1,720,970 research outputs found
READING BEYOND THE LINES: INFUSING CRITICAL THINKING INTO READING
Full text linkThis research investigated the effectiveness of infusion approach in teaching critical thinking in reading subject. This study attempted to address two main issues: “d) to scrutinize the effectiveness of infusion approach in teaching critical thinking in reading, (2) to identify the challenges and problems in implementing the program in English Department, Indonesia University of Education.
Ten under graduate respondents studying at the final year of English Education Department in Indonesia University of Education were involved in the teaching program that lasted for approximately two months. In this study the researcher also acted as teacher who implemented the program. Data was obtained from multiple sources such as observation, interview, students” journals as well as written tests. All of the data was analyzed both gualitatively and guantitatively to answer the research guestions.
The study revealed that despite of the challenges and problems faced by the researcher in implementing the infusion approach in teaching critical thinking in reading, the finding indicated that students gained improvement and advantages from the teaching program such as students” abilities to differentiate facts and opinions, analyze arguments, interpret the author's intended meanings, formulate guestions, support opinions with convincing reasons, seek to clarify ill-defined concepts, being open-minded, etc. In addition, findings also showed that students were able to read critically, following the steps of analysis in critical reading as well as playing different roles of reader that are important for critical reading to take place.
Regarding the challenges and problems, the findings showed four major difficulties faced by the researcher in implementing the teaching program. These mostly related to: (1) the time allocated for the teaching program: (2) students” lack of initiation in the discussion: (3) some of the materials that were considered relatively difficult for certain students, and (4) the different levels of students” academic achievement.
It is thus recommended that further study in this field should be able to minimize the challenges and problems posed in the present study and investigate the infusion approach in teaching critical thinking in various disciplines and in all levels of education
Critical literacy in an Indonesian EFL setting: sustaining professional learning
No full text This study investigates factors leading to the successful design and implementation of critical literacy pedagogy in an English as a Foreign Language (EFL) class at a secondary school in the city of Bandung, West Java, Indonesia. Critical literacy pedagogy appears to have helped students to become more critical and socially aware
EXPLORATION OF TEACHERS' TRANSLANGUAGING PRACTICES IN EFL SECONDARY SCHOOL: A CASE STUDY
Full text linkTranslanguaging adalah fenomena alami dalam lingkungan bi/multilingual, termasuk dalam suasana EFL di Indonesia, di mana bahasa Indonesia, bahasa Inggris, dan bahasa daerah digunakan dalam kehidupan sehari-hari maupun lingkungan akademik. Namun, penelitian mengenai praktik translanguaging dalam pembelajaran EFL masih terbatas, terutama di Indonesia yang secara asli merupakan lingkungan bi/multilingual. Penelitian ini mengeksplorasi praktik translanguaging yang dilakukan oleh seorang guru sekolah menengah serta manfaat dan tantangan yang dihadapinya. Dengan menggunakan pendekatan kualitatif berupa studi kasus, penelitian ini berfokus pada seorang guru SMP sebagai partisipan, dengan pengumpulan data melalui enam kali observasi kelas dan satu sesi wawancara. Dengan analisis tematik, data yang terkumpul dianalisis dan dikelompokkan kedalam beberapa tema untuk menghasilkan temuan dan didiskusikan. Hasil penelitian menunjukkan bahwa guru menerapkan translanguaging dan memberikan ruang translanguaging bagi siswa dalam empat aspek, yaitu pedagogical translanguaging, positionality and power, language fluidity, dan multilingual/multimodal resources. Selain itu, penelitian ini juga mengidentifikasi berbagai manfaat dan tantangan dalam penerapan translanguaging di kelas. Studi ini menyimpulkan bahwa translanguaging mendukung penyampaian pembelajaran dan membantu siswa membuat makna secara mandiri, sehingga meningkatkan partisipasi serta pemahaman mereka. Penelitian selanjutnya direkomendasikan untuk melibatkan lebih banyak partisipan dan sekolah yang lebih beragam untuk memperoleh wawasan yang lebih luas mengenai praktik translanguaging dalam konteks EFL di Indonesia.
