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From the Library Review Perspectives: Strategies to Instill Efficient Character Education Values in Indonesian EFL Learning Dynamics

Kristian Florensio Wijaya — 2024-05-31

There should be a decent complementary element to equalize the
proficiency-based learning activities attempting to breed skilled,
innovative, and knowledgeable target language academicians.
Following this belief, professional second language educators
should incessantly transmit various kinds of efficient character
education values in their daily classroom learning routines as
learners begin to showcase more promising and positive learning
behaviors in sustaining the continuity of language exposure. This
current small-scale library study was enacted to profoundly
investigate the possible pedagogical strategies second-language
educationalists can internalize to holistically infuse more
meaningful character education values in Indonesian EFL learning
dynamics. To fulfill this study objective, the researcher employed a
thematic analysis approach in this current small-scale library
investigation to systematically cluster the most identical research
results into some relatable themes. Accordingly, 20 prior character
education studies ranging from 2018 to the 2022 year were selected
to produce more reliable robust findings. From the thematically
categorized research results, the perfect embodiment of efficient
character education values was ascertained when Indonesian EFL
teachers are willing to play roles as supportive learning facilitators
and implement variegated teaching strategies in their regular
classroom learning dynamics. Some future recommendations were
also depicted for the constant advancement of this educational
research field.

Artificial Intelligence in the English Classroom: Middle School Teachers' and Students' Perceptions

Ikhsan Dinn Islam — 2024-05-31

The utilization of artificial intelligence in learning is evolving, with a focus on language learning. This study addresses the research issue of how SMP 1 Nurul Basmalah students and teachers feel about the usage of artificial intelligence in the English classroom. In this qualitative study, focus groups and interviews are used to determine that AI saves students time and is more personalized because it engages in conversations with interviewers. It also dismisses worries about the use of electronic devices, stating that such teaching approaches require a teacher to be prepared. It is necessary to incorporate findings such as the strengths. It also dismisses expectations about the use of electronic devices, stating that such teaching approaches require a teacher to be prepared. There is a need to use discoveries such as the strengths and drawbacks of using AI in educational institutions, how to apply ethics in the use of AI, and how to incorporate practical ways of using AI to improve learning outcomes and stimulate student creativity.

The Communicative Language Strategies of CEFR in TikTok Video

Hana Syakirah - — 2024-05-31

As a widely established scale a standardized assessment of
language competency in Europe as well as worldwide, CEFR
provides a clear baseline for assessing language ability. However,
its representation in videos on TikTok, as one of the most potential
language learning platforms remained unexplored. This study
seeks to examine communicative language strategies linked with
the CEFR in TikTok videos. Using a qualitative method and
ATLAS.ti software, the data were collected from 200 videos using
the hashtags #learnenglish and #communicationstrategies.
Production was recognized as the most common communication
strategy, with planning appearing in 43 videos. Moreover, videos
in the B1 level were the most frequent, appearing in 86 videos. The
results suggest that a systematic strategy, as seen in TikTok videos,
requires a well-designed learning plan that includes regular
intervals for listening, speaking, reading, and writing practice.
Future studies should encourage educators to adopt these
practices, to promote successful language education.

Student Teachers Readiness and Challenges for Internship Program: A Survey on English Language Education Study Program, Universitas Negeri Jakarta

Farah Shiba Fadhilah — 2024-05-31

For students majoring in education, the teaching internship
program is mandatory. Along with employing the Kurikulum
Merdeka in schools, student teachers must also prepare to use
it through the teaching internship program. This study aims to
investigate student teachers’ readiness and challenges for the
teaching internship program. This study employs both
quantitative and qualitative methodologies to achieve its
objectives. In all, 40 English Language Education Study
Program student teachers batch 2020 at Universitas Negeri
Jakarta completed questionnaires and participated in Focused
Group Discussions focusing on their readiness and challenges
based on key teaching competences, enabling competences,
professional conduct, and personality. The research uncovered
student teachers level of readiness and challenges in
'administration', 'methodology: knowledge and skills',
'assessment', and 'lesson and course preparation' to Kurikulum
Merdeka as ‘developing readiness’ and ‘mostly challenging’.
However, they perceived ‘approaching readiness’ and views
them as ‘mostly not challenging’ aspects as in 'digital media
implementation,' 'professional behavior', 'personality', and
'intercultural skills'. Because prior studies did not cover these
areas all at once, the knowledge obtained through this research
study applies locally.

Gender Representation in The English Textbook Entitled “Stop Bullying Now” for SMA/ MA/ SMK/ MAK Grade XI

Zahra — 2024-05-31

Textbook have a significant role to build students' views and
perceptions of gender. Gender representation in teaching
materials can influence the way students understand the roles of
male and female in society. This research aims to analyze gender
representation in textbook using a quantitative approach and the
gender representation grid developed by Brugeilles and Cromer
(2009). The findings reveal a significant dominance of male
characters in the representation within the textbook. The number
of male characters presented is considerably higher than that of
female characters. Moreover, male characters tend to be
assigned roles that align with gender stereotypes prevailing in
patriarchal societies. This indicates an imbalance in gender
representation within the textbook. These findings carry
significant implications for creating inclusive and diverse
learning materials to ensure they reflect gender equality and
diversity within society. By understanding and recognizing this
imbalance, it is hoped that content developers will be motivated
to produce more representative and gender-sensitive materials.

A Systematic Review of Research on Blended Learning in Teaching EFL: Student and Teacher’s Perception, Implementation, Interaction, Benefits, and Challenges

Musfi Kotul Koniah — 2024-05-31

This study examines the existing research on blended learning in
English as a Foreign Language (EFL) classrooms, focusing on the
views and experiences of both students and teachers. An analysis
of 30 published articles reveals that researchers have employed a
range of methods, including quantitative, qualitative, and mixed
approaches, to collect data through questionnaires, interviews,
and literature reviews. The findings suggest that both students and
teachers have a positive outlook on blended learning, which is used
to teach various English skills and involves the use of online
platforms to assign different types of tasks. Effective interaction
between students, teachers, and peers is crucial to the success of
blended learning. The benefits of blended learning include
improved English proficiency, enhanced learning behaviors, and
developed digital skills. However, challenges such as technical
difficulties, inadequate training, time management issues, and
learner preparedness can hinder its implementation.

Vocational High School Teachers’ Perception of Project-based Learning Method in English Language Teaching: A Case Study

Melvira Tanila — 2024-05-31

As Vocational High School (VHS) students are prepared to work in certain fields, project-based learning (PjBL)becomes one of the teaching and learning methods that teachers can use to meet the expectations in the work field. Even though the effectiveness of PjBL implementation is related to how the teacher perceives the method, less attention is given to studies that focus on teachers' perception of the principles of PjBL. Therefore, this study aimed to investigate the English teachers' perception of the PjBL method in terms of the objectives, principles, and teachers' roles. The descriptive case study was employed as the research design to answer the formulated research questions. Semi-structured interviews with English teachers at SMKN 26 Jakarta were conducted to collect the data. The findings show that all teachers have a good perception of the objectives of the PjBL method. Most teachers fully understand their role in the PjBL method. However, there was some misunderstanding in teachers' perception of the principle of challenging problem/question and public product. 75% of the teachers did not see sustained inquiry and reflection as the principle of the PjBL method. Therefore, teacher professional development training related to the principles of the PjBL method needs more attention.