E-Jurnal FKIP UMMY Solok
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MENGINTEGRASIKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENDIDIKAN BAHASA INGGRIS UNTUK MENINGKATKAN EFEKTIVITAS PENGAJARAN DAN PEMBELAJARAN DALAM PROGRAM PENDIDIKAN FARMASI
No full text The rapid globalization and digital transformation of healthcare require pharmacists to master professional communication and digital literacy alongside pharmacological expertise. Therefore, English for Specific Purposes (ESP), particularly English for Pharmacy (EfP), must integrate Information and Communication Technology (ICT) to reflect authentic professional practices. This study aims to systematically examine how ICT is applied, perceived, and evaluated in EfP instruction within pharmacy education. This Systematic Literature Review (SLR) analyzed 22 peer-reviewed articles published between 2014 and 2024, retrieved from Scopus, Web of Science, and ERIC, using keywords related to ICT, ESP, English for Pharmacy, and pharmacy education. Articles were selected based on predefined inclusion and exclusion criteria and analyzed thematically. The review reveals three key findings. First, ICT integration in EfP has evolved from basic digital content delivery to student-centered models such as the Flipped Classroom, which consistently enhances learning outcomes and student satisfaction. Second, Mobile Learning is the most widely adopted technology, particularly effective in improving vocabulary mastery and professional communication skills. Third, successful ICT adoption is strongly influenced by UTAUT factors and supported by blended learning approaches, while major challenges include limited infrastructure, insufficient faculty training, and constraints on personalized feedback. This study contributes to ESP and pharmacy education by providing an evidence-based framework for strategic ICT integration in EfP, offering pedagogical guidance for educators and directions for future research, including the potential use of Artificial Intelligence in professional language instruction.Lanskap perawatan kesehatan yang terus berkembang pesat, didorong oleh globalisasi dan transformasi digital, menuntut agar apoteker modern tidak hanya memiliki pengetahuan farmakologi yang khusus, tetapi juga keterampilan komunikasi tingkat tinggi dan literasi digital. Oleh karena itu, pengajaran Bahasa Inggris untuk Tujuan Khusus (ESP), khususnya yang disesuaikan sebagai Bahasa Inggris untuk Farmasi (EfP), harus mengintegrasikan Teknologi Informasi dan Komunikasi (TIK) untuk mencerminkan lingkungan profesional dan meningkatkan efektivitas pedagogis.Tinjauan Literatur Sistematis (SLR) ini mensintesis temuan dari dua puluh dua sumber akademik untuk mengeksplorasi penerapan, efektivitas, penerimaan, dan tantangan terkait integrasi TIK dalam kursus Bahasa Inggris untuk Farmasi (EfP). Tinjauan ini menyoroti bahwa penerapan TIK berkembang dari pengiriman konten digital hingga model pedagogis canggih seperti Kelas Terbalik (FC), yang menunjukkan efektivitas superior dalam penguasaan pengetahuan dan kepuasan mahasiswa dalam pendidikan kedokteran. Selain itu, alat Pembelajaran Mobile (M-Learning) banyak digunakan, terutama untuk meningkatkan penguasaan kosakata dan keterampilan komunikasi.Meskipun penerimaan sangat bergantung pada faktor-faktor yang diuraikan oleh model UTAUT (Harapan Kinerja, Harapan Usaha, Pengaruh Sosial, dan Kondisi Pendukung), kesuksesan terkait dengan adopsi pembelajaran campuran. Tantangan implementasi meliputi kebutuhan akan pelatihan intensif bagi tenaga pengajar untuk mendukung model seperti FC, kekurangan infrastruktur yang persisten, dan kebutuhan akan umpan balik yang dipersonalisasi. Rekomendasi berfokus pada memastikan keselarasan konstruktif, integrasi strategis M-Learning untuk latihan berbasis keterampilan, dan menjajaki potensi masa depan Kecerdasan Buatan (AI) dalam EfP. Ulasan ini menyediakan landasan komprehensif untuk mengoptimalkan pengajaran EfP melalui integrasi strategis TIK
Canva sebagai alat pembelajaran digital untuk meningkatkan tulisan deskriptif siswa
No full text This study addresses a research gap in comparative investigations of visual media for teaching descriptive writing at the junior high school level. While previous studies have largely examined Canva in isolation and focused on higher education, limited attention has been given to its effectiveness compared to other visual platforms and across specific writing components. This quasi-experimental study examines the effects of Canva and Pinterest on seventh-grade students’ descriptive writing performance. Forty-four students were selected through purposive sampling and assigned to experimental and control groups. Data were collected through pre- and post-tests assessed by three independent raters using an analytical writing rubric. The findings reveal that students taught using Canva achieved significantly greater improvement than those taught using Pinterest, with a very strong effect size. Canva was particularly effective in supporting idea development and text organization, resulting in higher-quality written products. These results suggest that Canva is a pedagogically effective visual medium for teaching descriptive writing, and its integration through structured writing activities is recommended to enhance students’ writing skills.
