Journal articles on the topic 'Indonesian language Study and teaching (Secondary) Victoria'

Task-based language teaching is an approach applying tasks as a key point of pedagogical instruments. This study explores teachers’ perceptions of task-based language teaching in the secondary school context in Indonesia. Descriptive qualitative research design is used with data collected by using questionnaires. This study used purposive sampling to choose the sample. The findings showed that most of the junior and senior high school EFL teachers appeared to embrace positive attitudes towards practicing task-based language teaching, even though their knowledge of task-based language teaching is still low. All teachers in the study said they have implemented task-based language teaching in the classroom. All of them will continue to use TBLT. The implication of the study is to inspire other researchers to investigate task-based language teaching with greater confidence. The researcher hopes that this research will motivate curriculum designers and other researchers to explore more fully the views of those who are key to successful classroom implementation.

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.

Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

The status of English as a foreign language in Indonesia makes the students use this language rarely. Whereas, English as international language and also a compulsory subject in secondary school to university level in Indonesia encourage students to master English. ICT comes with many advantages created innovation in teaching and learning English. Then, the teachers as the key role in the course should utilize it. However, the teachers should know the roles of ICT in teaching English. Therefore, this research aims to analyze English teachers’ perceptions on the roles of ICT in EFL classroom. This descriptive qualitative research involved five English teachers from different schools in Yogyakarta, Indonesia. The research data were gathered using interview. The findings of the research showed that ICT plays role as a tool, a source, and an encouragement of students’ English learning.

This study aims to investigate senior high school students and teachers’ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.

The aim of this study is to investigate the benefits and challenges of Task-Based Language Teaching (TBLT) in the development of students’ speaking ability in Indonesian Secondary School Context. This study used comprehensive literature review from various sources. From the discussion, it is informed that TBLT is useful to increase English speaking competence of students. Firstly, TBLT is applicable to fosters students’ oral fluency. Secondly, TBLT can improves the speaking accuracy of students. Thirdly, TBLT helps students to enhance their speaking confidence. However, several challenges need to be addressed by the English teachers in order to use TBLT effectively. The finding of this study provides valuable literature for English teachers in Indonesia regarding the use (benefits and challenges) of TBLT to teach speaking skill.

A great deal of research has been conducted on genre based approach, suggesting that it is an important approach. Its importance is also indicated by the fact that it is adopted in the 2004 and 2006 National English Curricula of Indonesian secondary schools. However, the pedagogical benefit of this approach to English language teaching is still controversial. Some research has shown that it is effective to develop language competence, some has not. The fact that since the adoption of this approach in the 2004 Indonesian National Curriculum the quality of Indonesian English language teaching at Indonesian schools has not significantly improved complicates the issue further. The present study was intended to contribute to the debate. It is an experiment to discover whether the approach can help improve the performance of students in university thesis defence examinations. The study was conducted at a university level because of an important practical issue, that is complaints among members of the academic community about the poor performance of undergraduate (UG) students in the thesis defence examination (TDE) event at Indonesian universities especially in Aceh. It was believed that even though students were competent in speaking general English, they were poor in their oral thesis defence performance. This study concludes that, with some conditions, it can help at least in some respects.

This study aims to describe the realization of politeness in the language of lecturers and students in learning Indonesian at IAIN Padangsidimpuan. This type of research is qualitative and quantitative research using descriptive methods. The data collection techniques in this study were (1) observation, (2) recording, and (3) recording. To ensure the validity of the data collected, three techniques were carried out consisting of (1) observation persistence, (2) triangulation, and (3) referential adequacy (Moleong, 2007: 329). The approach used in this study is a descriptive qualitative and quantitative approach, namely primary data obtained by direct observation of the teaching and learning process between Indonesian language lecturers and students in the classroom. The formulation of the problem that has been determined will be answered in this study by using the theory that is set as an analytical knife to process field data in this study, namely: the study of language politeness theory. Sources of data used in this study by collecting primary data and secondary data, the primary data of this study were obtained directly during the teaching and learning process. it is concluded that the realization of politeness in the language of lecturers and students in learning Indonesian is the form of verbal and nonverbal speech which is divided into declarative, imperative and interrogative forms of speech. The principle of politeness in language focuses on the category of wisdom maxims. The results of this study are grouped into the realization of politeness in the language of lecturers and students in learning Indonesian on students' learning motivation at IAIN Padangsidimpuan. Based on the results of data analysis, the ranking of types of speech acts used by Indonesian language lecturers at IAIN Padangsidimpuan in the teaching and learning process was obtained. In the declarative form of speech is 66.66% with 66.95% nonverbal occurrence, then the imperative speech form is 16.67% with 15.55 percent nonverbal occurrence, and the third order is interrogative speech form of 16.67% with 17 nonverbal occurrences, 5%. Keywords: realization, language politeness, Indonesian language learning.

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context. The result of this research is hopefully beneficial to overcome English writing difficulties of secondary high school students in Indonesia. The discussion informs that Facebook utilisation in teaching writing improves learners motivation to write in English, increases grammar mastery of the students, and provides abundant learning materials for the learners to develop their English writing ability. The result of this study will be useful as a reference for English teachers to adjust Facebook use into their teaching practice in order to help students in improving their English writing skill.

