IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW
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Educator’s Understanding of Intellectual Social Emotional Skills as Strengthening Educator’s Character
Full text linkThis research aims to analyse teachers' understanding of Social Emotional Learning (SEL) as an effort to strengthen the character of educators. The research focus includes teachers' understanding of: (1) the impact of implementing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making in learning on teaching quality; (2) Integration of intellectual and SEL skills into critical thinking skills, creativity, collaboration, and computational logic for decision making in the learning process at class; and (3) teachers' needs in developing the integration of intellectual and SEL skills in learning. The research method uses a phenomenological approach with data collected through surveys, in-depth interviews and observations of teachers in five provinces in Indonesia. The results show that 94% of teachers understand the importance of SEL in creating positive and inclusive learning, but only 53% are able to implement it effectively. As many as 78% of teachers succeeded in creating a conducive classroom atmosphere, while only 64% were able to understand students' perspectives, and 45% showed sensitivity to students' individual differences. These findings indicate that limited professional training, curriculum pressure, and high workload are the main obstacles. This research emphasizes the importance of integrating social-emotional and intellectual skills in learning to support the adaptive character of educators. Recommendations include ongoing training, policy support for resource provision, and regular reflection on teaching practice to improve teacher competency in implementing SEL
Perceived Challenges and Ways to Improve Reading Proficiency for EFL Teachers: Narratives from EFL Teachers
Full text linkThe need of using English in global context has led schools in Indonesia to prepare and make their students proficient in English. However, the majority of English teachers may not have attained a level of proficiency deemed necessary for effective teaching. This study aimed to reveal the level of teachers’ reading proficiency and to figure out how they perceived challenges and ways to improve their proficiency. Qualitative data was used as a method of inquiry. The study employed a narrative inquiry to dig deeper into teachers’ perspective. A proficiency test, self-reflection (logbook), and interview were used as the instrument to measure 15 EFL teachers’ proficiency and figure out their challenges and ways to improve their proficiency. The data was analyzed using inductive reflective thematic analysis and the findings showed that teachers proficiency varied, but most of them have a good reading proficiency equal to B2-CEFR level; It is referred to as upper intermediate and independent user by CEFR. In addition, five themes expressing the teachers’ perceived challenges were revealed: 1) They experienced self-errors; 2) The answer is implied; 3) The text is difficult; 4) The question type is unfamiliar; 5) They encountered unfamiliar vocabulary. Moreover, the ways the teachers used to improve their proficiency were: 1) understand the question and passage carefully; 2) find main idea and supporting details; 3) familiarize with the topic; 4) Enrich vocabulary; 5) scan and take notes; 6) predict the question and keep focus. In conclusion, the findings provide the important insights into EFL teachers. Their collective experiences can be used to overcome the challenges faced by EFL teachers
The Shift of Karo Language to Indonesian among Karonese Family in Medan
Full text linkThe Karo language is gradually no longer used in the family domain among Karonese in Medan. The Karonese begins to entirely use Indonesian for their communication needs. This phenomenon signaled language shift among the Karonese. This study aims to (1) describe the factors influencing language shift among Karonese family in Kwala Bekala Village, (2) the pattern of the language shift and (3) the reason for shifting to Indonesian. It employs qualitative research design with a single case study which is conducted descriptively. The subjects of the study are 10 parents and 10 children of Karonese family in Kwala Bekala Village of Medan Johor District. The data were collected by using questionnaire and interview. Miles & Hubersman’s and Spradley’s data analysis is used to analyze the data. The result of study showed that the factors of the language shift among the Karonese are bilingualism, migration, economic factors, social factors, political factors, demographic factors and value and attitude. The types of the language shift that occurs among the Karonese family are the first generation become bilinguals and about 50% of the Karonese have been shifted to Indonesian in family domain and the second generation almost become monolingual and about 90% have been shift to Indonesian. The Karonese shifted from Karo language to Indonesian because of habitual language use, easy interacting and the status of Indonesian
Generating Interest in Literacy among Elementary School Students through Gamification Technology