Penelitian ini menyelidiki penggunaan Canva sebagai alat pembelajaran digital untuk meningkatkan kemampuan siswa dalam menulis teks deskriptif. Banyak siswa menghadapi tantangan dalam menguasai penulisan deskriptif karena kesulitan dalam memahami struktur generik, fitur bahasa, dan tata bahasa, serta kurangnya media pembelajaran yang menarik. Untuk mengatasi masalah ini, penelitian ini menerapkan desain kuasi-eksperimental dengan kelompok kontrol yang tidak setara. Partisipan adalah 44 siswa kelas tujuh SMP N 6 Sijunjung, dibagi menjadi kelompok eksperimen yang diajarkan menggunakan Canva dan kelompok kontrol yang diajarkan menggunakan Pinterest. Kedua kelompok menerima pra-tes dan pasca-tes, dan data dianalisis menggunakan SPSS 20 melalui uji normalitas, homogenitas, dan Mann-Whitney U. Temuan menunjukkan bahwa kelompok eksperimen mencapai skor pasca-tes rata-rata yang lebih tinggi (90,45) dibandingkan dengan kelompok kontrol (85,77). Uji Mann-Whitney U mengungkapkan perbedaan yang signifikan (sig. 0,000 < 0,05), yang menunjukkan bahwa Canva memiliki efek positif dan signifikan terhadap kemampuan menulis siswa. Hasil ini menunjukkan bahwa Canva lebih efektif daripada Pinterest dalam meningkatkan kinerja menulis deskriptif siswa. Studi ini merekomendasikan integrasi Canva ke dalam pengajaran bahasa Inggris sebagai media yang inovatif dan interaktif untuk meningkatkan motivasi, kreativitas, dan prestasi menulis siswa
- Penerapan Strategi Listen-Read-Discuss (LRD) untuk meningkatkan Pemahaman Membaca Siswa: -
No full text This study was conducted to address the low reading comprehension skills of junior high school students, which highlight the need for more interactive and collaborative learning strategies. The purpose of this study was to describe the application of the Listen-Read-Discuss (LRD) strategy in reading instruction and to examine how this strategy can enhance students' reading comprehension skills. This study employed a qualitative approach with a classroom action research design, implemented across three learning cycles involving 32 seventh-grade students at SMPN 03 Cibarusah, Bekasi Regency. Data were collected through observation and interviews, and analyzed using thematic analysis. The results revealed that the implementation of the LRD strategy improved students' focus, participation, and ability to comprehend descriptive texts. Each stage of this strategy played a complementary role—the listening stage helped students understand the context, the reading stage reinforced their comprehension of the text content, and the discussion stage promoted meaning clarification and collaboration among students. Challenges such as distractions and limited vocabulary were minimized through active and collaborative discussion activities. Overall, the LRD strategy proved effective in fostering more interactive and participatory reading instruction and can serve as an alternative approach for teachers to enhance students' reading comprehension at the junior high school level.Penelitian ini bertujuan untuk menjelaskan bagaimana strategi Listen-Read-Discuss (LRD) diterapkan untuk meningkatkan pemahaman membaca di kalangan siswa sekolah menengah pertama. Pendekatan ini dipilih karena menggabungkan tiga fase pembelajaran aktif: mendengarkan, membaca, dan berdiskusi. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian tindakan kelas, melibatkan siswa kelas tujuh di sebuah sekolah menengah pertama di distrik Cibarusah. Data dikumpulkan melalui observasi dan wawancara, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa strategi LRD menciptakan suasana belajar yang interaktif dan menyenangkan. Siswa menjadi lebih percaya diri dan aktif dalam memahami teks. Tahap diskusi merupakan bagian yang paling disukai karena memungkinkan siswa untuk berkolaborasi dan bertukar ide. Hambatan utama ditemukan pada tahap mendengarkan, namun hal ini dapat diatasi melalui tahap membaca dan diskusi. Secara keseluruhan, strategi LRD efektif dalam meningkatkan pemahaman membaca dan membangun keterlibatan siswa dalam proses belajar
EFL LEARNERS’ ABILITY IN ANSWERING STRUCTURE AND WRITTEN EXPRESSION SECTION ON TOEFL PREDICTION TEST
Full text link This study examines EFL students’ ability in answering the Structure and Written Expression section of a TOEFL prediction test. Using a descriptive quantitative approach, the participants were 10 seventh-semester students of the English Education Department at UMMY Solok in the 2023/2024 academic year. Data were collected through a 40-item TOEFL prediction test. The results indicate that students’ performance was categorized as poor in both sections. In the Structure section, the average number of correct answers was 5 (33%), while in the Written Expression section, the average was 10 (40%). The findings reveal that students experienced difficulties, particularly in identifying verb tenses. Therefore, it is recommended that students undertake more systematic preparation to improve their grammatical competence before taking the TOEFL test.