Myriad studies reported abrupt transition of face-to-face classrooms to online learning due to pandemic and the results were various, contextually-bounded from country to another. Yet, studies exploring the aforementioned issue in Indonesian EFL context are still scarce. This study explores issues and challenges experienced by Indonesian EFL teachers in conducting English online learning during the pandemic within qualitative approach. Twenty-five secondary English teachers from urban, suburban, rural and remote area participated in this study. Subsequently, online questionnaire and semi-structured virtual interviews were employed to collect data. Then, the data were analyzed descriptively and thematically. The results showed that the participants had positive responses to online learning to maintain learning processes in pandemic time. In terms of teaching language skills, the participants argued that speaking is the most challenging to teach online. Moreover, the study identified three types of online learning challenges related to technical aspects, teachers and students. Pedagogically, this study implied that pandemic time has given teachers disguised blessings as they had an opportunity to upgrade their information technology skills and literacies.

English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.

The role of teaching English in senior secondary schools as a component of Indonesian education policy has increased. The curriculum states that the main objectives of English language education are to improve students' basic communication skills, to develop English language, or learning, interests and habits, and to introduce global culture to society. Since language education is based on interpersonal relationships and communication with others, which stem from self-knowledge and understanding, exploring oneself together with oneself can be an important professional in the field. Borg (2003) states that there are several problems related to language education that have not been studied in contact with teacher cognition. This study is about the teacher's consideration in making decisions about teaching procedures. This study uses a qualitative research design to collect data using interviews and observations. Keyword: Decision making, Teachers, Teaching procedures.

This research aimed at finding out whether or not community language learning improves speaking ability significantly better than the conventional method. This research applied the quasi-experimental method. The research data was collected using two kinds of instrument speaking test. The speaking test was given in the form of an interview. The speaking test was to know the students’ achievement on speaking ability toward using community language learning in speaking class. The findings on the speaking ability of the participants were analyzed by using independent sample t-test. The findings of the study indicated that the result of post-test was higher than of the pre-test. It means that using community language learning in teaching English with emphasizes on speaking ability to the students’ speaking skill was higher contributed than the conventional method. The study concluded that: Community Language Learning improves the students’ ability to speak English significantly.

The present study attempts to investigate Indonesian EFL teachers' and native English speakers' perceptions of mispronunciations of English sounds by Indonesian EFL learners. For this purpose, a paper-form questionnaire consisting of 32 target mispronunciations was distributed to Indonesian secondary school teachers of English and also to native English speakers. An analysis of the respondents' perceptions has discovered that 14 out of the 32 target mispronunciations are pedagogically significant in pronunciation instruction. A further analysis of the reasons for these major mispronunciations has reconfirmed the prevalence of interference of learners native language in their English pronunciation as a major cause of mispronunciations. It has also revealed Indonesian EFL teachers' tendency to overestimate the seriousness of their learners' pronunciations. Based on these findings, the study makes suggestions for better English pronunciation teaching in Indonesia or other EFL countries.

Abstract This study aims to know the extent of the good curriculum standard in the Arabic language teaching book of the Indonesian Ministry of Religious Affairs in 2020 for the first secondary grade by referring to the book “Idoat Limuallimil Luqoh Al-Arabiyyah Li Goiri An-Natiqiina Biha", which is in this book to raise the professional competence of the teacher in teaching Arabic to non-native speakers. And this study adopts the descriptive-analytical approach with a qualitative approach, and the study proved that in the curriculum of the educational book of the Indonesian Ministry of Religious Affairs in 2020 for the first secondary grade, it most agreed with the extent of the curriculum mentioned in the book “Illuminations for Teachers of Arabic Language for Non-Native Speakers” as one of the objectives of teaching The Arabic language, teaching its elements, skills, language training, language tests, and methods of teaching. The percentage of this analysis is 66.89%, so the textbook "Illuminations for Teachers of Arabic for Non-Native Speakers" agreed. Abstrak Penelitian ini bertujuan untuk mengetahui sejauh mana standar kurikulum yang baik pada buku ajar bahasa Arab Kementerian Agama RI Tahun 2020 untuk kelas I SMA dengan mengacu pada buku “Idoat Limuallimil Luqoh Al-Arabiyyah Li Goiri An-Natiqiina Biha” , yang ada dalam buku ini untuk meningkatkan kompetensi profesional guru dalam mengajar bahasa Arab kepada non-penutur asli. Dan penelitian ini mengikuti pendekatan deskriptif-analitis dengan pendekatan kualitatif, dan penelitian tersebut membuktikan bahwa dalam kurikulum Kementerian Negara Republik Indonesia. Buku Pendidikan Agama Tahun 2020 untuk kelas 1 Madrasah Aliyah ini, paling setuju dengan luasnya kurikulum yang disebutkan dalam buku “Pencerahan Bagi Guru Bahasa Arab Bagi Penutur Asli” sebagai salah satu tujuan pengajaran Bahasa Arab, mengajarkan unsur-unsurnya, keterampilan, pelatihan bahasa, tes bahasa, dan metode pengajaran. Dan prosentase analisis ini adalah 66,89%, sehingga buku pendidikan tersebut setuju dengan buku “Pencerahan Bagi Guru Bahasa Arab Bagi Non-Native Speakers”.

