IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW
Not a member yet
207 research outputs found
Sort by
The Effectiveness of Case Method to Students’ Paraphrasing Write Skills
Full text linkParaphrasing writing skills are useful for students in writing scientific papers, especially in providing an explanation of a concept using different language from the reference we quote without changing the meaning so as to avoid plagiarism. Writing paraphrases requires critical thinking skills and creativity in processing sentences without changing the meaning. In fact, there are still many students who are not skilled in writing paraphrases. One way to improve students' paraphrasing writing skills is to apply the case method. For this reason, this study aims to determine how much influence the case method has on students' paraphrasing abilities. This research used experimental method with pre-experimental designs. The research design used the One Groups Pretest-Posttest Design. Data collection using paraphrase writing test technique. Analysis of research data by: assessing the results of each student's paraphrasing writing, calculating data normality tests, and conducting hypothesis testing with the Paired Sample T Test using SPSS 23. The results showed that there was a significant effect of the case method on the paraphrasing ability of students of the Management Study Program, Faculty of Economics, Universitas PGRI Palembang. The influence is indicated by the Sig value. (2-tailed) of 0.01 is smaller than 0.05. Students are able to paraphrase using their own language in several techniques, namely changing active sentences to passive ones, shortening sentences, changing sentences to become longer, and replacing words with words that have the same meaning. It's just that there are still some students who paraphrase by only changing some of the words in the quoted sentence by writing the equivalent of the word
Factors Hindering the Students in Completing Their Undergraduate Thesis: A Study at an English Education Study Program in Indonesia
Full text linkOne of the obligations of undergraduate students at the end of their study is writing a thesis. During the process, students find several problems that can hinder them completing their thesis. This study was aimed at finding and analyzing the factors that hinder the completion of the thesis and how the students try to cope with the factors. This study used a qualitative descriptive approach by using questionnaire and interview as the research instruments. The population in this study was the undergraduate students of the English Education Study Program who were working on or had finished working on their thesis. The results showed that there were ten factors that hindered students' thesis completion. Of the ten factors, the writers categorized them into two parts, namely internal factors and external factors. The internal factors are; health, psychological barriers, academic ability, and approach (attitude and study habits). While external factors are in the form of; family, environment/friends, thesis administration system, thesis advisor guidance process, references, and other activities. If sorted from the factor most experienced by students to the factor least experienced, the results are psychological barriers (92.9%), reference (78.6%), academic ability (74.3%), learning approach (74.3%), thesis advisor guidance (71.4%), thesis administration system (64.3%), health problems (54.3%), family (48.6%), environment/friends (45.7%), and other activities; participating in internal/external campus organization, working, and some unnecessary activities (30%). In facing the factors, students make various kinds of efforts so that they can still complete their thesis project
Conflicting Opinions and Emotions in Students’ Responses to Feminist Resistance in the Film Photocopier
Full text linkThe film Photocopier depicts how its main character, a victim of sexual harassment, exercised her feminist resistance toward hegemonic and patriarchal power in society. Studies have been conducted in the past to examine feminist resistance in this film and a few other films. Yet, none have looked closely into students' responses to feminist resistance in those films. Engaging students in responding to film contents is important because films have the potential to provoke students’ critical thinking and emotions toward various issues in society, such as issues related to the victimization of women. To address the gap in research, this study aimed to examine how students express their opinions and emotions toward the female main character’s resistance in the film Photocopier. It also aimed to analyze how those opinions and emotions may influence students’ potential actions when faced with sexual harassment issues in real life. Using an audience response method, data were collected through observations that included film viewing, a classroom discussion, and an open-ended questionnaire. The study involved eleven female and two male graduate students in a literature teaching and appreciation course. The results showed that each student experienced conflicting opinions and emotions with regard to the main character’s resistance. After watching the film, students felt motivated and inspired to advocate for victims of sexual harassment in real life. The researcher argues that conflicting opinions and emotions were inevitable consequences of students’ critical thinking and emotional processes while responding to the film. The negative opinions and emotions that even led to victim blaming did not hinder them from supporting the main character’s efforts to obtain justice. Furthermore, the researcher argues for the necessity of developing audience responses to films as a powerful strategy in critical literature pedagogy