Penelitian ini bertujuan untuk menjelaskan kemampuan mahasiswa dalam menjawab sesi struktur dan ekspresi tertulis dalam tes TOEFL prediksi. Peneliti menemukan bahwa mahasiswa semester tujuh program studi Pendidikan Bahasa Inggris UMMY Solok mempunyai kesulitan dalam mengidentifikasi tenses dalam beberapa pertanyaan selama sesi struktur dan ekspresi tertulis. Penelitian dilakukan dengan menggunakan metode deskriptif kuantitatif. Sampel penelitian adalah seluruh mahasiswa semester tujuh program studi Pendidikan Bahasa Inggris UMMY Solok tahun ajaran 2023/2024 yang berjumlah 10 orang. Instrumen yang digunakan dalam penelitian adalah tes yang terdiri dari 40 soal. Hasil penelitian ini menunjukan bahwa, dalam sesi struktur ditemukan bahwa kemampuan mahasiswa berada dalam kategori buruk dengan rata-rata jawaban benar adalah 5 atau 33%. Sebagai tambahan, dalam sesi ekspresi tertulis ditemukan rata-rata jawaban benar adalah 10 atau 40% yang membuat mahasiswa berada di kategori buruk. Disarankan bahwa dengan penelitian ini siswa harus lebih mempersiapkan diri mereka dengan baik dalam menjawab test TOEFL
THE CORRELATION BETWEEN NON-ENGLISH SPEAKING PARENTS’ INVOLVEMENT, STUDENTS’ PERSISTENCE, AND ENGLISH ACHIEVEMENT AMONG EFL HIGH SCHOOL STUDENTS IN INDONESIA
Full text link This study investigates the correlation between non-English speaking parents’ involvement, students’ persistence, and their English achievement among EFL high school students at SMA Negeri 11 Palembang, Indonesia. The research aimed to determine whether parents’ involvement and students’ persistence significantly influence students’ English achievement. A quantitative correlational design was employed, using two sets of questionnaires to measure parents’ involvement and students’ persistence, along with an English achievement test. The findings revealed no significant correlation between non-English speaking parents’ involvement and students’ English achievement (r = 0.090, p > 0.05). Similarly, no significant relationship was found between students’ persistence and their English achievement (r = 0.815, p > 0.05). These results suggest that factors such as parents’ limited knowledge of English, low self-efficacy, socioeconomic background, and weak parent–school communication may contribute to the absence of significant relationships. The study highlights the need for schools to strengthen parental engagement programs and to foster students’ motivation and self-regulated learning strategies to enhance English achievement
DIFFICULTIES ENCOUNTERED BY ENGLISH EDUCATION STUDENTS IN WRITING UNDERGRADUATE THESIS
Full text link Writing an undergraduate thesis is a crucial academic requirement; however, many English Education students face multiple challenges during the process. These difficulties often emerge from academic, linguistic, psychological, and social factors that interact in complex ways. While previous studies have examined these factors separately, few have analyzed them within a single comprehensive framework. This study aims to identify the major difficulties faced by English Education students in writing undergraduate theses and to analyze the contributing factors using Brown’s (2007) psychological, social, and linguistic dimensions. Employing a descriptive qualitative design, data were collected from 132 English Education students at four universities in South Sumatra through a closed-ended questionnaire and structured interviews. Quantitative data were analyzed descriptively, while qualitative data followed Miles and Huberman’s (2013) model. The findings revealed that academic factors were the most dominant (58.13%), followed by linguistic (22.12%), psychological (11.49%), and social (8.26%) factors. Students reported the greatest challenges in topic selection, paraphrasing, and maintaining motivation during supervision. The study underscores the need for stronger academic support, structured writing workshops, and consistent supervisory mentoring. These findings contribute to a more integrated understanding of thesis-writing difficulties and provide practical insights for improving academic writing instruction and supervision in EFL contexts