Teaching materials about literature in the 2013 Curriculum should be text-based, but after careful discussion of the material in the curriculum and Sasak language textbooks in primary and secondary education, the emphasis is more on the value of beauty and character of story characters. In addition, teaching materials about the text of the Sasak literary genre are presented in Indonesian, not in Sasak; the amount of literature both in the form of fiction and poetry and others is still very limited. The limited material about literary genre texts has the consequence that learning about literary texts does not receive adequate attention. Based on these problems, this paper aims to discuss the text of the genre of folk literature in the Sasak language in terms of text structure, linguistic tools, and community values contained in it. Learning based on literary genre texts will support language skills and can help children understand the value and beauty of Sasak literature. The results of the study of literary genre texts are expected to help teachers prepare teaching materials for local content in the Sasak language.

Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching. Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process, informants, and essential documents relied on the teaching-learning process. The data is collected through observation, interviews, and documentation. The collected data are analyzed through data reduction, categorization of data, and synthesis and arrange work hypothesis. Main Findings: The syllabus that applies as a reference for preparing lesson plans is based on the National Curriculum and the Pesantren (religious-based school) Curriculum. The learning objective includes general learning and specific learning purpose. The learning objective of English learning at PBU is in line with English for Specific Purposes (ESP). The application of curriculum is 50% for the religious-based school curriculum and 50% for the government curriculum. There are many instructional teaching materials such as print, audio, and visual and non-printed. Class activities are another sketch to make students spend their full attraction and attention. Evaluations are conducted periodically. Applications of this study: The syllabus produced from this study is used by the religion-based Islamic school at the secondary level. It has a function to become a bridge for language learning to ease the students for English acquisition. Novelty/Originality of this study: Some similar researches were done to find out more about translation but it has not found yet research that focused on creating a syllabus to facilitate the student in learning the holy book of Islam through translation.

The aim of this research was to identify the usefulness of the methods of teaching Arabic - secondary school (Bahr al-Ulum High School in Tampa, Bras Gumbang, Eastern Java, Indonesia) as a model for making Arabic language as a means of communication between students in the light of modern trends in Arabic language learning. This is a theoretical descriptive research field. To reach our goal of this study, we designed a questionnaire and then conducted it on a sample of the teachers of the school. This study reached the conclusion that the method used in the school was selective, but the translation is used very intensively, and the intermediate language in teaching is the Indonesian language, and this is perhaps the main reason for the low communication skills of students because we cannot imagine that the students knew how to communicate in Arabic language, if the teachers themselves do not speak in the classroom.

Assessment is a pivotal endeavor where the teacher can provide feedback, evaluation and solutions on students’ learning so that the teacher can find out the level of students’ understanding of the lesson that has been taught and see the abilities and difficulties faced by the students to determine what students need. Based on the current situation, the COVID-19 pandemic has led to changes in the learning system from offline learning to distance learning with online mode. In response to this, teachers and students need to adapt to the online mode of teaching and learning process. To fill this gap, the current study aims to explore the way of English teachers in conducting formative assessments related to students’ proficiency during distance learning. Designed in narrative research, data are garnered through semi-structured interviews with three Indonesian English teachers of senior secondary school. The interview seeks to explore the methods or strategies of English teachers towards online formative assessment during distance learning. The results of this study indicate that formative assessment during distance learning is carried out online with one or more combinations of language skills.

The COVID-19 pandemic has resulted in online distance learning. Even though today, science and technology have advanced, the teaching materials used by teachers are still dominated by printed and non-interactive teaching materials. The purpose of this research is to develop digital teaching materials based on Task Based Language Learning (TBLL) containing environmental education in Indonesian language learning in secondary schools. The research was conducted when learning was conducted online remotely. This type of research is Research Development (RD) with the Plomp development model (Preliminary Research, prototyping phase, assessment phase). The research instrument used a questionnaire, observation sheet, and tests. This study describes the results of product practicality based on field trials, with details of product practicality by teachers, product practicality by students, and student learning activities when using the product. Based on the results of the study, it shows that digital teaching materials based on Task Based Language Learning (TBLL) containing environmental education are categorized as very practical with a score of 93.54% based on teacher questionnaires and categorized as very practical with a score of 80.62% based on student questionnaires. In addition, while using digital teaching materials, students were very active with a score of 93.33%.