Full text linkThis research focuses on grade 5 elementary schools with the main aim of increasing students' interest in literacy through the application of gamification technology concepts. The implementation method is descriptive qualitative: 1) identifying the needs and preferences of students in elementary schools through surveys and observations. Based on these findings, a gamification platform was designed that combines game elements with literacy material according to the curriculum. 2) Integrating gamification into learning activities for grade 5 elementary school students. The implementation process is carried out collaboratively involving teachers, students and parents. The research was conducted at SD Negeri Pasar Baru 03, Central Jakarta. The results of the research can provide valuable input for improving teaching methods in elementary schools, especially literacy, and provide a basis for similar approaches in other schools. This research not only creates positive changes in elementary school students' literacy interest, but also contributes to the literacy of society in general by fostering a culture of reading and critical thinking from a young age. Furthermore, the integration of gamification in literacy education could serve as a model for enhancing other educational subjects, promoting a more engaging and effective learning environment across different disciplines
The Relationship Between Achievement Emotions and Engagement Among EFL Learners in the Post-Pandemic Era
Full text linkInvestigating students' perceptions of English learning is a topic that has received a lot of attention in the field of language education. The purpose of this study is to investigate the relationship between students' achievement emotions (enjoyment and anxiety) and their engagement in the post pandemic era. 30 participants are selected from two different classes in the informatics engineering department. This study used a quantitative approach to examine the relationship between students' achievement emotions and engagement levels. Data were collected through a Google Forms questionnaire, consisting of 19 items from the Foreign Language Enjoyment Scale (FLES), 8 items from the Foreign Language Classroom Anxiety Scale (FLCAS), and 15 items adapted from the Online English Learning Engagement (OELE) questionnaire, all measured with a five-point Likert scale. Descriptive analysis was conducted to summarize the data, and the results were analyzed using SPSS 27 to explore the relationships between emotions and engagement. The findings showed that (1) students’ enjoyment variable had significant effect towards students’ engagement (Sig. 0,001<0,05). Students’ enjoyment had positive correlation while students’ anxiety had negative correlation towards students’ engagement variable. (2) students’ enjoyment, specifically personal enjoyment had significant effect on students’ engagement. The conclusion is that educators recommend being more aware of their students' emotional states; considering enjoyment has important roles in language education, students' feelings of enjoyment should be increased, which may reduce degrees of apprehension and result in better language learning. An investigation of multimodal integration to reduce students’ anxiety could be a suggestion for the next research
Cyber Pragmatics Analysis of Deddy Codbuzer's Podcast in Applying the Maxim of Cooperation
Full text linkAlong with the increasing popularity of podcasts as a digital communication medium, it is important to understand how verbal interactions in this platform adhere to the principles of effective communication. This study aims to analyze the compliance and violation of Grice's maxims of cooperation in the interaction pattern of Deddy Corbuzier's podcast with Guru Husein Ali. The 43-minute 23-second podcast discusses the issue of illegal levies (pungli) in CPNS training, which is guided through a dynamic but serious communication approach. The research data was obtained through conversation transcripts analyzed using qualitative methods with a multimodal cyber pragmatics approach, which includes verbal and non-verbal elements such as intonation, gestures, and facial expressions. The results of the analysis show that the interactions in the podcast consistently comply with Grice's maxims of cooperation, including the maxims of quantity, quality, relevance, and manner. By analyzing these popular podcasts, this study makes new contributions to our understanding of the pragmatics of digital communication and may have implications for podcasters and other content creators. The information conveyed by the interviewees is sufficient, accurate, relevant, and delivered clearly, making it easy for the audience to understand. Although there were some minor violations of the maxim of relevance, such as the insertion of humor that was not always relevant, it did not disrupt the flow of the discussion and instead helped to create a more relaxed and interesting atmosphere. In addition, the use of multimodal elements succeeded in strengthening message delivery, increasing communication effectiveness, and helping the audience understand the issues discussed. This research emphasizes the importance of understanding the social and cultural context in digital communication and the role of podcasts as an effective educational medium
The Structure and Content of the Response Text in the Indonesian Language Textbook for Class VII Junior High School