Translanguaging is a natural phenomenon in bi/multilingual settings, including Indonesian EFL settings, where Indonesian, English, and local languages are used in both daily and academic environments. However, limited research has focused on translanguaging practices in EFL settings, especially in Indonesia, where bi/multilingualism is the default linguistic context. This study explores a secondary school teacher’s translanguaging practices and examines the benefits and challenges involved. Using a qualitative case study approach, this research focuses on a junior high school teacher as the participant, with data collected through six classroom observations and one interview session. Through thematic analysis, the gathered data are analyzed into several themes to regenerate the findings and be discussed. The findings reveal that the teacher practiced translanguaging and provided students with translanguaging space across four characteristics: pedagogical translanguaging, positionality and power, language fluidity, and multilingual and/or multimodal resources. Additionally, several benefits and challenges of translanguaging in the classroom were identified. The study concludes that translanguaging supports teaching delivery and enables students to construct meaning individually, enhancing their participation and comprehension. Future research is recommended to involve a larger number of participants and a more diverse range of schools to gain broader insights into translanguaging practices in Indonesian EFL contexts
EXPLORING EFL STUDENTS’ PREFERENCES AND NEEDS IN USING DIGITAL DICTIONARIES AS A TOOL FOR VOCABULARY ACQUISITION
Full text linkPerkembangan teknologi digital membawa dampak signifikan dalam proses pembelajaran, termasuk pemerolehan kosakata. Kamus digital menjadi salah satu alat bantu yang digunakan oleh pembelajar bahasa Inggris dalam mempelajari dan memperoleh kosakata yang tidak familiar karena dianggap lebih praktis, cepat, dan mudah diakses dibanding kamus cetak. Akan tetapi, sejauh mana preferensi dan kebutuhan terhadap penggunaan kamus digital masih jarang dibahas. Penelitian ini bertujuan untuk mengeksplorasi preferensi dan kebutuhan mahasiswa EFL dalam menggunakan kamus digital sebagai alat untuk pemerolehan kosakata. Adapun pendekatan dalam penelitian ini menggunakan deskriptif kualitatif dengan teknik pengumpulan data melalui kuesioner yang disebarkan kepada 100 mahasiswa EFL program studi Pendidikan Bahasa Inggris dan Sastra Inggris di salah satu universitas di Bandung. Kemudian, wawancara semi-terstruktur dilakukan kepada beberapa partisipan terpilih untuk memperoleh informasi mendalam terkait tujuan penelitian.
Hasil penelitian menunjukkan bahwa mayoritas mahasiswa EFL cenderung menggunakan kamus digital karena efisiensinya, kemudahan akses, dan portabilitasnya. Smartphone menjadi perangkat paling umum digunakan, dan kamus digital berbasis web yang gratis lebih disukai dibanding aplikasi yang harus diunduh dan berbayar. Dari segi fitur, mahasiswa cenderung memilih kamus digital yang menyediakan fitur terjemahan, pengucapan audio, dan contoh kalimat. Sementara itu, kebutuhan utama mahasiswa EFL dalam menggunakan kamus digital meliputi pencarian definisi kata yang jelas, panduan pengucapan, pencarian sinonim, dan penyusunan kalimat yang tepat secara formal maupun informal. Temuan ini menunjukkan bahwa kamus digital memiliki peran penting dalam mendukung pemerolehan dan pembelajaran kosakata secara mandiri, kontekstual, dan efisien bagi mahasiswa EFL.
The development of digital technology has had a significant impact on the learning process, including vocabulary acquisition. Digital dictionaries are one of the tools used by English language learners to study and acquire unfamiliar vocabulary because they are considered more practical, faster, and more accessible than printed dictionaries. However, the extent to which preferences and needs for the use of digital dictionaries are still rarely discussed. This study aims to explore the preferences and needs of EFL students in using digital dictionaries as a tool for vocabulary acquisition. The approach in this study uses a descriptive qualitative approach and data was collected through questionnaires distributed to 100 EFL students studying English Language Education and English Literature at a university in Bandung. Then, semi-structured interviews were conducted with several selected participants to obtain in-depth information related to the research objectives.
The results showed that most EFL students tended to use digital dictionaries due to their efficiency, ease of access, and portability. Smartphones were the most commonly used device, and web-based also free digital dictionaries were preferred over downloadable apps and paid. In terms of features, students tended to choose digital dictionaries that provided translation, audio pronunciation, and example sentences. Meanwhile, EFL students' primary needs when using digital dictionaries include clear word definitions, pronunciation guides, synonym searches, and correct sentence construction in both formal and informal settings. These findings suggest that digital dictionaries play a crucial role in supporting EFL students' independent, contextual, and efficient vocabulary acquisition and learning
Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom
No full textA SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA
Full text linkIn English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom
Using Cooperative Learning In Teaching Critical Thinking In Reading
Full text linkThis study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured
CONTENT EVALUATION OF “WORK IN PROGRESS FOR GRADE 10TH SMA/SMK/MA ENGLISH TEXTBOOK” WRITTEN FOR MERDEKA CURRICULUM
Full text linkABSTRAK
Penelitian ini bertujuan untuk mengevaluasi buku teks bahasa Inggris "Work in Progress" kelas 10 guna mengetahui kesesuaiannya dengan kriteria buku teks yang berkualitas serta keselarasan dengan kompetensi inti pada Fase E Kurikulum Merdeka. Fokus penelitian adalah dukungan buku terhadap komunikasi lisan, tulisan, dan visual; penguasaan berbagai jenis teks; serta pengembangan keterampilan mendengarkan, berbicara, membaca, dan menulis yang sesuai untuk siswa SMA dalam konteks kehidupan nyata. Penelitian ini menggunakan kerangka evaluasi berbasis checklist yang sistematis, diadaptasi dari model para ahli ternama. Analisis konten dilakukan terhadap buku teks yang meliputi delapan aspek utama: tujuan dan sasaran, organisasi isi, konten bahasa, integrasi keterampilan, metodologi, kejelasan instruksional, relevansi topik dan budaya, serta penilaian. Hasil penelitian menunjukkan bahwa buku teks umumnya memenuhi standar tinggi, dengan sebagian besar aspek mendapatkan penilaian baik, mencerminkan materi terstruktur yang mendukung pengajaran dan pembelajaran bahasa Inggris secara efektif. Skor rata-rata gabungan dari analisis konten buku teks berkualitas dan kompetensi esensial Fase E adalah baik, sehingga buku ini dikategorikan sebagai sumber belajar berkualitas baik. Penelitian ini memberikan wawasan berharga bagi pendidik, pengembang kurikulum, dan penerbit dengan mengidentifikasi kekuatan serta area yang perlu ditingkatkan dalam desain buku teks bahasa Inggris agar lebih mendukung tujuan pembelajaran dan kompetensi yang ditetapkan Kurikulum Merdeka Fase E, beserta rekomendasi pengembangan buku teks mendatang untuk meningkatkan keselarasan dan efektivitas pedagogis.