This study presents a new look at English curriculum innovations in Indonesian secondary education. Despite the good intention of the designs, many researchers argue that innovations still have not improved school English teaching outcomes. However, little research has examined this issue from the teachers' perspective using a fidelity perspective (Fullan, 2007). This study investigated the 2004 and 2006 English curricula for secondary schools in Indonesia from the English teachers' views using the fidelity framework. It found that the teachers' degree of fidelity was low. They failed to properly implement the critical component: developing students' communicative competencies with the Genre-Based Approach as they substantially adapted the curricula's contents. As suggested in some studies, the failure was not due to their incompetence, although this cannot be entirely discounted. It was more so to external factors beyond their control, especially a mismatch between the amount of material to cover and the time available, inadequate training, and the overwhelming demand to prepare students for the national examination. As the authorities also expected them to implement real innovation, they had to fake their reports. Some implications for future designs and training are suggested.

Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how grammar should be presented: explicitly or implicitly. The purpose of the present case study was to gather information into the implementation of the implicit grammar teaching strategy enrolled in senior high school. To this extent, interview sessions and observation were used to obtain all the data required for the study. The results, in a broad sense, confirmed that the teacher showed positive views on the implementation of the implicit grammar teaching strategy. However, classroom practices were quite different from the findings of previous related research consistent with the supremacy of either Focus on Form or Focus on Forms in the delivery of lesson materials. As an implication, this study encouraged Indonesian English teachers to start considering the implementation of implicit grammar teaching strategy so that students could be directed to the language acquisition cycle instead of the language learning.

A review of literature on mobile technology in EFL learning environment has indicated the growth, trends and practices of smartphones and mobile apps adoption both in classroom and outside classroom settings. However, little has been known on how EFL teachers perceived such trends and current practices and how they plan for future teaching. This study attempted to explore teachers’ responses to trends and practices of mobile technology adoption and their future teaching plan. To this end, a qualitative design was adopted with two consecutive research procedures: a systematic review on the selected trends and practices analysis studies on mobile technology for language learning practices and a survey through a semi-structured interview. Five EFL teachers (three females and two males) from secondary school level were interviewed using six open-ended questions. Findings of the study revealed that teachers perceived positively towards the trends and practices of mobile technology in and outside language learning classroom. Teachers perceived motivation as a main driver to incorporate mobile technology. Some of motivations frequently cited in the interviews with the sampled teachers revealed the current trends and practices of blended learning practices among Indonesian teachers, including the perceived benefits of mobile technology adoptions and the effect of mobile technology on teaching and learning practices and students’ characteristics. Three challenges were identified when technology was incorporated for learning namely infrastructure related issues, teacher technological knowledge and education policy.

The rapid development of technology has increased the demand for information technology-based learning media, which is becoming increasingly necessary. E-Learning, also known as information technology-based learning media, is changing how education is delivered from a traditional to a digital format. At this time, the world is being affected by the COVID-19 pandemic, which is causing restrictions on activities and gatherings and causing difficulties in lectures. Electronic learning, the most widely used learning medium by all groups, is seen as a solution to keep the learning going in higher education, from primary to post-secondary levels of education. The purpose of this study was to investigate the use of E-Learning as a learning medium in the Indonesian language education department of universities following the outbreak of the COVID-19 pandemic. This study uses a qualitative approach with descriptive analysis to implement Indonesian language education learning by taking samples from lecturers who teach Indonesian courses at the Manado State Islamic Institute and Manado State Christian Institute. According to the study's findings, using information technology as a medium of learning in Indonesian language education courses through e-learning is beneficial, particularly in light of the country's ban on face-to-face instruction. Then, the university should continue to develop e-learning to improve the ease and quality of the teaching and learning process, increase student learning effectiveness, and broaden its reach.

ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions

As has been widely stated in the literature, a speech event always occurs in a specific context. As a result, a speech event will always take place at a specific time, location, and for a specific purpose. Therefore, the purpose of this study was to describe the requesting strategies used by schoolchildren, as well as determine whether or not these requesting strategies can be applied to the teaching of Indonesian language. Using data from three elementary school students, we conducted a qualitative study. The data were collected through field notes and observation and then analyzed using means-ends analysis and heuristic analysis. The findings suggest there can be no doubt that elementary school children use language in accordance with context when making requests. They also support their request for granting in specific contexts. This implies that they are able to use a wide range of contexts, including those that are both concrete and abstract, in their learning. Education professionals at all levels, but particularly those in primary and secondary schools, should make use of the research findings to improve the Indonesian language instruction. The main reason for this improvement is the use of communicative and contextual approaches, which return language to its role as a tool for communication and link teaching and learning activities to the context of real-life experiences. Following a discussion of the current findings' limitations and implications, additional research is recommended.

This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.

As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.��Keywords: Byram�s five savoirs; culture education; intercultural communicative competence.

