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Dadan Nugraha
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Kantor Prodi Magister Tadris Bahasa Inggris, Kampus 2 UIN Sunan Gunung Djati Bandung Jl. Soekarno Hatta Gedebage Kota Bandung 40292, Jawa Barat Indonesia
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Journal of English Education and Teacher Trainer
Published by UIN Sunan Gunung Djati Bandung
ISSN : -     EISSN : 31095879     DOI : https://doi.org/10.15575/educater.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this journal is to provide a comprehensive platform for research, discussions, and advancements in the field of English language teaching, particularly in the context of English as a foreign language. It seeks to explore a wide range of topics that contribute to the enhancement of teaching practices, including innovative models, strategies, and methods for effective language instruction. The journal emphasizes the role of technology and media in modern teaching, as well as the importance of understanding English linguistics, literature, and cultural contexts. Furthermore, it aims to shed light on the historical development of the English language and the evolution of English education, while also focusing on English as a second language acquisition. With contributions from experts and educators, the journal strives to serve as a valuable resource for those involved in teaching, learning, and researching the English language, offering insights into both practical and theoretical aspects of the field.
Arjuna Subject : Umum - Umum
Articles 24 Documents
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The Implementation of Multimodaly to Teach English in RA Nurul Falah Hidayah, Rohmatul; Aminuddin, Muhammad; Ekawati, Dian; Sajidin, Sajidin
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.2297

Abstract

This study aimed to investigate the implementation of multimodal tools to teach English in kindergarten. The recent study found that it was challenging to teach English as a foreign language for young learners; so that, teachers should provide various activities and improve creativity in teaching. In contrast, from my general observations, drilling was the only method practiced by the teachers to teach English. Nevertheless, this method was not quite fun and engaging for a long term. As the alternative, to overcome the problem, teacher was able to use multimodality to conduct English lesson especially in kindergarten. This research used qualitative descriptive design. The data were collected by interview with verbatim data technique and observation. The investigation showed that English teacher at RA Nurul Falah used several media and activities. These were audio-visual media; which were laptop, flashcard, speaker active and audio media; which was handphone. Besides that, teacher used some techniques. These were learning while playing; learning through running and other movement; learning with watching videos; learning by using with flash cards and learning ask and answer questions to improve their critical thinking. The study showed that the implementation of multimodality could attract and enhanced students’ engagement in the class. Students seemed more fun with many tools usage rather than only implementing drilling method in the class. Moreover, the research also revealed that multimodal usage was better than drilling. It also concluded that the multimodality use in teaching English lessons was useful and beneficial.
English Speaking Skills Assessment in the "English on Tuesday" Program: a Cipp-Based Evaluation Approach Luthfiyanti, Witri; Aliyah, Nisa; Arya, Dhika
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.2298

Abstract

This study evaluates the speaking assessment component of the "English on Tuesday" program at Al-Irhaam Elementary School, Bandung, a vocabulary enrichment initiative for primary school students in Grades 1-6. Using the Context, Input, Process, and Product (CIPP) evaluation framework, the research examines how speaking tasks embedded in the program affect young learners' oral proficiency. The context evaluation emphasizes the program's relevance to students' communicative needs and motivation to use English in daily school activities. The input evaluation demonstrates that multimedia materials, vocabulary lists, and simple phrase patterns serve as the foundation for speaking practice, supported by educational videos and interactive digital games. The process evaluation indicates that speaking activities, including sentence construction, role-playing, and oral reporting, promote dynamic and engaging language use among students aged 6-12 years old. The product evaluation reveals significant improvements in students' fluency, confidence, and ability to apply vocabulary in meaningful contexts, as documented through teacher reflection journals, classroom observations, and student speaking samples collected over one academic semester. The findings indicate that integrating structured speaking tasks with vocabulary learning, accompanied by age-appropriate resources and interactive approaches, can considerably improve speaking skills in early English language instruction. This study provides practical insights into developing effective formative speaking assessments for vocabulary-focused programs targeting young learners in Indonesian elementary school contexts.
The Study of the Ethical and Practical Barriers to Using ChatGPT for Academic Writing Kuraesin, Cicin; Fauziyyah, Gesha Lailatul; Ruminda, Ruminda; Rohadi, Tedi
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.2299

Abstract

This study investigates the ethical and practical barriers to using ChatGPT for academic writing from students' perspective. This study used a qualitative research design to examine the ethical and practical challenges that university students face when using ChatGPT for academic writing. Fifteen participants were randomly selected from undergraduate and master's programs at ten universities in West and Central Java who used ChatGPT for their academic writing. The result showed ChatGPT’s use in academic writing presents both ethical and practical challenges. Ethical issues include the risk of plagiarism, undermining critical thinking, and maintaining research authenticity, along with concerns about unreliable information and unclear institutional policies. Practical barriers involve limitations like the need for a professional version (ChatGPT-Pro), difficulty in verifying accuracy, formatting issues, lack of depth in analysis, and repetition of content. To ensure responsible use, these barriers require clear institutional guidelines and ethical standards.
When Teaching Opened My Eyes: a Narrative Reflective Inquiry on Educational Inequality in a Rural Indonesian Village Astuti, Renny Widia; Jannati, Rahmi Nasiti
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.2300

Abstract

This study presents a narrative reflective inquiry into the lived experience of a pre-service English teacher who volunteered in a rural village in Bogor, Indonesia. Through systematic reflection on teaching practice, this research examines educational inequality in remote areas where access to education often ends at the primary level. The narrative draws from reflective journals, photographs, and field observations collected during a two-week teaching program in Desa Cibuyutan. Grounded in reflective practice theory and critical pedagogy, this inquiry reveals how immersive teaching experiences shape pedagogical identity and deepen awareness of systemic educational inequities. The findings demonstrate that reflective narrative inquiry serves as a powerful tool for pre-service teachers to develop critical consciousness about rural-urban educational disparities and transform personal uncertainty into professional purpose. This study contributes to teacher education discourse by highlighting the value of experiential learning in preparing socially conscious educators committed to educational equity.

Page 3 of 3 | Total Record : 24

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