Foreign Language Instruction Probe

The Effectiveness of TED-ED Videos on Students’ Speaking Skills in Ninth Grade of Junior High School

Salsabila Nurjihan Utami — 2024-05-31

This research aim to find out students’ speaking skills before and after being taught by using TED-ED videos, to discover students’ speaking skills before and after being taught without using TED-ED videos and to investigate whether there is a significant effectiveness on students speaking skills before and after being taught by using TED-ED videos. Then, this study used quantitative data collection conducted with a quasi-experimental design with a nonequivalent (pretest and posttest) control-group design. The population of this study was ninth-grade students of public Junior High School in Cirebon in the academic year 2022/2023. The sample used purposive sampling techniques with two groups: class IX E was the experimental group, and the control group was IX F. Each class consists of 20 students. The data collections were tests and documentations. The researcher used t-tested by using SPSS. The findings based on the table descriptive analysis showed that there were changed in the pretest scores in the experimental and control classes and the posttest scores in the experimental and control classes. Then, in the table paired sample test showed that that there was a significant effectiveness on students’ speaking skills before and after being taught by using TED-ED videos.

Investigating Alumni Performances and Stakeholder Feedback of English Language Teaching Department, IAIN Syekh Nurjati Cirebon: A Tracer Study

Nana Priajana — 2024-05-31

The tracer study conducted by the English Language Teaching Department (ELTD) serves as a pivotal initiative that is aimed at assessing the efficacy of teaching and learning within ELTD at IAIN Syekh Nurjati Cirebon. This comprehensive study endeavors to scrutinize and delve into various facets, including performance and the employability of graduates from tertiary institutions (Higher Education), particularly those from the ELTD at IAIN Syekh Nurjati, upon entering the workforce. It is aimed to gauge the relevance of both hard and soft skills possessed by ELTD graduates, as well as the competencies acquired during their tenure at ELTD. The achievement of graduates in their respective workplaces serves as a significant benchmark for assessing learning outcomes and their alignment with the vision and mission of the English Language Teaching Department at IAIN Syekh Nurjati, both for stakeholders and the broader community. In conducting this research, online questionnaires (utilizing Google Forms) were distributed to alumni and stakeholders, supplemented by in-depth interviews to validate the questionnaire data. The findings of this study shed light on various crucial aspects concerning alumni, particularly regarding the timeliness of job acquisition and the degree of alignment between their fields of work and educational backgrounds.

Learning English Listening Using Media Busuu Application

Lina Rahmawati Lina — 2024-05-31

Changes to the kurikulum 2013 into a kurikulum merdeka, a form of a new approach to the curriculum in Indonesia. The independent curriculum frees schools to develop curricula according to the context and needs of students in each region. But in reality, pedagogy in Indonesia still focuses on traditional methods. This research develops digital learning resources for writing report text referring to the CEFR national standard for junior high school students. The method used is the research and development model of R&D by Borg & Gall. The stages of this research began with needs analysis, design and development of writing learning resource websites. This study develops an innovative prototype for learning to write an English report text. It is hoped that this research can be used in the current curriculum as a reference for the development of digital writing resources with reference to CEFR international standards that suit the needs of students in each region.

Advancements in English Language Teaching: Harnessing the Power of Artificial Intelligence

Umar Umar — 2024-05-31

The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) represents a transformative shift in language education, offering innovative tools and approaches to enhance learning outcomes and experiences. This study explores the various AI technologies and applications employed in ELT, including personalized learning platforms, intelligent tutoring systems, automated writing evaluation tools, and language learning apps. Through a comprehensive review of existing literature, theoretical frameworks, and empirical studies, this paper examines the effectiveness, pedagogical implications, ethical considerations, and future directions of AI integration in ELT. Key findings reveal that AI-driven tools provide personalized, adaptive, and interactive learning experiences tailored to individual learners' needs, promoting student engagement, autonomy, and proficiency development. While AI technologies offer numerous benefits for language instruction, including improved learning outcomes, teacher efficiency, and accessibility, they also raise ethical and social considerations, such as data privacy, algorithmic bias, and equity issues. Addressing these challenges requires collaborative efforts among educators, policymakers, researchers, and technology developers to ensure responsible and equitable AI use in language education. Looking ahead, future directions include advancing AI technology, integrating AI and pedagogy, promoting ethical and responsible AI use, providing teacher training and professional development, fostering collaborative research and evaluation, innovating in assessment and evaluation, and promoting global collaboration and knowledge sharing in ELT. By embracing innovation, collaboration, and ethical practice, educators can harness the transformative power of AI technologies to create dynamic, inclusive, and effective language learning environments that empower learners to succeed in today's interconnected world.