Abstract This research aims to discover the curriculum used in teaching grammatical structures in the book for teaching Arabic language for the first grade of high school of the Indonesian Ministry of Religious Affairs in 2020 and to know the advantages and shortcomings thereof. This research follows a descriptive and analytical approach, by following the curriculum of teaching grammatical structures in the textbook of teaching Arabic language for the first high grade of the Indonesian Ministry of Religious Affairs in 2020, then classifying it, presenting it, and concluding. The study proved that the textbook for teaching Arabic for the first secondary grade of the Indonesian Ministry of Religious Affairs in 2020 uses the curriculum for teaching grammatical structures, the inductive method and the standard method in explaining lessons, uses intermediate language in presenting lessons and controls movements in all words, and it proved the existence of advantages and shortcomings in it. Abstrak Penelitian ini bertujuan untuk mengetahui kurikulum yang digunakan dalam pembelajaran struktur tata bahasa pada buku pengajaran bahasa Arab untuk kelas I Sekolah Menengah Atas Kementerian Agama Republik Indonesia Tahun 2020 dan untuk mengetahui kelebihan dan kekurangannya. Penelitian ini menggunakan pendekatan deskriptif dan analitik, dengan mengikuti kurikulum pembelajaran struktur gramatikal dalam buku teks pembelajaran bahasa Arab untuk kelas I Kementerian Agama Republik Indonesia Tahun 2020, kemudian mengklasifikasikannya, menyajikannya, dan menyimpulkannya. Hasil penelitian membuktikan bahwa buku ajar pengajaran bahasa Arab kelas satu Menengah Atas Kementerian Agama Republik Indonesia tahun 2020 menggunakan kurikulum untuk pengajaran struktur tata bahasa, metode induktif dan metode standar dalam menjelaskan pelajaran, menggunakan bahasa perantara dalam penyajian pelajaran dan harakat (tanda baca) di semua kata. ملخص البحث يهدف هذا البحث إلى اكتشاف المنهج المستخدم في تدريس التراكيب النحوية في كتاب تعليم اللغة العربية للصف الأول الثانوي لوزارة الشؤون الدينية الإندونيسية عام 2020 ومعرفة الزايا والنقصان فيها. إن هذا البحث يسلك منهج الوصفي التحليلي، وذلك بتتبع منهج تدريس التراكيب النحوية في كتاب تعليم اللغة العربية للصف الأول الثانوي لوزارة الشؤون الدينية الإندونيسية عام 2020، ثم تصنيفه وعرضه والاستنتاج. أثبتت الدراسة بأن كتاب تعليم اللغة العربية للصف الأول الثانوي لوزارة الشؤون الدينية الإندونيسية عام 2020 يستخدم في منهج تدريس التراكيب النحوية، الطريقة الاستقرائية والطريقة القياسية في بيان الدروس و يستخدم اللغة الوسيطة في عرض الدروس ويضبط الحركات في جميع الكلمات، وأثبتت بوجود المزايا والنقصان فيه

The current global pandemic triggers English teachers to be innovative and competent in delivering teaching instructions in online classrooms. Even though Mobile-Assisted Language Learning (MALL) is widely used to support online language teaching and learning, nonetheless, the integration of Mobile-Assisted Language Assessment (MALA) in speaking skills has not been immensely examined. Thus, this current study aimed to scrutinize Indonesian EFL learners perceptions of the use of WhatsApp as a tool for peer assessment in an online speaking class, as well as its potential benefits and drawbacks. This qualitative study employed a semi-structured interview to gain the data which were then analyzed by using phenomenological analysis. Fourteen secondary learners participated in two sessions of an online class by assessing their peers oral performances via the WhatsApp application. In the end, they were interviewed regarding their views on the method employed to assess their oral skills. The results indicated the participants positive perceptions towards the method along with various benefits and drawbacks they encountered during the process which were divided into technical and academic aspects. The results suggested that WhatsApp as a tool for mobile-assisted language assessment was not supposed to be perceived as a single major assessment for speaking skills, rather as an alternative to complement traditional assessments.

In Indonesia, the globalization era has directed the policy makers to establish English as a compulsory subject in the secondary school curriculum. However, the major issue in pursuing the goal of the teaching of English as a foreign language (EFL) has been the imbalance between the amount of teaching materials and the time to teach the materials. The availability of the Internet has provided a concept that learning is not just a one-time event to be conducted at schools, but learning is also a continuous process that can be conducted beyond the school time. One of the learning platforms in the Internet is Quipper School, and this platform has been used by EFL teachers in Indonesia. This article reports the result of research on the EFL teachers’ perceptions on the teaching of EFL and the reasons for using Quipper School as a platform for the students’ EFL learning. Three EFL teachers teaching in senior high school level and six students who have used the platform with the three teachers were involved in this research. The results of the study show that the Indonesian EFL teachers used the platform not only for coping with the limited time available for EFL teaching, but also due to the significant value of the platform to support the students’ EFL learning.

In Indonesian context, as the 2013 Curriculum (K-13) has been introduced to EFL teachers to be implemented at schools, performance-based assessment starts to be applied at schools too, accompanying the curriculum implementation. This educational reform is meant to improve the quality of the teaching of English as a foreign language. However, little is known in the body of knowledge on EFL teachers’ challenges in implementing the authentic performance-based assessment in K-13 context, one of which, it was argued, is a facet that derives from EFL teachers’ conception on matters pertaining to authentic assessment. To address this, a survey was conducted to find out EFL teachers’ conceptions about authentic assessment, the role of feedback, and use of authentic assessment procedures in the context of such K-13 educational reform. A number of EFL teachers at lower and upper secondary levels of education in East Java across seniority were involved in the present survey. The findings of the study reveal among other things interesting phenomena where contradictions of conceptions were observed on authentic assessment. These findings have pedagogical implications that are educationally beneficial for the proper and successful implementation of authentic assessment under the 2013 curriculum – K-13.DOI: 10.26905/enjourme.v7i1.7018

It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language. This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence. The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives. It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.

