Articles
27 Documents
<![CDATA[Vocational High School Teachers’ Perception of Teaching Modul (Modul Ajar) in Merdeka Curriculum ]]>
<![CDATA[Arum Adiningtyas]]>;
<![CDATA[Endah Yulia Rahayu]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 1 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i1.7317
<![CDATA[This study examines vocational high school teachers' grasp of the Merdeka curriculum, particularly Modul Ajar, as “Merdeka” curriculum modifications. The Merdeka curriculum framework, block learning method, and learning device components, which guide the teacher, have changed. With this research, the author understands the Merdeka curriculum better. This study covers education challenges, particularly in the Merdeka curriculum. This qualitative study examined vocational high school EFL instructors' views on Merdeka curriculum implementation. Vocational high school English teachers were interviewed and transcribed. Reduction analysis followed. This study found that Merdeka's extracurricular learning group is divided into two groups: a mandatory general group to form student norms and a significant group assigned to each student based on their expertise program to prepare them for the workforce. The Pancasila Student Profile outlines the teacher's hopes for students in the Merdeka curriculum. Implementing the learning system requires a block system. The teacher can customize the Teaching Module to fit their Learning Outcomes.]]>
<![CDATA[Exploring The Non-ELT Students’ Gaming Experience in Acquiring the English Vocabulary ]]>
<![CDATA[Dhafa Bima Wijaya Putra]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 1 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i1.7318
<![CDATA[Different digital technologies, especially video games, which are used to assist students in acquiring language, have been examined by researchers. However, studies exploring non-ELT students’ gaming experience in acquiring a second language (L2) vocabulary are sparsely investigated. Therefore, this study explores how non-ELT students’ gaming experience assists them in acquiring their second language (L2) vocabulary. The data of this study were gained from non-ELT students’ experiences. Four non-ELT students were interviewed, and the data from the interview were analyzed through thematic analysis. Several initial questions given to the non-ELT students were used to tell their game experience. The results of this study indicated that the games, notably Multiplayer Online Battle Arena (MOBA), First Person Shooter (FPS), Role Playing Games (RPG), have the potential to assist non-ELT students in acquiring second language (L2) vocabulary. Several principal reasons related to how the gaming experience helps the students in acquiring new vocabulary emerged in this study.]]>
<![CDATA[EFL Student’s Perception of Teachers’ Hybrid Teaching Style: A Case Study ]]>
<![CDATA[Salsa Rinata Dwi Marcelina]]>;
<![CDATA[Luna Wang]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 1 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i1.7319
<![CDATA[This study aims to determine student perceptions of lecturers' teaching styles regarding hybrid learning. Because students' perceptions of how to teach lecturers towards hybrid learning currently are, of course, many differences that object over there are known to students, With this research, learn how to teach lecturers using contemporary media that oppose over there current exist right in addition to promising to do in addition to also in various ways. Sources of data from students' perceptions of hybrid teaching style; the writer collected data by interview; the writer interviewed 10 students of Universitas PGRIi Adi Buana Surabaya; however, only 5 students could participate in the interview. Data collection uses documentation techniques by making conversation transcripts. In addition, data were analyzed using reduction analysis in addition to interpretation. The results of this object over here study state that objects over there in the teaching style of lecturers in hybrid learning, it currently exists tremendously important to use media technology well, in addition to teachers now are also good at using media so that object over there students better understand the teacher's teaching style, in addition to teachers must also monitor students properly during hybrid learning.]]>
<![CDATA[Exploring the Experience of Novice ELT Lecturers to build their Professional Identity Based on Tri Dharma Perguruan Tinggi ]]>
<![CDATA[Zizanatin Nur Lailia]]>;
<![CDATA[Ada Marie Mascarinas]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 1 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i1.7320
<![CDATA[Tri Dharma Perguruan Tinggi comprises Education, Teaching, Research, and Community Service. Every institution lecturer must carry out the Tri Dharma Perguruan Tinggi, especially for novice ELT lecturers who are incoming in new cultural education in English Language and don’t have lecturer certification. This research aims to explore the novice ELT lecturers’ experience in fulfilling the three pillars of Tri Dharma Perguruan Tinggi to build their professional identity. Accordingly, the objectives were to find out how the experience of novice ELT lecturers builds their professional identity based on the Tri Dharma Perguruan Tinggi. Qualitative research in the form of a narrative is used as a research approach. The data were analyzed using thematic analysis. Data were collected through an interview with the study participants: the four novices ELT lecturers in English Education Department at PGRI Adi Buana University Surabaya. The findings show that there is a learning system and teaching material from pillar one. In pillar two, there is research and publication, and pillar three finds their experience in a group of community service.]]>
<![CDATA[The Hybrid Classroom’s Challenges of Senior High School Students Learning ]]>
<![CDATA[Zulfi Yuniar]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 1 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i1.7321
<![CDATA[The study aims to discover challenges in hybrid learning in senior high school. As a researcher, the researcher will conduct this research to learn about the challenges that exist in hybrid learning. This research design is qualitative approaches. This understanding refers to the experience of students who have attended a hybrid class. This study used a qualitative method, and the researcher used a case study. This research will only apply interviews to collect the primary data. The researcher constructs blueprint interviews and guidelines to mine reliable and valid data. The data taken from this study is in the form of an in-depth interview statement. The data source was one student each from 4 high schools. In this study, structured interviews were used as a data collection approach. Thematic analysis was used to analyse the data in this study. This study found five challenges that students face in online learning. These challenges are obstacles in accessing the application and internet connection problems that often occur when learning online. Other challenges are less interaction between students and teachers in the online classroom. In addition, there are difficulties in understanding the material during online learning. Students also have problems related to unclear pronunciation during online learning. This study also found two challenges students face in offline education: fewer sources and less technology.]]>