Teachers’ Professional Competence in Integrating Technology: A Case Study at English Teacher Forum in Majalengka
Full text linkThis article presents a case study at the English Teacher Forum in Majalengka, focusing on improving teachers' professional competence in integrating technology into their teaching practices. The study addresses teachers’ challenges in effectively incorporating technology and explores strategies to enhance their skills and abilities. The qualitative research methodology uses a case study approach using structured interview techniques and document analysis. The findings reveal that many teachers in the forum lack the confidence and skills to integrate technology effectively, hindering digital tools' educational potential. However, significant improvements were seen in the professional competence of English teachers, such as mastering teaching materials, being able to manage classes, being able to use media and learning resources, mastering educational foundations, being able to manage learning interactions, and being able to assess learning achievement for the benefit of learning through development programs professionalism, peer coaching, access to resources, and ongoing support. Students also demonstrated increased motivation and improved learning outcomes. The study highlights the importance of ongoing support and training for teachers and the need for technological infrastructure investment. The research findings and recommendations aim to guide educators and policymakers in promoting technology-integrated learning environments in Majalengka and similar contexts, ultimately enhancing student learning experiences and outcomes
Folklore-Based Virtual Reality as a Teaching Media in the Secondary School Viewed From its Implication and Multimodal Aspects
Full text linkThis research article explores folklore-based virtual reality (VR) as a teaching medium in secondary schools, examining its effectiveness and impact on students' learning experiences. Taking advantage of virtual reality (VR) in education has several benefits, including enhancing students' learning experiences, facilitating more effective comprehension of concepts, and preparing students for the demands of an ever-evolving digital society. Drawing upon the multimodal discourse analysis framework, the study investigates how combining virtual reality technology and folklore narratives can enhance students' engagement, understanding, and retention of educational content. The findings highlight the potential of folklore-based VR as a powerful tool for immersive and interactive learning while shedding light on the multimodal aspects of the discourse generated through this medium. Educators can enhance the learning experience and foster a deeper understanding of cultural heritage and identity by integrating folklore-based virtual reality as a teaching medium. Moreover, Folklore-based virtual reality can encourage critical thinking skills as students navigate through complex narratives, make decisions, and solve problems within the virtual environment. Furthermore, exposure to diverse folklore stories and characters can promote empathy and understanding of different cultures, fostering a more inclusive and tolerant society. Integrating virtual reality (VR) technology into English education and literary resources presents promising prospects for students to actively interact with books through novel approaches, augmenting their understanding, language proficiency, and general admiration for literature. The research contributes to the growing field of educational technology by demonstrating the benefits of folklore-based VR as a pedagogical approach in secondary education
Module on Writing Indonesian Procedure Text Betawi Cultural Heritage Based on Project-Based Learning
Full text linkThis study discusses the development of Indonesian teaching modules, especially on procedural text material among Package B students. It is known that package B students are quite different from formal schools in general because in one class students have different age gaps and initial knowledge. PKBM Negeri 10 Jakarta in particular has a learning group for students aged 12-19 years. Indonesian lesson is one of the subjects that Package B learners learn requires mastering four skills, one of which is writing. But in reality, students still have difficulty in constructing words into writing and developing ideas in the mind into written language. This research aims to create a procedure text learning module to achieve students' reading interest and the development of writing teaching materials for class VII Package B students based on project-based learning. This research starts from 2021 to September 2023. The research method used is RnD with the ADDIE method. Data collection techniques are carried out using interviews, observations, and document analysis. Making modules with the concept of ADDIE and project-based learning is carried out according to the existing stages. The module validators are experts in the fields of practitioners, languages, and design. The result of the validator's assessment of the Betawi Cultural Heritage module is very feasible, it only needs to be updated in language that is still inaccurate in language rules. This was reinforced by the results of the distribution of questionnaires that students were very satisfied and preferred the Betawi Cultural Heritage module rather than the e-module given by the teacher
The Effect of the Problem-Based Learning Model on Students Critical Thinking Ability