Indonesian government policy supports the international of education at thesecondary level, consequently more institutions have commenced bilingual programs.Content is taught both in Bahasa Indonesia and English, making code-switching inclassroom discourse. The study was conducted at a single International school inSemarang, East Java, Indonesia. This case study explored in what ways and underwhat circumstances Indonesian teachers and learners use code-switching in theselected bilingual classroom and semi structured interviews with six-bilingual classstudents and teachers at an International secondary school in Semarang, East Java inIndonesia are used to get the data. The finding shows Teachers’ and students’ codeswitchingdemonstrated collectivist phatic functions – for example, teachers codeswitchedto build rapport, remind students and reduce students’ anxiety, and studentscode-switched to show their solidarity and concern for their peers. Thus,interconnectedness was a key characteristic of code-switching by both teachers andstudents. This study argues that code-switching is not just about language deficiency,but involves intentional communicative purposes which support teaching andlearning. It can be concluded that code-switching can be a useful tool to bring aboutunderstanding of unfamiliar concepts and processes as well as the languageassociated with them.

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency. The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia. It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study. Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback. From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently. Keywords: English learning strategies, self-regulated learning, autonomous learning, English subject

The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.

This research aims to determine and describe the relevance of the study of prophetic feminism in the Scappa per Amore duology by Dini Fitria with literature learning in senior high schools. This research is a descriptive-qualitative research to explain a problem with word description. The data in this research were collected using literature review and interview techniques. The research data were sourced from the literature and manuscript interviews. The results of the interview serve as the primary data in this research while the literature was used as the secondary data. The informants in this research were Indonesian language teachers in senior high schools in Indonesia. Meanwhile, the data were analyzed using Miles and Huberman’s interactive analysis model which consists of four stages namely data collection, data reduction, data presentation, and conclusion drawing. The results show that there is relevance between the study of prophetic feminism in Dini Fitria's Scappa per Amore duology and the literature learning in senior high schools in terms of three aspects; they are 1) the study of prophetic feminism is suitable with the material in basic competence of interpreting the author’s view; (2) the study of prophetic feminism in the duology novel Scappa per Amore can be used as a teaching material in learning literature; and 3) the study of prophetic feminism influences scientific activities in senior high schools.

English is an international language used by the people all over the world, therefore to master English-speaking, writing, reading and listening especially for educated people is a must. Knowing this, Indonesian government prepares early and declares that English should be taught as compulsory local content subject in the Elementary school. It is good idea because very young children are easily able to understand English. The government introduces English as a compulsory local content subject taught since they are in the Elementary school throughout Indonesia in order that after they graduate from Elementary school, they then continue to learn it until they graduate from University and have the mentioned skills. That is why, the researcher is interested in conducting the English teaching research at SDN Bogorejo Merakurak Tuban by choosing the title “Teaching English as a Local Content in the Fourth Grade Students of SDN Bogorejo Merakurak Tuban. The researcher wants to know and describes how she teaches them, what she does, what materials she prepares, and what is the students attitude towards the teaching of English. The result of this study is expected to be able to give an important contribution on the development of teaching English strategy that can support the development of teaching and learning English. This research is qualitative research in form of case study. The researcher takes only one class-the fourth class students of SDN Bogorejo Merakurak Tuban as the object of research. The approach of the research is phenomenological approach in which the researcher observes and interprets the facts based on the phenomena in the classroom during the teaching of English although it is may be subjective. The researcher also finds the data from many literatures to get theory and and principle as the secondary data used as a means of analyzing it. The method of research he uses is descriptive-qualitative which means that he just describes his finding on the teaching of English. The subject of the research is the students of four class of SDN Bogorejo Merakurak Tuban and the number of it is 24 students. The result of the research is that teacher at SDN Bogorejo Merakurak Tuban has taught the students successfully. The Researcher does the research since the students get into the classroom and study through the model of Luring since the first week of September 2020. The teacher prepares the material well and applied many kinds of strategy to motivate students to learn English diligently. After studying English, the students now become so enthusiastic that they study by themselves at home because of their own will.

