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Educalingua Journal
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 30321247     DOI : https://doi.org/10.26877/educalingua
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Educalingua is an international and interdisciplinary peer-reviewed journal publishing original research on the intersections of language education, literature, linguistics, and culture in global and local contexts. The journal encompasses a variety of topics examining how the language issues impact individual and group language learning and intersect with literature, linguistics and culture. Although articles are written in English, the journal welcomes studies dealing with languages other than English as well.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Experience Realized in Edweek.org by a Black Student: an Appraisal Analysis of the Attitudinal Perspective Rezza Fatwassani
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.213

Abstract

The purpose of this research is to describe the message expressed by a black American student as contained in the Edweek portal which was published in 2020. Specifically, the research tried to identify the language choice of the published text. The research focused on the attitudinal perspective of the appraisal system. The identification includes the aspect of affect, judgment, and appreciation. As the data collection, a text about Almaw's experience "This is My Everything" was chosen for further analysis. The research showed that the positive attitudinal lexis was equaled with the negative one. When the data were calculated in detail, the percentage of effect was 34%, judgment 58%, and appreciation 8%. The presence of equal data showed that there were mixed feelings expressed by a student when she shared her experience of racial abuse.
Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan? Ratih Laily Nurjanah; Moses Adeleke Adeoye
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.214

Abstract

This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.
Pause toward Nassie Judge’ Speech on Nassie Judge’ Youtube Dewi Kartika Nurtaspeni; Agus Wismanto; Siti Ulfiyani
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.215

Abstract

Pause is one of the speech impediments that anyone can experience. This study aims to determine the forms of pause and the reasons that cause pause in Nessie Judge's speech. The data used is in the form of Nessie Judge's utterances which contain pauses. The approach used in this research is descriptive qualitative. The methods used to collect data are documentation techniques, observation methods, and note-taking techniques. The data obtained were then analyzed using the matching and distribution method. Based on the data analysis carried out, the results are in the form of two forms of pause, namely silent pause and filled pause. The reasons that caused Nessie Judge to experience pause, namely forgetting, attracting attention, looking for the right words, giving time to understand the utterances, taking a breath, already starting the utterances, and being careful when speaking.
Effectiveness of the Utilized Interview Techniques to Enhance Speaking Skills of Students April Jenica B. Beruela; Mayianne Rose E. Bobier; Aileen V. Caceres; Joyce Ann P. Cortez; Mary Camille E. Ciudadano; Kiezzel Grace D. Delos Santos; Mary Ann A. Durante; Cleotilde A. Prima
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.216

Abstract

Speaking is regarded as one of the most difficult aspects of language learning because learners find it difficult to express themselves and are affected by factors that led them to be reluctant to speak. Hence, this study 1. determined the factors affecting the skills of the students in speaking English. 2. Documented the utilization of the interview techniques to enhance the speaking skills of the students and discussed the challenges encountered and 3. Analyzed the perceived effectiveness of the utilized interview techniques to enhance the students' speaking confidence. The study used a mixed-methods approach using pre- and post-surveys, interviews, and group discussions. The respondents were the 22 Grade 10-Abad students of Tinago National High School. Results showed that students struggle to speak English because of the following factors: pronunciation, vocabulary, fear of public speaking, criticism, and shyness. Using criteria as an assessment tool, it revealed that there was an improvement of 20% in the students’ English-speaking skills when the interview techniques of PREP and STAR methods were used as an activity, concluding that the usage of utilized interview techniques enhanced the English-speaking skills of students.
Blended Learning in Post-Pandemic Era: from Students’ Perspective Nurul Khasanah; Pryla Rochmahwati; Roldan C. Cabiles; Amrizal Amrizal
Educalingua Vol. 1 No. 1 (2023): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v1i1.218

Abstract

Coronavirus disease 2019 stroke the world at the end of 2019 and influenced greatly to all of the sectors. One of the sectors is education. Similarly, when the pandemic ended gradually in 2022, learning returned to normal but required gradual adjustments because both instructors and students had become proficient with online learning. Blended learning is a suitable teaching and learning strategy for the current environment. Blended learning is a combination of online and in-person instruction. Given the widespread use of blended learning today, the researcher intends to investigate students' attitudes toward blended learning in the post-pandemic period. This investigation included 29 students from the English Department at IAIN Ponerogo. The results indicated that the majority of students have a favorable view of blended learning. Two fair attitudes showed in student-student interaction and the contribution of blended learning toward the improvement of their skills.
Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning? Umniyyatul Makmuroh; Yusuf Olatunji Abimbowo; Samira Agoro
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.394