English Foreign Language (EFL) Students' Listening Strategies and the Challenges in the Digital Era

Edy Waloyo — 2024-05-31

One of the most important abilities for learning English well is the capacity to listen, both in formal and informal settings. When studying a language, listening comprehension helps students comprehend a range of spoken texts, from formal speeches to casual conversations. Students who have good listening skills are able to understand key details, determine the main points of the message, and correctly interpret meaning. The teacher's ability to plan the listening exercise aids the students in developing their listening skills. Understanding students' habits when learning to listen is the first step toward a successful teaching career. This research explains the application that was used, the listening tactics employed by the EFL students, and the challenges they had when completing the application. Eighty-two new students in the English Language Teaching Department (ELTD) comprise the research population, and 15 students were interviewed randomly. This study uses qualitative research methods. The information was gathered from observation and interviews. Coding, example-taking, and description were used to analyze the data findings. The findings indicate that when learning to listen, EFL students are more likely to employ metacognitive strategies than cognitive or socio-affective strategies. Students use YouTube, Twitter, Joox, TOEFL, Spotify, Podcasts, Dou Linggo, BBC Learning, Instagram, Praat, Google Translate, Tune In, and Pronunciation in Use as applications for learning to listen. Students face challenges when using applications due to internal factors (students and listeners) as well as external factors (Internet bandwidth and speakers). This finding should aid teachers in creating a listening lesson plan that takes into account the needs and personalities of their students.

Assessing Intercultural Competence In English Language Learners: Perspectives On Local Cultural Integration In Indonesia

Andi Asrifan - — 2024-05-31

This research examines Indonesian university students' intercultural competence (ICC) development and assessment in English language courses, highlighting the importance of cultural integration and interaction. A detailed case study, the study examines students' encounters with foreign cultures using interviews, focus group discussions, and academic performance analysis against Indonesia's rich cultural diversity and historical context. Local community involvement promotes cultural learning, and Indonesia must continue to improve ICC in EFL teaching. The study also confirms the ICCit instrument's ability to measure intercultural competence's behavioral involvement. This research illuminates the intricacies and context-dependence of intercultural competence and the benefits of cultural integration and understanding for society, which can be used to improve ICC in language education.

Exploring Gamification Approaches in Grammar Learning

Ledy Nur Lely Minak Inton — 2024-05-31

The integration of digital tools into education has fostered innovative methodologies like gamification, which is particularly notable in the field of grammar learning. This literature review assesses the role of gamification—defined as the use of game design elements in educational settings—in enhancing grammar mastery. Traditional grammar teaching often struggles to maintain student engagement and motivation, which are critical for effective learning. This review evaluates the efficacy of gamification in grammar instruction by analyzing empirical studies and scholarly articles from databases including Google Scholar and various educational journals. Focused keywords such as "gamification," "grammar learning," and "educational technology" guided the literature search, with a selection criteria aimed exclusively at studies intersecting gamification and grammar learning. The review details the application of gamification elements like points, badges, leaderboards, and challenges, and their impact on learner engagement, motivation, and academic outcomes. It also discusses the educational theories underpinning these strategies, such as behaviorism and constructivism. The findings suggest that while gamification significantly boosts engagement and motivation, its effect on actual grammar learning outcomes remains mixed. The review highlights a need for more longitudinal research to understand the long-term benefits and demographic variations. Consequently, while promising, gamification in grammar education requires further targeted investigation to fully realize its potential.

Investigating AI's Automated Feedback in English Language Learning

Sutrisno Sadji Evenddy — 2024-05-31

This literature review examines the role of artificial intelligence (AI) in enhancing feedback mechanisms within English language learning, emphasizing the integration of AI technologies such as Natural Language Processing (NLP), Machine Learning (ML), and speech recognition to provide real-time, personalized feedback. The purpose of this review is to synthesize existing research findings on the effectiveness of AI-driven feedback in improving language skills such as grammar, vocabulary, and pronunciation, while also assessing learner engagement and retention rates. A thorough methodology involving a selection of recent peer-reviewed articles, academic databases, and a mixed-methods approach for data synthesis and analysis was employed to ensure comprehensive coverage of the topic. The review highlights that AI feedback often surpasses traditional methods in terms of speed, availability, and personalization. However, it also identifies significant challenges, including issues with accuracy, dependency on extensive datasets, and institutional resistance, which could hinder the broader adoption of AI in educational settings. Also, the paper discusses potential technological improvements, the need for integrative feedback approaches combining human and AI elements, and highlights gaps in current research that offer directions for future inquiry. This comprehensive analysis aims to provide educators, technologists, and policymakers with insights into leveraging AI to foster more effective and engaging language learning experiences.