Pembelajaran sastra cenderung kurang berani menggali teks dalam konteks yang lebih luas. Padahal sangatlah mungkin, guru mengajak siswa untuk masuk dan menyelami unsur pembangun sastra dari luar teks pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan pemilihan cerita pendek kontemporer dalam surat kabar untuk kepentingan alternatif bahan ajar dan peningkatan hasil pembelajaran Bahasa dan Sastra Indonesia di SMA. Metode yang digunakan dalam penelitian ini adalah metode deskriptif analitis. Pendekatan penelitian untuk bahan ajar dan hasil pembelajaran adalah pendekatan deskriptif analitis. Data dalam penelitian ini adalah cerpen dalam surat kabar Kompas dan Republika periode Januari 2005--Desember 2009 dan hasil pembelajaran siswa. Pengumpulan data dilakukan dengan teknik dokumentasi. Teknik analisis meliputi proses pengorganisasian dan pengurutan data tentang bahan ajar ke dalam pola kategori dan satuan uraian. Hasil temuan dan analisis menunjukkan rata-rata nilai aspek pemilihan cerpen kontemporer sebagai bahan ajar sebesar 3,78 (layak dijadikan bahan ajar) dan aspek kesesuaian cerpen kontemporer dengan prinsip penyusunan bahan ajar sebesar 3,96 (layak dijadikan bahan ajar). Hasil pembelajaran untuk aspek pemahaman cerpen bervariasi pada kategori sangat baik, kategori baik, kategori cukup, kategori kurang, dan tidak ada siswa yang memperoleh nilai kategori gagal. Cerpen yang dapat digunakan dalam pembelajaran adalah cerpen apa saja. Namun, sebaiknya untuk tingkat SMA, cerpen yang digunakan adalah cerpen kontemporer dan isinya harus sesuai dengan karakteristik, pengalaman, dan kebutuhan siswa.Abstract: Learning literary texts tends to be less daring to dig up a broader context. However, it is possible that teachers invite students to trace builder element of literary text apart from teaching text material. This study aims to describe the selection of contemporary short stories in the newspa- pers for the benefit of alternative instructional materials and the improvement of learning out- comes of Indonesian Language and Literature in secondary school.The method used in this research is analytical descriptive method. The data in this study is short stories taken from Kompas and Republika on the period of January 2005--December 2009 as well as students’ works as learning outcomes. Data collection was done by using the documentation. Technical analysis involves the process of organizing and sorting data on instructional materials into the pattern of unit categories and descriptions.The finding and analysis show that an average value of the selection aspect of contemporary short stories is as instructional materials of 3.78 (worthy of teaching materials) and aspects of contemporary short stories conformity with the principles of the preparation of teaching materials of 3.96 (worthy of teaching materials). Results of learning for understanding aspects of the short story vary in some categories, namely, very good, good, fair, and poor. However, it is not found any students failing to obtain the category.

<p dir="RTL">تهدف هذه الدراسة إلى وصف عن أساليب التدريس في المدارس الثانوية في إندونيسيا ونيجيريا. الطريقة المستخدمة في هذه الدراسة هي البحث النوعي الوصفي الميداني. ومجتمع البحث: المدير، ومدرسي اللغة العربية في المدرسة الثانوية وطلاب المدارس في إندونيسيا النيجيريا. كانت طرق جمع البيانات المستخدمة هي الملاحظة، والمقابلات، والوثائق، مع التحليل الفني لبيانات التثليث. تشير نتائج الدراسة إلى أن تعلم مهارة التحدث للمدرسة الثانوية في إندونيسيا يستخدم طريقة السمعية الشفهية. تبدأ عملية التعلم مع ذكر وقراءة المفردات من قبل المدرس، ثم يشارك الطلاب في النطق ثلاث مرات. يتم تقييم التعلم من خلال تقديم أسئلة للطلاب حول المفردات التي تم منحها ثم يقوم الطلاب بالإجابة اللفظية. كما يُطلب من الطلاب وضع جمل من المفردات التي يعطيها المعلم شفهيًا. إن استخدام هذه الطريقة تشجع الى نجاح البيئة العربية حيث يتكلم الطلاب اللغة العربية يوميا، وتؤدي الى وجود جو تعلم تفاعلي وتواصلي وممتع حتى لا يشعر الطلاب بالملل. وأما تعليم مهارة الكلام في المدرسة الثانوية بنيجيريا يعتمد اعتمادا كليّا على تعويد التلاميذ على الكلام باللغة العربية وتنمية خبراتهم الكلامية بأشكال متنوعة من الحوار والمناظرة أو المسابقة وغيرها. ويحدث ذلك تحت هيمنة المدرس الذي يلاحظ في كلامهم مواضع النقص والإخفاق، فيقوم بالتصحيح مشفوعا بالبيان والتوضيح والتوجيه المقنع. من بعض وجوه الاتفاق والاختلاف بين إندونسيا ونيجيريا؛ حيث كان الاتفاق في كثير من الأنظمة التدريسية والمشاكل التي تواجه التلاميذ في تعليم مهارة الكلام مع اهتداء المدرس إلى كيفية تبديد شمل هذه المشكلات مع سعيه الحثيث لإيجاد الحلول الناجعة.</p><p dir="RTL"> </p><p>This study aims to describe speaking proficiency teaching methods for high school level in Indonesia and Nigeria. The method used in this study is descriptive qualitative, field research with the subject of the principal, Arabic language teachers, and senior high school in Indonesia and Nigerian school students. Data collection methods used were observation, interviews, and documentation, with technical analysis of triangulation data. The results showed that learning Indonesian conversation skills using the method of sam'iyah syafahiyah (oral audio). The learning process begins with mentioning and reading vocabulary by the teacher, and then students participate in the pronunciation three times. Learning is evaluated by asking questions to students about the vocabulary that has been given, and students respond verbally. Students are also required to make vocabulary sentences given orally by the teacher. The use of this method encourages the success of the Arab environment where students speak Arabic every day and lead to an interactive, communicative and enjoyable learning environment, so students do not feel bored. Teaching speaking skills in secondary schools in Nigeria depends entirely on the ability of students to speak Arabic and develop their verbal skills in various forms of dialogue, debate, competition, etc. This happens under the domination of the teacher, who notes in their words about deficiencies and failures, which are corrected with statements and clarification and convincing guidance. There are similarities and differences between Indonesia and Nigeria, for example the similarities in the teaching system and the problems faced by students in learning speaking skills with the teacher explaining how to solve this problem by finding practical solutions.</p>

