Daftar Jurnal Penerbit Universitas Negeri Semarang
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The Mediating Role of Pedagogical Competence in the Relationship between Competency-Based Training and Early Childhood Learning Outcomes
Get PDFThis study examines the direct and indirect effects of competency-based training (CBT) on early childhood learning outcomes, mediated by the pedagogical competence of early childhood education (PAUD) teachers in Semarang Regency. Using a quantitative explanatory research design with a cross-sectional survey, data were collected from 153 PAUD teachers and their students through validated questionnaires and documentation. Findings indicate that CBT positively and significantly influences both early childhood learning outcomes and teachers\u27 pedagogical competence. Furthermore, pedagogical competence also significantly influences children\u27s learning outcomes. Most importantly, this study demonstrates that pedagogical competence acts as a significant mediator in the relationship between CBT and early childhood learning outcomes. These results underscore the importance of structured and ongoing professional development for PAUD teachers to enhance their pedagogical skills, which in turn is crucial for improving the quality of early childhood education
An Analysis of Illocutionary Acts in TED Talks 2024 on English Language Learning
Get PDFIn language learning, illocutionary acts is essential in shaping communicative competence. The research employs a descriptive qualitative approach to analyze the illocutionary acts in two 2024 TED Talks on English language learning using Searle’s (1976) classification as its analytical framework. The research aims to identify 5 illocutionary act types with the most dominant ones in selected videos and investigate the correct usage of illocutionary acts to better understand how language is used in educational discourse. The data were systematically classified into five distinct categories of speech acts: representatives, directives, expressives, commissives, and declaratives. The research identified that there were 159 illocutionary acts, consisting of 106 representatives (66.7%), 23 directives (14.5%), 19 expressives (11.9%), 11 commissives (6.9%), with no declarative acts identified in either video. The analysis reveals that the dominance of representative acts reflects the informative and persuasive goals of TED Talks, while directives, expressive, and commissive acts serve to enhance engagement, emotional resonance, and speaker credibility. These patterns show that effective educational discourse not only relies on vocabulary and grammar but also on strategically chosen illocutionary acts. This research suggests that to achieve communication goals, language users should not only concentrate on linguistic accuracy but also on employing illocutionary acts effectively to enhance their communication. Future research might extend this study by investigating larger and more diverse genres, different methodologies, or additional communicative dimensions. In conclusion, illocutionary acts are used strategically and contextually, shaped by the speaker’s purpose, background, and communication setting
Development of Interactive Multimedia Using Articulate Storyline 3 to Enhance Learning Outcomes in Creative Fabric Lessons at a Vocational High School
Get PDFThis study aimed to develop interactive multimedia based on Articulate Storyline 3 and to test its feasibility, practicality, and effectiveness in teaching Creative Fabric to students in the Fashion Design Expertise Program at SMK Negeri 1 Purwodadi. The research method employed was Research and Development (R&D) using the ADDIE development model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The experimental research design used was a Pretest-Posttest Control Group Design, involving 60 11th-grade students divided into an experimental and a control class. The results showed that the developed interactive multimedia had a very high feasibility level, with 92.27% approval from media experts and 87.69% approval from material experts. The practicality test conducted by 10 teachers yielded a score of 86.94%, which falls into the "Practical" category. In terms of effectiveness, student learning outcomes in the experimental class showed significant improvement, with an average pretest score of 72.00 and a posttest score of 91.73. In contrast, the control class showed a pretest score of 65.87 and a posttest score of 79.20. The average N-Gain score in the experimental class was 0.7204 (categorized as "very effective"), while the average score in the control class was 0.3459 (categorized as "fairly effective"). A T-test analysis of the N-Gain scores yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between student learning outcomes in the experimental and control classes. Thus, interactive multimedia based on Articulate Storyline 3 has proven to be feasible, practical, and effective in improving student learning outcomes in the Creative Fabric subject within vocational education
A Discursive Analysis of the Treatment of English and Indigenous Languages in Post-Colonial Language Policies in Kenya