Full text linkResponse text is one of the texts that must be mastered by junior high school students. To understand the response text, it is necessary to study the structure and content of the response text first. For this reason, the research objective is to describe the structure and content of response texts to Itam and U books in Indonesian textbooks for Class VII Middle Schools. The research method uses the qualitative content analysis method of the Mayring model. Data collection techniques used documentation techniques sourced from Indonesian language textbooks for Class VII Middle Schools published by the Center for Curriculum and Books. The main instrument is the researcher assisted by data tabulation and coding. Data were analyzed using the Mayring content analysis model. The results of the study show that the structure of the response text to Itam and U books in Indonesian language textbooks for Class VI Middle Schools are context, description, and assessment. Context as the part that contains the introduction of the book to be responded to. The description contains a more detailed explanation of the contents of the book, from story ideas, plot, to the characters. While the assessment contains the reader's personal assessment of the book, including its shortcomings, strengths, and suggestions for the book
Integrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety
Full text linkIn the EFL classroom, even though students learn all the skills and are good at some skills, they still feel anxious when they speak in front of the teacher and their friends. The feeling of anxiety can happen because of some factors. One of them is the learning atmosphere. Students feel uncomfortable with a learning atmosphere that is too strict and formal. Cooperative learning can be an alternative way to help alleviate students’ anxiety in speaking English. Since Cooperative learning is related to activities that focus on student learning through group work, it gives a supportive and safe learning vibe to those students who are afraid to speak their foreign language. This research investigates how to integrate cooperative learning in English Foreign Language classrooms to alleviate students speaking anxiety. This research employed a descriptive case study. The participants of this study were the teacher and 36 tenth-grade students in one of the senior high schools in Majalengka. The results showed that the teacher integrated cooperative learning in speaking activities through group investigation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.The results showed that most students were anxious because they lacked confidence and practice. In overcoming this problem, the teacher integrated cooperative learning in speaking activities through group investigation. Moreover, the teacher allowed students to communicate with each other by using group work and gave the students practice with fluency while having the discussion and presentation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety
Theory-Based Mandarin Learning Anthropolinguistics in Indonesia
Full text linkLanguage is the most important element to explore the deepest consciousness contained in a culture. Some Mandarin learning is still lacking in exploring the culture. If we learn a language not only in theoretical learning, but it is also important to learn the culture of the language because these two things can not be separated so that both go hand in hand. All that is contained in a language certainly contains the culture of origin of the language, on the contrary, culture is one of the forming elements of language. One of the scientific trends of macrolinguistics in studying the issue of Mandarin learning in Indonesia is anthropolinguistics. In anthropolinguistics it is the result of the integration between the sciences of culture and language. Anthropolinguistics has three theories: performance, indexicality, and certainty. This article examines how anthropolinguistic theory plays a role in Chinese language learning. The research method used by researchers in this study is a qualitative approach that is presented descriptively with articles and books that have relevance to the discussion. The research design uses the systematic literature review method with the analysis step starting with identifying, evaluating, and interpreting all relevant research results related to anthropolinguistic phenomena in learning Mandarin in Indonesia. Then the library results are processed systematically, objectively, and comprehensively. Based on the literature review with anthropolinguistic theory that has been done, it can be concluded that learning Mandarin in anthropolinguistics should consist of grammatical, communicative and pragmatic competencies and language skills
Using WhatsApp Group in the Online English Learning Process at University During the Covid-19 Pandemic
Full text linkThere are many benefits to using WhatsApp as a medium for distance learning, including the fact that it excites students about learning even from a distance and encourages concentration when using groups. However, in this current study, the usefulness of WhatsApp Groups in online learning during the Covid-19 pandemic of the English education study program at Baturaja University is investigated. The present writers utilized data gathered using a questionnaire and a Google Form as a bridge program. The results revealed that the benefits of WhatsApp media in the pandemic-related teaching and learning process WhatsApp makes it simple to send assignments, whether in the form of direct comments (chat groups), images, videos, PPTs, or other soft files, and features of. Moreover, the students enjoy learning activities. Out of all the replies respondents gave, most indicated that they would answer with the majority of statements they believed to be true for each item. This claims that during the COVID-19 Pandemic, using WhatsApp or creating WhatsApp Groups was incredibly helpful for their online learning process. The study's findings revealed that most participants thought that WhatsApp Groups are an effective medium