English Education Journal
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The Difference between Bilingual Acehnese-Indonesian and Monolingual Indonesian Students Learning Behavior in EFL
Full text linkThis study was conducted in qualitative research aimed to discover the difference in learning behavior between bilingual Acehnese-Indonesian and monolingual Indonesian in EFL. The data of this study was obtained from the 7th grade at SMP Teuku Nyak Arif Fatih Bilingual School, Banda Aceh. The participants were five bilingual and five monolingual students. The data were collected through observation and interviews. The observation data was students learning behavior during English class and was analyzed in descriptive statistics (percentages). The interview data included transcripts of supporting information about the reason for the learning behavior displayed in the English classes. The interviews were recorded, transcribed, and analyzed following Miles Hubermans interactive model analysis. Furthermore, the results of this study showed that bilingual students showed less negative behavior in terms of competence motivation, attitude toward learning, and strategy/flexibility than monolingual students, but they were found to show the same amount of attention and persistence of negative issues along with monolingual students. Meanwhile, interview findings revealed that reason from both bilingual and monolingual students displayed those issues were mostly affected by internal factors and several external factor
Meta-synthesis of Task-based Learning Implementation in China: Impact and Challenge
Full text linkTask-based Learning (TBL) is a dynamic, student-centered approach where learners actively engage in guided learning tasks that mimic real-world scenarios. This hands-on experience encourages the practical application of language skills, fostering deeper understanding and retention. Meta-synthesis, in this context, involves the systematic integration and coordination of various educational components to maximize the benefits of TBL. Numerous studies have demonstrated the positive impacts of TBL on students language proficiency, critical thinking abilities, and overall engagement. Additionally, it enhances teachers competencies, allowing them to adapt their methodologies to better meet student needs and improves classroom organization by promoting active participation. However, challenges remain, particularly due to limited knowledge and skills surrounding TBL among educators. These insights are significant not only for enhancing the theoretical foundations of TBL but also for providing foresight into potential obstacles educators may face. By understanding these challenges, educators can develop effective strategies for resolution, ensuring a smoother implementation of TBL. Teachers are, therefore, encouraged to embrace this innovative approach within their teaching practices, as it holds the potential to vastly improve students language acquisition. Ultimately, integrating TBL can create a more interactive and engaging learning environment, equipping students with the essential skills needed for effective communication in English
Analysis of Students Perspective in Using E-Learning Platforms
Full text linkThe COVID-19 pandemic has spurred significant transformations within the education sector, leading many institutions to shift towards online learning platforms. This study aimed to examine students perspectives on the usage of various platforms during the pandemic. Employing a mixed-method approach, the study combined quantitative and qualitative techniques, gathering data from 30 students enrolled in the Department of English Education at Universitas Syiah Kuala across the batches of 2018, 2019, and 2020. Structured questionnaires were utilized in the survey, focusing on four primary platforms: E-Learning USK, Zoom, Edmodo, and WhatsApp. Additionally, selected students underwent interviews to provide deeper insights. The studys findings revealed E-Learning USK as the most preferred platform, with a mean score of 95 and satisfaction expressed by 3.16% of students. Notably, E-Learning USK emerged as the most accessible and effective platform. Following closely were video conferencing platforms such as Zoom and WhatsApp, which also garnered significant favourability. These findings carry profound implications for educators, assisting them in selecting platforms tailored to their students needs. Furthermore, the study underscores the paramount importance of utilizing suitable platforms for online learning during the COVID-19 crisis. It positions E-Learning USK as the primary choice for students, closely followed by video conferencing platforms like Zoom and WhatsApp. Armed with this insight, educators can make informed decisions in platform selection, ensuring students have access to an optimal learning experience
Technology-Based English Learning in Primary School: A Systematic Review
Full text linkThis systematic review aimed to investigate trends in technology-based English learning within primary education. Data were systematically collected, identified, reviewed, and interpreted from relevant research articles published in both national and international journals from 2010 to 2023. The review focused on research pertaining to trends in Technology-Based Learning (TBL) at the primary level, guided by specific inclusion and exclusion criteria. A total of 42 research articles addressing technology-based English learning trends were identified, with eight articles focusing specifically on primary education. While previous studies have broadly explored the role of technology in education, this review addresses a gap by examining current trends in technology use within primary schools. The findings indicate that internet-based learning tools, such as YouTube videos, represent a significant trend in TBL suitable for primary education. These tools offer notable benefits in developing listening and speaking skills, thereby enhancing storytelling competence. Additionally, the review identified challenges associated with TBL, particularly technophobia, which affects both teachers and students. Technophobia has been shown to have adverse effects on primary students learning experiences. The insights gained from this review provide valuable guidance for English teachers and researchers, highlighting current developments in technology-based English learning and offering strategies to address and mitigate technophobia among primary school educators and students
A Closer Look at Teachers' Professional Competencies
Full text linkPreparing students for 21st century life should be started by preparing the teachers since they have a great influence in shaping the education outcomes. Besides, the quality of English teachers also influences on teaching English as a Foreign Language (EFL) in Indonesia. This study was aimed at finding out the professional competencies of teachers of English. This study involved three teachers of English, 36 students, the vice-principal of curriculum, and the school principal. The data were collected through observation, questionnaire, interview, and review of documents. The results of the study revealed that the teachers of English at SMKN 3 Palembang were in criteria competent enough (73.77%) in completing all aspects of teachers professional competencies based on the Ministerial Regulation of National Education Number 16 Year 2007 on the Academic Standards and Competency Qualifications. The findings could contribute some benefits for the teachers of English, the school, and the government in order to gain better quality of teaching and learning English, particularly teachers professional competencies