Get PDFThis article investigates the treatment of English and Indigenous languages in the context of post-colonial language policies in Kenya, utilizing Critical Discourse Analysis as its primary methodological approach. Focusing on the integration of English and Indigenous languages in critical domains such as education, research, and administration, this study unveils a nuanced portrayal of the government\u27s language policy. Four language policy documents were purposively selected. These are the Presidential Working Party on Education and Manpower (Kamunge 1988), the Kenyan Constitution of 2010, The National Curriculum Policy (2018), and The Basic Education Curriculum Framework (2017). Using checklists, key policy recommendations were extracted and analyzed using Fairclough’s Three-Dimensional Model. The study revealed that the underlying hierarchies between English and Indigenous languages embedded in official policy documents. This suggests a paradoxical dynamic which despite the overarching goal of promoting linguistic diversity, biases persist in favor of English. This study recommends a proactive governmental strategy to enhance practical value and benefits awareness of Indigenous languages, advocating their greater exposure and representation in official language policy documents. This approach corresponds with wider initiatives to address historical disparities in post-colonial settings, acknowledging Indigenous languages as essential not only for communication but also as crucial carriers of cultural legacy and identity. It highlights the real benefits of integrating Indigenous languages across various sectors, proposing a definitive approach to a more equitable language policy that genuinely represents Kenya\u27s unique linguistic landscape. This study provides essential insights for politicians and educators to promote inclusive language policies in analogous post-colonial contexts
Understanding Sentence Roles and Argument Structures: A Syntactic Study of EFL Students
Get PDFThis study aims to identify the most difficult argument structures and argument roles in sentences identified by English as a Foreign Language (EFL) students, as well as the factors that contribute to such difficulties. The study collected data using a descriptive quantitative method, relying on quantitative descriptive data through statistical analysis. focused on 36 fifth-semester students from Class B of the English Education Study Program at Tadulako University, who were selected through purposive sampling with statistical analysis, tests, and questionnaires. The results of the research showed some key findings: (1) the most difficult argument structure for students to identify is the sentence with two arguments, which appears with a total frequency of 60; (2) the most difficult argument role for students to identify is the experiencer; and (3) five main factors affect students\u27 ability to identify roles and arguments in sentences, namely prior knowledge, interest and motivation, learning strategies, teaching methods, and learning environment. Future researchers can discuss thematic roles that have not been addressed in this study
Teacher\u27s Needs Analysis for English Reading Modules in Junior High Islamic Schools Based on Integrated Curriculum Standard
Get PDFEnglish is an essential language used in various aspects of life, and formal education remains the primary setting where students learn English. In Indonesian Junior High Schools, English is commonly taught using resources provided by the school, with textbooks or learning modules serving as key materials. Most of these schools have adopted the Emancipated Curriculum (Merdeka Curriculum) while some, particularly Islamic schools, supplement it with the Integrated Islamic School Network (JSIT) Curriculum. The JSIT Curriculum combines an integrated learning system with a full-day school model, emphasizing Islamic values and character building. Given these unique educational settings, it is important to explore teachers’ specific needs for English reading modules that align with the characteristics and goals of Islamic schools. This qualitative study involved 25 English teachers from Islamic junior high schools in Magelang Regency. Data were collected through questionnaires and interviews. The results reveal that teachers encounter challenges in teaching reading comprehension, primarily due to a lack of suitable learning resources reflecting Islamic schools\u27 identity and educational objectives. Therefore, there is a significant need to develop English reading modules tailored to the values, vision, and mission of Islamic education to enhance classroom instruction
Realizing Idioms in Conversational Texts of English Textbooks for Eleventh Graders
No full textThis study focuses on how idioms are realized in conversational texts of English textbooks for the eleventh year: English for Change and Bahasa Inggris Tingkat Lanjut. The textbooks were published concerning the Emancipated Curriculum (Kurikulum Merdeka) in Indonesia which focuses on learners’ autonomy and real-life communication. Therefore, examining how well educational materials support these goals is essential. The idioms were identified as one of the formulaic expressions categorized using Biber et al. (1999). To conduct and produce the results, the researcher plays a role in collecting, analyzing, interpreting, grouping data into codes, and concluding collected data. By employing a descriptive analysis of the conversational texts from the selected textbooks, this study contributes to the understanding of pedagogical approaches to teaching conversational language. It offers insights for educators, curriculum developers, and textbook authors. The findings showed that the types of idioms realized from the textbooks are phrasal verbs (15 data), prepositional verbs (2 data), and phrasal-prepositional verbs (3 data). Nevertheless, no data was found for multi-word verb combinations. Understanding idioms is important for good communication because it helps to better understand the language, express ourselves more clearly, and learn about different cultures