<![CDATA[Balancing Scale of Washback Effect of English Language Assessment in Junior High School Level: A Literature Review ]]>
<![CDATA[Nurjati, Nunung]]>;
<![CDATA[Rahayu, Endang Mastuti]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i2.8657
<![CDATA[The washback effect of English language assessments in junior high school has been a topic of debate among educators and researchers. While some argue that these assessments can have positive effects on students' learning, others suggest that they may have negative consequences. This article explores the washback effect of English language assessments at the junior high school level, examining both the positive and negative impacts. The study employs a review on predefined related literatures. The findings suggest that while English language assessments can have positive effects on students' motivation and study habits, they may also lead to teaching to the test and a narrow focus on assessment criteria. The article concludes with recommendations for improving the design and implementation of English language assessments to minimize negative washback effects.]]>
<![CDATA[Unveiling the Narratives of English Master Students Navigating AI in Scientific Writing ]]>
<![CDATA[Endah Yulia Rahayu]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i2.8694
<![CDATA[The study employs a narrative inquiry approach and involves five English master students who have used AI tools in their academic writing. The participants' experiences and opinions on AI's role in scientific writing are analysed through thematic analysis. The findings of the study reveal that master students perceive AI as a helpful tool that can assist in various aspects of scientific writing, such as brainstorming ideas, the writing process itself, and refining scientific papers. AI tools have transformed the pre-writing process by offering solutions to streamline the workflow and unlock new research paths. The students reported using AI tools for literature exploration and idea generation, refining arguments and style, boosting research efficiency, and visualizing data and findings. The study also highlights the importance of maintaining academic integrity and ensuring the originality of works when using AI-generated content, particularly pre-, during-, and post-writing processes. This study provides insights into the experiences of English master students in using AI tools for scientific writing and highlights the benefits and potential of using AI-based tools in scientific writing by English master students to improve their writing skills, streamline the writing process, and improve the overall quality of their scientific work.]]>
<![CDATA[The Implementation of Differentiated Learning in Merdeka Curriculum In Learning English at High School ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i2.8695
<![CDATA[An independent curriculum is a policy of learning program designed to restore the national education system. It enables schools, teachers, students, and all school resources to innovate, be creative, and learn independently. Teachers are the main drivers in this process. In differential learning, teachers choose the material to be taught taking into account students' readiness, interests, and learning styles. Currently, educators are more inclined to use conventional learning approaches. In this case, a teacher-center learning approach is used rather than a student-centric learning approach. The aim of this study is to find out how differential learning is used in an independent curriculum for English courses in high school (SMA). The study uses qualitative descriptive methods. The results of this study show that differential learning can be applied in an independent curriculum to English subject.]]>
<![CDATA[Exploring Translanguaging Practices in Indonesian Education ]]>
<![CDATA[Nurhayati]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i2.8696
<![CDATA[The aim of this paper is to elucidate a comprehensive perspective on translanguaging practices in Indonesian education by reviewing empirical literature published in scientific journals. There have been debates on how different languages should be treated in a language learning class especially in EFL classroom context, where students have limited access to target language use and exposure outside the classroom. This study involved 5 ELT teachers and 10 secondary students by collecting data through observations, interviews, and questionnaire. Teachers and students have the benefit of translanguaging practices in EFL classrooms, yet it should be taken into account that L1 should be adopted judiciously. They translanguage using English, Indonesian, and local languages. They have voiced their agreement to the implementation of translanguaging as pedagogy since it positively impacts EFL teaching and learning. However, few teachers have contrasting views about this voice. Future research should focus on investigating translanguaging through experimental research design or pedagogical intervention in EFL classrooms whose students are coming from multiple linguistic backgrounds. The implications of the practice of translanguaging at Indonesian Education are effective and optimal to help students as a new strategy in learning English as foreign language because it can be used to motivate and analyze students' problems in mastering English as a foreign language.]]>
<![CDATA[The use of Describing Picture Strategy to improve Students’ Speaking Skill ]]>
<![CDATA[Muhammad Asikin]]>
<![CDATA[ Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jalle.v1i2.8697
<![CDATA[Describing picture strategy is one of the techniques that can be used to improve students' speaking skills. Speaking skill is one of the subjects that difficult to be mastered by young learners. This study was conducted in Senior high school at ten-grade students. With qualitative data, the result showed that describing a picture strategy can improve students' speaking skills. This finding is in line with the previous research finding that describing pictures can help students to improve students’ speaking skills. Nevertheless, there are some problems gained in using describing picture strategy. Many students could not apply grammar correctly when they speak by using the strategy. The students are difficult to understand English when their friends speak English using describing the picture.]]>