Kata Kunci: Analisis Konten, Buku Teks Bahasa Inggris, Content Analysis, Kurikulum Merdeka
ABSTRACT
This study aims to evaluate the "Work in Progress" Grade 10 English textbook to determine its adherence to established criteria for quality textbooks and its alignment with the essential competencies of Phase E in the Merdeka Curriculum. Focusing on the textbook's support for oral, written, and visual communication; mastery of various text types; and the development of listening, speaking, reading, and writing skills appropriate for senior high school students in real-life contexts, the study employs a systematic checklist-based evaluation framework adapted from established expert models. Content analysis was conducted on the textbook, covering eight key aspects: aims and objectives, content organization, language content, skills integration, methodology, instructional clarity, topic and cultural relevance, and assessment. The findings indicate that the textbook generally meets high standards, with most aspects rated as good, reflecting well-structured materials that facilitate effective English teaching and learning. However, topic relevance aspect require improvement. The combined average score from content analysis of a good textbook and essential competency of Phase E is “good”, thus classifying the textbook as a good quality resource. This research offers valuable insights for educators, curriculum developers, and publishers by identifying strengths and areas for enhancement in English textbook design to better support the learning objectives and competencies mandated by the Merdeka Curriculum Phase E, along with recommendations for future textbook development to ensure improved alignment and pedagogical effectiveness.
Keywords: Content Analysis, English Textbook, Merdeka Curriculu
FROM CLASSROOM TO CLINIC: AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM IN INDONESIA
Full text linkEffective communication in healthcare requires nursing professionals to possess strong language proficiency. However, English for Nursing curricula often lack alignment with real-world linguistic demands. This study analyzes an English for Nursing curriculum at a private institution in Indonesia, examining its ideological foundation, curricular model, and alignment with language proficiency requirements. Using content analysis, the research evaluated course syllabi, learning modules, and institutional curriculum guides through the lens of Tyler’s (1949) curriculum rationale and Richards’s (2001) language curriculum ideologies. Findings revealed that while the curriculum emphasized social-economic efficiency, academic rationalism, and professional competency, gaps remained in integrating English proficiency with clinical communication skills. The study highlighted limitations in curriculum design, including inadequate exposure to authentic professional discourse and a misalignment between learning activities and workplace communication needs. These insights inform curriculum development strategies, emphasizing the need for industry-aligned instructional practices and policy reforms. The findings contribute to nursing education discourse in Indonesia and globally, advocating for curricula that better prepare students for professional communication in clinical settings
The Praxis of Literacy Learning Through Creating Digital Short Story Trailersin EFL Context
No full textIt is safe to say that the praxis of literacy teaching in language classroom has been increasinglygrowing. Hence, to add this flourishing field of research, the present study portrayed the use oftechnology in promoting students’ literacy. This article delineated the ways students learn literacy byutilizing technology. Specifically, this paperreported the benefits and challenges of designing digitalshort story trailers as the result of nurturing EFL readers into storytellers.Moreover, critical questionswere posed to assist the participants in developing their idea while designing the videotrailers.Empirical data were obtained through observation and interview with eleventh undergraduatestudent teachers who were voluntarily involved in this descriptive study. Based on the data, findingsshowed that the activities were successfully help students in pitching the given short story byproducing two videos as the result of story reading. Besides, the activity built enjoyable learningexperience since the learners wereenthusiastic during the lessons. Moreover, the primary challengesuttered by the participants were their English grammar skills and time limitation. Referring to theaforementioned findings, the pedagogical implication of this research is that integrating appropriatetechnology to design digital short story trailer in order to promote students’ literacy can be analternative way in conducting reading course in this digital era
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