Full text linkStudents' critical thinking skills are still a problem that lecturers in Indonesia still need to overcome. One way to improve student's critical thinking skills is by giving action in class, namely the problem-based learning model. For this reason, this study aimed to determine the effect of problem-based learning models on students' critical thinking skills. This research method uses a quantitative approach. The research design uses quasi-experimental research using two classes as samples with different treatments. The instruments in this study used observation guidelines and tests in the form of descriptive questions to measure students' critical thinking skills. The data that has been obtained is in the form of data from pretest and posttest values. Data were analyzed using SPSS 16.0 to see the normality and homogeneity tests as a condition for conducting the t-test. The results obtained from the normality test with a sig level of 0.200> 0.05 mean that the data is normally distributed. Then a homogeneity test was carried out, and the results showed 0.365> 0.05, which indicated that the sample data was homogeneous or uniform. After the two test conditions are met, then the t-test is performed. The results of the t-test obtained sig. 0.00 <0.05 indicates an influence of the problem-based learning model on the critical thinking skills of students of the Indonesian Language and Literature Education Study Program, Universitas PGRI Yogyakarta
An Analysis of HOTS Level Questions on the Indonesian Objective Tests
Full text linkThis study aimed to describe HOTS-level questions in the objective tests at the end-of-semester Indonesian exam for class XII at SMA Negeri 3 Bengkulu Tengah. The researcher's description was based on Anderson & Krathwohl's theory. This research was a qualitative descriptive study. The data source in this study was in the form of documents for the end-of-semester exams for class XII Indonesian at SMA Negeri 3 Bengkulu Tengah, totaling 105 questions using documentation data collection techniques. The analysis showed that HOTS questions still tend to be few and have not fully used HOTS-level questions. 11 questions meet the characteristics of HOTS questions or the equivalent of 10% of the data used. 10% of HOTS questions were dominated by the C4 thinking process dimension (analyzing), which consists of 6 questions (6%), the C5 thinking process dimension (evaluating) 4%, and the C6 thinking process dimension (creating) 1%. For the knowledge dimension, the HOTS questions were dominated by questions that measure the conceptual knowledge dimension
Enhancing Nursing Students’ Speaking Skill in Presenting Healthcare Education by Using TikTok Application
Full text linkSpeaking skills are the skills that give us the ability to communicate effectively. They involve using appropriate vocabulary, voice, and nonverbal cues to convey messages in a passionate, thoughtful, and convincing manner. Healthcare education need a good speaking skill; an ability to have a speech in a simple presentation in order to educating people about health. Teachers always need to look for an innovative and interesting media in teaching English speaking skill. TikTok application can be used as an interesting and effective learning medium which meets the learning needs of students who are millennials and actually attached to the digital world. This study was class room action research. The participant of this study were 40 students of Ners Undergraduates Program of STIKes Flora Academic Year 2022/2023 who were taking the English II course in the sixth semester. The research instruments were observation, interview, pre-test, and post-test. The steps of using TikTok in learning speaking for presenting healtcare education: (a) the teacher made 2 TikTok videos; an explanation video and healtcare education video as an example, (b)teacher explained using TikToks video and then nursing students watch the videos and got the knowledge; (c)students practice pronunciation using TikTok videos, (d) the teacher asked the students to create their own video using TikTok application and posted it. The improvement score from posttest cycles I to posttest cycle II was about 8.32. The nursing students enjoyed learning speaking English with this application
Language Assessment Literacy: Cases of Pre-Service English Teachers
Full text linkLanguage assessment literacy is a key area for researchers or anyone with an interest in improving the quality of teaching. A good understanding of the development of assessment instruments is very important in the learning process. The aims of the study are to analyze to what extent of pre-service English teachers are academically and professionally prepared to carry out tasks related to assessing students' language skills and to analyze to what extent and how pre-service English teachers perceive language assessment literacy in their teaching practice. This study uses a qualitative method in which interviews are used to collect data. Interviews were conducted with to 20 pre-service English teachers from the Jenderal Soedirman University, English Education Department. The interview questions were developed to incorporate the eight dimensions of language assessment literacy. The results of the study show that academic experience in terms of attending formal education and professional training is very necessary for pre-service teachers. In addition, it is important for prospective English teachers to understand not only the concept of assessment in the teaching process, but understanding the skills to achieve learning objectives through an assessment process using technology