Formative assessment in early childhood education in Indonesia does not have been working well. The research aims to prove the problem that the formative assessment (assessment for learning and assessment as learning) in early childhood education in Indonesia does not have been performing well. The research employed the research methodology of literature review to investigate the problem by analyzing empirical research-based articles on assessment in early childhood education. The result shows that a very few of natures of the formative assessment were present when teachers of early childhood education assessed their students. Goals, teacher’s and student’s roles, methods, feedback and following actions which particularly characterize the formative assessment were seldom found in the assessment practice in early childhood education in Indonesia. 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This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). 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The COVID-19 outbreak has led to many changes in Indonesia. One of the strongest changes has been felt in the Indonesian language teaching and learning process. Presenting interactive media is on-demand to maintain students’ engagement in learning. Microsoft Office Team 365 is an application that allows the teacher and the students to interact with each other during distance learning. This study exposes the implementation of Microsoft office Team 365 for teaching the Indonesian language in five secondary schools in Semarang as well as the barriers faced by the teachers and students. The authors found that the Microsoft Office Team 365 features are utilized well to keep the students engaged in the Indonesian language learning process. Keywords: Microsoft Office Team 365, Indonesian language learning, COVID-19 pandemic

Phonological modification of teacher talk is one of crucial things in teaching English as a foreign language for secondary school students. It aims at providing a comprehensible input and language model for students within the efforts of creating effective and meaningful teaching and learning activities designed. Therefore, this study is to explore the ways of employing English phonological modification and the reasons for using it for teaching secondary school students. To gain the data needed, the researcher applied descriptive qualitative research to explore the phenomenon in EFL classroom interaction involving three English teachers who perform their teaching at two different secondary schools in South Sulawesi, Indonesia; SMA Negeri 1 dan 2 Parepare. A direct classroom observation entailing audio recording and interview were utilized to gain the data and analyzed based on the conversational analysis framework. The data analysis reveals that EFL teachers regularly modify their English phonology by using four distinctive features, namely it is more extended pauses, slow rate of speech, exaggerate articulation, and clear articulation. Moreover, these modifications occurred in three numbers of reasons for emphasizing the presented materials, providing understandable and comprehensible input, and modeling the students to the target language. Those findings are taken into account that the use of phonological modification accelerated students’ comprehension in learning English.

This paper discusses the relation between language learning strategy (LLS) and teachers’ characteristics. The objective of this study is to investigate the effect of teachers’ characteristics in students’ language learning strategy that will lead to the success of students in mastering English. The study was conducted by giving the teachers’ characteristics and LLS queationnaires to 50 secondary level students. This study employed descriptive qualitative method. The finding showed a positive correlation between teachers’ characteristics and students’ language learning strategy. Teachers’ characteristics strongly affect the way students learn. Once the students feel comfortable to the class and the teachers, it is just a piece of cake to master the lesson. In sum, as English teachers, it is better to mind our characteristics. Keywords: Teachers’ Characteristics, Students’ Language Learning Strategy (LLS) and EFL

This article presents the findings of a study measuring perceptions of teacher autonomy of practitioners of English as a foreign language (EFL). This study also sought to identify areas in which Indonesian secondary schools need to improve to enable teachers to enjoy a greater degree of freedom while completing teaching-related activities. Additionally, it aimed to explore correlations between practitioners’ perceptions of teacher autonomy and their gender, school location, school status and teaching experience. This was a mixed-methods study comprising a sequential explanatory design with two consecutive stages: quantitative and qualitative. The data were gathered using two instruments: a closed-ended questionnaire and a focus group. The sample consisted of 185 (74 male and 111 female) Indonesian secondary school EFL teachers, recruited using convenience sampling. The findings indicated that teachers’ sense of autonomy in relation to seven specific areas of their work was relatively high. Specifically, they perceived themselves to have a considerable amount of autonomy with respect to teaching methodology, instructional materials, course content, assessment, and, more recently, lesson planning. However, they expressed disappointment at being excluded from the decision-making process regarding the school curriculum. The findings also revealed that teachers expected more school support in relation to teaching facilities and professional development. The article concludes by considering several key implications for school management teams regarding the need to foster teacher autonomy among English language practitioners.

Abstract This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.