TEACHERS' CHALLENGES IN ASSESSING SPEAKING SKILLS IN SYNCHRONOUS ONLINE DISCUSSIONS: A CASE STUDY FROM AN INDONESIAN EFL CONTEXT
Full text link Synchronous online discussions have become essential for speaking instruction in digital EFL contexts, however evaluating students’ performance in these real-time environments remains challenges. However numerous studies emphasized the significance of digital assessment, only a few concentrated on looking at the specific challenges that teachers face while assessing students' speaking abilities during synchronous online discussions. Furthermore, the objective of this study involves looking into the challenges teachers face and the strategies they use to maintain online speaking assessments fair, reliable, and effective. In collecting the data, this study used a descriptive qualitative approach, structured interviews were conducted with three EFL teachers from the Speaking Partner Course in Pare–Kediri, and data were analyzed by thematic analysis. Findings indicate three significant challenges: technological constraints such as insufficient connectivity, time limitations during online sessions, and authenticity concerns regarding students’ autonomous performance. By using institutional rubrics, conducting pre-assessment technological checks, carefully managing their time, and offering ongoing feedback, teachers were able to address these problems. The study emphasizes the need of strengthening teachers' digital competence and assessment literacy, and it encourages focused professional development and improved institutional support to improve the quality of online speaking assessments.Penelitian ini menginvestigasi kesulitan yang dihadapi guru saat mengevaluasi kemampuan berbicara siswanya selama diskusi online sinkron di Speaking Partner Course Pare-Kediri. Guru saat ini harus memodifikasi strategi penilaian mereka dalam pengaturan virtual karena perubahan ke pembelajaran online, yang menghadirkan tantangan pedagogis dan teknologi. Tiga guru yang berpengalaman melakukan tes berbicara secara daring mengikuti wawancara terstruktur untuk mengumpulkan data menggunakan teknik kualitatif deskriptif. Kendala dan strategi utama yang digunakan oleh para peneliti ditentukan dengan menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa guru harus menghadapi berbagai tantangan, seperti koneksi internet yang tidak menentu, keterbatasan waktu, masalah keaslian, dan tantangan dalam menjamin keandalan dan keadilan evaluasi. Terlepas dari tantangan ini, guru menunjukkan fleksibilitas dengan menggunakan rubrik institusional, menjadwalkan penilaian secara efisien, dan menawarkan umpan balik berkelanjutan untuk menjaga validitas dan ketersediaan. Strategi tersebut menunjukkan peningkatan ketahanan profesional dan kompetensi digital dalam melakukan asesmen online yang adil dan bermanfaat. Kesimpulan menunjukkan kemahiran pedagogis, kemampuan digital, dan dukungan kelembagaan guru sangat penting untuk keberhasilan penilaian berbicara online. Untuk meningkatkan kualitas penilaian bahasa online, juga menyarankan agar program pengembangan profesional menekankan pada peningkatan kemahiran teknologi dan literasi penilaian guru.