Abstract

Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills
Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School Dian Septia Munasih; Entika Fani Prastikawati; Wiyaka Wiyaka; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.411

Abstract

The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.
Boosting Students’ Reading Comprehension Using REAP Method Rafika Kurnia; Nur Hidayat; Indri Kustantinah
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.420

Abstract

This research highlights the vital role of English reading skills in students'' literacy and comprehension. Implementing the REAP technique enhances reading comprehension by fostering interactive study-reading methods. Addressing issues like lack of interest, it offers a promising approach to enhance English education at SMA Institut Indonesia Semarang, as evidenced by its effectiveness in improving 11th-grade students' reading abilities. This quasi pre-experimental research employs a one-group pretest-posttest design, chosen for its convenience in obtaining internal samples. Class XI-3 was selected based on teacher recommendations. With 31 students, the study adopts a quantitative approach, focusing on reading comprehension tests administered before and after classroom instruction using multiple-choice questions as the assessment instrument. The pre-test, revealing a range of scores from 44 to 76 with a mean of 64.12, highlights initial reading struggles. Post-treatment, the post-test exhibits diverse scores, averaging 76.38, indicating improvement. The REAP method effectively enhances comprehension, as evidenced by the significant score increase from pre-test (64.12) to post-test (76.38), validating its efficacy. The research findings reveal a notable improvement in students'' reading comprehension abilities following the implementation of the REAP Method, despite initial unsatisfactory grades. The approach effectively enhances students' understanding and analytical skills, demonstrating its high effectiveness as a reading comprehension strategy. Overall, the significant difference between pre-test and post-test scores underscores the success of the REAP Method in advancing students' reading comprehension abilities, affirming its efficacy as a teaching approach
Teaching Strategies Strengthening EFL Learners’ Self-Confidence in Speaking Learning Dynamics Kristian Wijaya
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.440

Abstract

Studies on effective speaking teaching strategies have caught mushrooming attention in these last two decades. This is not happening by incidental matters as globalized educationalists are still having arduous moments in devising more suitable, enjoyable, and relatable speaking learning strategies that can maximize EFL learners’ self-confidence. According to previous researchers, self-confidence is one of the propelling factors enabling EFL learners to gain more advanced communication proficiency levels since they possess a higher level of preparedness in confronting a wide variety of challenging speaking learning enterprises. This small-scale library study employed a thematic analysis approach while analyzing a certain number of identical research results produced by prior 25 speaking investigations published worldwide. By utilizing this research method, the researcher can potentially yield more relevant, contextual, and comprehensible research outcomes due to an iterative data analysis conducted before initiating more specific research theme groupings. Based on the thematically categorized research results, second language educators can progressively inculcate robust speaking self-confidence among EFL learners upon the activation of more authentic and enjoyable speaking learning activities. More comprehensive delineations regarding these two speaking learning methodologies can be discerned in the ensuing parts of this research paper
Listening and Speaking Pedagogical Approaches towards the Development of Innovative Macro Skills among English Teachers in Binakayan National High School: A Narrative Study Shiela E. Estavillo
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.453

Abstract

A child becomes able to speak after getting enough exposure to the language through listening. This only proves that listening and speaking are the most important skills to be developed first among all skills. But, despite this truth of importance, for many years, these two skills do not receive any priority in language teaching and testing. Hence, this study aims to analyze the listening and speaking pedagogical approaches of Binakayan National High School English teachers, their impact to their profession as language teachers through their response to the challenges, and their contribution for the development of innovative macro skills. This research is a narrative study using a purposive sampling with pre-set criteria for the prospect respondents. Data gathering was done through interviews, self-made questionnaires which underwent content validation, and focus group discussion as research instruments. In data analysis, transcribing/inductive coding and thematic analysis were utilized in getting the emerging ideas of the study. The study ‘s findings and results state that Binakayan National High School English teachers apply listening and speaking pedagogical approaches in their instructional plan through task-based and interactive teaching and learning approaches, they respond to challenges of these approaches gracefully which lead them become more dedicated to their profession as language teachers, and enumerating the pedagogical approaches they apply in their English classroom, still they need more technical assistance on the development of strategies and techniques towards innovative macro skills.

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