The Oral Language Proficiency of Indonesian English Teachers

Budiharso, Teguh

doi:10.21093/ijeltal.v4i1.436

Cited by 4 publications

(5 citation statements)

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“…It is effective for students in general and lowpro ciency levels, yet, not for high-pro ciency students. These results manifested a discrepancy toward some empirical studies, which claimed that most treatments were neglected for low-pro ciency learners yet performed on those at high-pro ciency levels (Alqahtani, 2015;Alshammari, 2022;Budiharso, 2019).…”

Section: Discussioncontrasting

confidence: 72%

“…Renandya et al (2018) argued that pro ciency is a necessary prerequisite factor that in uences L2 learning; therefore, teachers should differ in the teaching and learning strategies for each learner with different pro ciency levels. Some studies have revealed that most treatments worked only for students with high pro ciency levels yet failed to address the core problem of students with low pro ciency levels (Alshammari, 2022;Alqahtani, 2015;Budiharso, 2019;McLean et al, 2020). The present study, hence, addresses the following research questions:…”

Section: Introductionmentioning

confidence: 89%

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Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Pratiwi

Fitriati

Yuliasri

et al. 2023

Preprint

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A sequential explanatory research design was used to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.

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Section: Discussioncontrasting

confidence: 72%

Section: Introductionmentioning

confidence: 89%

Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Pratiwi

Fitriati

Yuliasri

et al. 2023

Preprint

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“…The fear of making a mistake during speaking will be eliminated as teachers create a comfortable learning environment (Aslan & Şahin, 2020), which play an important role in developing students" speaking skills (Salim et al, 2020;. Besides, practising more in English speaking will benefit the students as the lack of speaking practise results in insufficient use of oral language (Budiharso, 2019) The foreign volunteer program is in line with the scope of Indonesian Railway Polytechnic as a vocational university, which requires the students to have practice activity more than theory; ideally, it should be 60% practice and 40% theory. However, practising English in speaking skills is considered a challenge in the educational system in non-native learning environments (Almansour & Al-Ahdal, 2020).…”

Section: Introductionmentioning

confidence: 99%

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Pratiwi¹,

Zulkarnain²,

Utomo³

2021

RILL

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Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context

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“…The fact that Indonesians still lack of English proficiency (Budiharso, 2019;Wulyani et al, 2019) leads literature to call the stakeholders to (Renandya et al, 2018) to participate in the acceleration of English. The most up-to-dated program which can be expected in known as MBKM (Merdeka Belajar -Kampus Merdeka) which has been implemented in the last 2 years now.…”

Section: Introductionmentioning

confidence: 99%

The Future of English Language Teaching and Learning Through “Merdeka Belajar - Kampus Merdeka” (Mbkm): A Systematic Review

Sampelolo

Kombong

2022

KLASIKAL

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This publication systematically reviews literature on MBKM (Merdeka Belajar – Kampus Merdeka). As MBKM is relatively a new program, its prospects and challenges in its implementation in English language teaching are regarded important to be scholarly-reviewed. In this study, the total of 17 scholarly-published journals were systematically reviewed. The journals included in this study were those published in 2020 and 2021 which set “Merdeka Belajar – Kampus Merdeka” and/or “MBKM” as keywords. The searching was conducted on www.google.co.id. Based on analysis, it is found that all journals appreciate the MBKM programs as promising and innovative. Furthermore, the scholarly-published journals explore the MBKM programs through philosophical basis, its implementation, challenges, and how they are perceived. In addition, the 8 programs and 4 policies are mainly set as the findings. In this publication, the future of English language teaching and learning through 8 programs and 4 policies of “Merdeka Belajar – Kampus Merdeka” is addressed.

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The Oral Language Proficiency of Indonesian English Teachers

Cited by 4 publications

References 0 publications

Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

The Future of English Language Teaching and Learning Through “Merdeka Belajar - Kampus Merdeka” (Mbkm): A Systematic Review

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