Kata kunci: Bahasa Asing Bahasa Inggris, diskusi online sinkron, penilaian berbicara, tantangan gur
Investigasi prefrensi siswa terhadap aktivitas speaking dan jenis input pada kelas jurusan tata busana
No full text Speaking skill is an essential component of English for Specific Purposes (ESP) instruction in vocational education, particularly for Fashion Design students, as it supports effective communication in professional and workplace contexts. This study aims to explore students’ preferences regarding speaking activities and input types in ESP classes. The research employed a descriptive quantitative research design. Data were collected through a close-ended questionnaire administered to 67 students of the Fashion Design major at SMKN 2 Bukittinggi. The collected data were analyzed descriptively using percentage analysis.The findings reveal that role play was the most preferred speaking activity (47%), followed by question-and-answer activities (26%), indicating students’ strong preference for interactive and communicative tasks. In terms of input types, authentic audiovisual materials (39%) were most favored, followed by picture-supported monologues (30%) and vocabulary-supported monologues (27%). Additionally, most students preferred medium-length texts (56%), materials sequenced from easy to difficult (57%), and learning materials accompanied by illustrations or tables (80%).These results suggest that ESP speaking materials for vocational learners should be interactive, multimodal, and contextually relevant. This study provides practical implications for ESP teachers and material developers in designing speaking materials that better address the needs of Fashion Design students in vocational education.Penelitian ini mengeksplorasi preferensi siswa Jurusan Desain Fashion terkait aktivitas berbicara dan jenis input dalam kelas ESP. Penelitian ini menggunakan metode penelitian kuantitatif deskriptif dengan angket yang berisi beberapa opsi jawaban sebagai instrumen, dan data dikumpulkan dari 67 peserta didik Jurusan Desain Fashion di SMKN 2 Bukittinggi. Hasil penelitian menunjukkan bahwa roleplay menjadi aktivitas yang paling disukai oleh 47% siswa, diikuti oleh Q&A (26%), menunjukkan kecenderungan yang kuat terhadap tugas-tugas interaktif. Untuk jenis input, materi audiovisual autentik (39%), monolog yang didukung gambar (30%), dan monolog yang didukung kosakata (27%) menjadi pilihan utama. Sebagian besar siswa lebih menyukai teks berdurasi sedang (56%), urutan materi dari mudah ke sulit (57%), serta materi yang dilengkapi ilustrasi atau tabel (80%). Temuan ini menunjukkan bahwa materi berbicara ESP untuk peserta didik vokasi sebaiknya bersifat multimodal, kontekstual, dan berbasis tugas
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE WRITING PRACTICES OF SIXTH-SEMESTER ENGLISH STUDENTS AT UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI
Full text link Artificial Intelligence tools such as ChatGPT, Grammarly, and QuillBot are increasingly used in academic writing and offer both benefits and challenges for EFL learners. While these tools can support language development, concerns remain regarding students’ independence and academic integrity. This study examines the use of AI across different stages of writing and explores its perceived benefits and limitations among sixth semester English students at UIN Sjech M. Djamil Djambek Bukittinggi. A mixed methods convergent design was employed. Quantitative data were collected through a validated questionnaire from 88 students, while qualitative data were obtained from in depth interviews with 10 selected participants and analyzed thematically. The findings indicate that AI was widely used during pre writing and brainstorming (85 percent), drafting (92 percent), and revision (78 percent). Students reported improvements in grammar, organization, and vocabulary, with grammar receiving the highest mean score of 4.2 out of 5. However, 35 percent of participants admitted to copying AI generated content without proper paraphrasing, highlighting potential ethical concerns. The study emphasizes the importance of integrating digital literacy and ethical guidance in the use of AI for academic writing.
ELEMENTARY ENGLISH TEACHERS' PERCEPTIONS OF MERDEKA CURRICULUM IMPLEMENTATION IN INDONESIAN PRIVATE SCHOOLS: A MIXED-METHODS STUDY
Full text link Curriculum reform in Indonesia has led to the implementation of the Merdeka Curriculum, which emphasizes learner autonomy, flexibility, and student-centered learning. Teachers play a central role in translating this reform into classroom practice; however, empirical studies capturing teacher voices in elementary English education remain limited. This study explores English teachers’ perceptions of the Merdeka Curriculum implementation in elementary schools during the 2024/2025 academic year. Using a descriptive quantitative approach, data were collected from eight English teachers in five private elementary schools through a structured questionnaire and supported by semi-structured interviews. Descriptive statistical analysis revealed that teachers expressed predominantly positive perceptions of the curriculum. Specifically, 64% of responses indicated agreement regarding alignment with ministerial regulations, while 63% reflected positive perceptions of English teaching practices under the Merdeka Curriculum. Interview findings further showed that teachers valued the curriculum’s flexibility and its support for active and contextualized English learning, although challenges related to curriculum terminology, instructional preparation, and student engagement were also identified. These findings highlight the importance of incorporating teacher perspectives in curriculum reform and underscore the need for continuous professional development to ensure effective implementation of the Merdeka Curriculum in elementary English learning