Implementing Integrated Performance Assessment (IPA) as a Learning Strategy to Enhance the Students’ Writing Skill for Seventh Graders
Get PDFThis study explores the implementation of the Integrated Performance Assessment (IPA) model as a learning strategy to improve the writing skills of seventh-grade students at SMP Muhammadiyah 04 Sukorejo. The IPA emphasizes integrating interpretive, interpersonal, and presentational communication modes. Using a mixed-methods design, both quantitative and qualitative data were gathered through pretests, posttests, questionnaires, and interviews. The study followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to create and assess IPA-based instructional materials. Results from SPSS analysis showed a significant improvement in students’ writing performance, with posttest scores (M = 79.80) significantly higher than pretest scores (M = 55.53), p < .001. Qualitative data indicated that students found the IPA-based worksheets engaging and helpful, while the teacher noted that IPA supported integrated skill learning and authentic assessment. Theoretically, the findings confirm IPA’s potential to promote linguistic, cognitive, and affective development by linking assessment with instruction. Pedagogically, this research demonstrates that IPA is an effective and practical framework for enhancing EFL learners’ writing skills through authentic, task- based, and scaffolded activities. The study recommends further development of IPA-based materials into comprehensive teaching resources to support writing instruction in secondary EFL contexts
Think Pair Share and Google Classroom in Teaching English for Young Learners: A Literature Review
Get PDFThis research paper examines the evolution of English language education in Indonesian elementary schools, particularly the transition from the 2013 Curriculum to the Merdeka Curriculum, and connects this shift to the current educational emphasis on deep learning. The Merdeka Curriculum promotes greater flexibility, student-centered learning, and competency-based assessment — all of which align with the principles of deep learning, which prioritizes critical thinking, creativity, and the meaningful application of knowledge rather than rote memorization. The paper highlights the need for effective English instruction for young learners, underscoring the significance of the critical period for language acquisition in children aged 2–13 and advocating for tailored teaching methodologies that address their unique characteristics. It emphasizes the challenges of teaching English to young learners compared to adults and proposes cooperative learning strategies, specifically the Think-Pair-Share technique, integrated with digital tools such as Google Classroom, to foster engagement, collaboration, and higher-order thinking skills. Using a literature review methodology, the study reviewed 25 peer-reviewed articles and reports published between 2015 and 2024, selected based on their relevance to English language teaching for young learners, cooperative learning strategies, technology integration, and the Indonesian or comparable contexts. The synthesis of these studies demonstrates that innovative teaching methods aligned with deep learning principles can improve language skills, participation, and teamwork among elementary students. Ultimately, the research offers actionable insights, including recommendations for integrating collaborative learning techniques and educational technology to advance deep learning and effective English instruction in Indonesian elementary schools
Pre-Service English Teachers\u27 Goals and Beliefs in the Indonesian PPG Program
Get PDFThis study investigates the professional goals and beliefs of pre-service English teachers participating in Indonesia’s Teacher Professional Education (PPG) Program, a pivotal initiative designed to strengthen teacher competence and identity. While prior studies have focused on policy and structural aspects of the PPG, little is known about how pre-service teachers internalize professional goals and beliefs within this program’s reflective learning context. Addressing this gap, the present study adopts a small-scale exploratory case study involving three pre-service English teachers at a state university in West Java. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s (2014) framework to derive thematic insights into participants’ motivational orientations and evolving professional beliefs. Findings reveal that participants’ motivations combined intrinsic ideals such as pedagogical growth and moral purpose with extrinsic considerations of certification and career advancement. Their professional goals shifted from self-improvement toward broader commitments to educational transformation, while beliefs about English teaching expanded from linguistic transmission to global competence facilitation. These findings underscore that professional identity in the PPG context develops through the interaction of motivational and belief systems shaped by both policy expectations and personal reflection. The study contributes to teacher education research by providing contextualized, in-depth insights into how pre-service English teachers in Indonesia construct professional identity amid systemic reforms. Implications are offered for designing PPG curricula that explicitly integrate goal-setting, belief development, and reflective mentorship