun class, and control students to be involved in class.]]>
<![CDATA[EFL teachers’ attitudes towards online learning in Palestinian high schools during the COVID-19 pandemic ]]>
<![CDATA[Mohammed Farrah]]>;
<![CDATA[Israa Othman Zalloum]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6084
<![CDATA[The purpose of this study is to identify teachers’ perceptions towards online learning in teaching English language during the COVID-19 pandemic in Palestinian schools. The study sample included 418 male and female EFL teachers working in the schools of the education directorates of the Palestinian Ministry of Education in the West Bank and Gaza Strip. The researcher employed a mixed method of qualitative and quantitative methods. Teachers were asked to fill a 5-point Likert scale questionnaire, including 59 items and answer three open-ended questions. The researchers used the statistical analysis method. To analyze the three open-ended questions, the researchers employed the content analysis. Study findings have shown that EFL teachers had positive attitudes towards online learning in an emergency. Results also demonstrate that online learning developed students’ communicative competence. Moreover, the study has portrayed that both high and primary school EFL teachers had positive attitudes towards online learning as it offered many opportunities for teachers and their students. Findings also reveal that teachers and their students faced many challenges of online EFL learning. The study recommends improving the technological infrastructure and online educational applications. It also suggests holding sufficient training courses and workshops for teachers, parents, and students.]]>
<![CDATA[Experts’ recommendations for developing academic staff’s research skills: a case in Vietnam ]]>
<![CDATA[Le Thanh Thao]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6139
<![CDATA[Due to many reasons, research productivity from Vietnamese lecturers has not been as good as expected, and their lack of research skills is dominant. Therefore, teacher professional development in enhancing lecturers’ research productivity has received more attention from institutional administrators and policymakers. This current study was conducted to explore the types of professional development activities, according Vietnamese educational experts, are solutions to lecturers’ research productivity. Twenty experts were engaging in a conference discussing what should be done to develop tertiary lecturers’ research productivity. The meeting minutes and conference reports were used as the data for further analyses. According to the data, the experts proposed three different professional development activities for enhancing their staff’s research productivity, including organizing training events for developing lecturers’ research skills and knowledge, formulating research teams according to their interests, and encouraging them to write and publish their studies throughout rewards and punishments. The findings are expected to contribute to dealing with the current issues related to research productivity and provide researchers interested in this field with practical ideas for further research.]]>
<![CDATA[Getting secondary school students engaged in reading activities: adoption of anecdotes to elevate their reading skills ]]>
<![CDATA[Haris Hamdani]]>
<![CDATA[ Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia ]]>
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DOI: 10.28918/erudita.v2i2.6205
<![CDATA[The present study aims to examine the effect of adopting anecdotes on senior high school students’ reading skill. Nested in mix-research methods, data were garnered through test and interview. The data obtained from the test were analyzed statistically. The study findings reveal that the average score for the application of anecdote was 7.3 which belonged to category “sufficient”. Meanwhile, the average score of students’ reading skills is 6.8. It was classified into the category “sufficient” Pearson's Product Moment Correlation formula yielded 0.42 for the calculation of the correlation between the X and Y variables. The variable X was the adoption of anecdotes, and the variable Y was students’ reading skills. The statistical calculation demonstrates that the product moment correlation score of 0.42 can be interpreted as “moderate correlation”. It indicates that there was significant effect of using anecdotes on the senior high school students’ reading skills. This study concludes with empirical evidence on how EFL senior high school teachers adopt anecdotes for their reading classrooms.]]>
