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Eka Nurhidayat
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ekanurhidayat16@gmail.com
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pjeepapanda@gmail.com
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Jl. KH. Abdul Halim No. 103 Majalengka 45418 West Java Indonesia
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Papanda Journal of English Education
Published by Papanda Publisher
ISSN : -     EISSN : 28305477     DOI : https://doi.org/10.56916
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Papanda Journal of English Education (PJEE) is a double-blind peer-reviewed. It is intended to serve as a platform for researchers, scholars, and practitioners in the field of English education to publish, disseminate, and exchange their original research and studies. The journal aims to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. The journal has been published online by Papanda Publisher since 2022. The primary scope and focus of the journal include English Language Teaching (ELT), Technology-Enhanced ELT, Language Testing and Assessment, English Applied Linguistics, and Second Language Acquisition (SLA).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2023)" : 5 Documents clear
Learning Assessment in Kurikulum Merdeka: Practice and Challanges in EFL Classroom Fathan Ghotafani; Rama Dwika Herdiawan; Eva Fitriani Syarifah; Azman, Mohamed Nor Azhari
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.879

Abstract

Assessment is considered important for improving students’ performance and contributing to better teaching and more efficient learning. This research aims to explore how EFL teacher implement the learning assessment in the class, and the challenges faced by teacher in conducting the assessment. Thus, this research was conducted at one of vocational schools in Majalengka. This research employs a narrative inquiry as the research design. This research use observation, document analysis and interview as the data collection method. The observation was conducted two times at eleventh-grade class and the interview was delivered to an English teacher. The researcher analyzed the teacher document, to determine whether they comply with the guidelines of the Kurikulum Merdeka. The research reveals that the teacher effectively implements formative and summative assessments in line with government guidelines. Formative assessments occur during group discussions with ongoing feedback, while summative assessments involve group presentations at the end of a unit to evaluate students' comprehension of report texts. These assessments incorporate Profil Pelajar Pancasila values, namely collaboration and creativity. The assessments adhere to principles of language assessment, including practicality, reliability, validity, authenticity, and positive washback. Practicality is seen in manageable tasks, reliability in clear scoring rubrics, validity in content alignment with learning objectives, authenticity in real-world language use, and washback in motivating students and boosting their confidence. The limited class time poses a challenge, making it difficult for the teacher to provide detailed feedback.
Utilizing AI-based speech recognition technology in learning English pronounciation marwah jaenudin, marwah jaenudin; Rama Dwika Herdiawan
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.883

Abstract

This research explores the potential of AI-based speech recognition technology to enhance English pronunciation learning. Through qualitative methods, including classroom observations and student interviews, the study investigates the impact of this technology on students' pronunciation accuracy, confidence, and overall learning experience. The findings demonstrate that AI-based speech recognition offers significant benefits, providing real-time feedback, personalized learning paths, and improved engagement, ultimately leading to more effective pronunciation acquisition. However, challenges such as the need for clear pronunciation and occasional misapplications by the technology were also identified. This research highlights the promise of AI in language learning and emphasizes the need for further development to optimize its effectiveness. Keywords: AI-based speech recognition, Technology in ELT, Pronunciation Learning
English Teacher's Experience in Implementing Gamification-Based Learning Kiki Saputri; Rama Dwika Herdiawan; Nurhidayat, Eka
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.886

Abstract

This study aims to reveal the English teacher's experience implementing gamification-based learning and the types of gamification applications or platforms teachers use in their teaching practice. This research uses a qualitative method with a narrative inquiry design. The participant of this research is a teacher who teaches English in one of the high schools in Majalengka. The results indicate that the English teacher is sufficiently experienced in implementing gamification, as they have utilized two types of gamification applications or platforms: Wordwall and Quizizz. The English teacher also expressed the benefits of gamification in the classroom, such as more effective learning outcomes that lead to increased student enthusiasm and motivation. Despite challenges such as limited resources and technical constraints, the English teacher has managed to overcome them, allowing gamified learning to thrive. This study also enables other researchers to explore new aspects related to gamified English language learning, and it is recommended that future studies involve more participants and extend over a longer period.
The Effect of Text-to-Speech (TTS) as Language Exposure Towards Students' Reading Comprehension Falwa Dzikri Ekaputra; Rama Dwika Herdiawan; Eka Nurhidayat
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.887

Abstract

The role of language exposure on improving learner’s language skills is a known fact, it is proven with many research supported the claim that language exposure is indeed important. It is obvious for EFL learners to have enough reading comprehension skills to help them learn the language such as reading and understanding learning materials, understanding questions in a test, understanding instruction written in their assignment, etc. The problem lies on how EFL learners in Majalengka are conditioned to not have any English language exposure outside English class at school. The aims of this study is to find how English exposure affect the English reading comprehension of EFL learners who live in multilingual environtment with lots of non-English language exposure. The researcher use one group pre-test post-test design. The researcher find that the text-to-speech treatment was indeed showing an effect towards students’ reading comprehension. Text-to-Speech as Language Exposure is indeed has an effect towards Students’ Reading Comprehension. Unfortunately the effect is negative as the mean score between pre-test and post-test decreased by 12 or 26,5%. The researcher believe that language exposure should not affect students negatively at any way therefore the researcher suggest for the next research, students’ motivation, students’ attention span, students’ will, and students’ seriousness should be take acountable, increased, and kept high during the test in which it is crucial to the final results of the research.
Exploring The Implementation of Technological Pedagogical and Content Knowledge (TPACK) in Teaching English at Senior High School Lestari, Fidya Rahayu Apriyani; Eva Fitriani Syarifah; afief fakhruddin
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.933

Abstract

TPACK means teacher’s ability to facilitate students. A good learning process needs complex understanding that correlates three knowledge resources; technology, pedagogy and content. From TPACK, we know that teachers knowledge about how to facilitate students learning from certain content by pedagogy and technology approach. This research aims to explain the implementation of TPACK in teaching English at senior high school and to explain the obstacle experienced by English teacher in implementing TPACK in teaching English at senior high school. This research was conducted in one of the senior high school. This research used a case study with a qualitative method. Sample in this research is one English teacher. The process collecting data is done through observation, interview and questionnaire. The research results show the implementation of TPACK in teaching English in senior high school can be categorized as good in implemented TPACK based on sixth component, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technogical Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical and Content Knowledge of TPACK. The obstacle faced by the English teacher in implementing TPACK in learning process, teacher was poor in one component Technological Knowledge such as lack of IT literacy. Based on the research, researcher it can be conclude that in implementation of TPACK in teaching English it was found that there were still several part of TPACK component that had not been implemented properly in classroom learning.The researcher suggested that this research can be a guideline for other researchers in conducting research on TPACK. Other researchers can also explore teachers obstacle in teaching English based on the TPACK framework.

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