Majapahit Journal of English Studies

The Viewpoints of Indonesian Pupils Regarding ELT in Shadow Education

Muhammad Mujtaba Mitra Zuana — Thu, 11 Apr 2024 00:00:00 +0000

The escalating demand for shadow education in Indonesia gives rise to concerns regarding the calibre of instruction provided in institutions. Therefore, the purpose of this research is to compare how students perceive English language instruction in institutions and shadow education. This research employs semi-structured individual interviews as a methodological approach to gather comprehensive data regarding the experiences and perceptions of students. Students at the secondary level who possessed substantial experience with the English shadow education program comprised the participants. Students' perceptions of shadow teaching encompassed a variety of facets, including instructional materials, learning outcomes, instructional activities, instructors' instructional performance, and educational media, according to this study. In practical terms, the student's viewpoint regarding shadow education was predominantly favorable. Moreover, in light of the findings of this research, policymakers and education authorities must consider curricular and methodological reforms immediately to improve the efficacy of English instruction and the academic achievements of pupils following their preferences, needs, and concerns regarding shadow teaching.

An Investigation into the Gender-Based Ability of Secondary School Students to Learn English as a Foreign Language Concerning Biases and Gender in Language Learning

Muhammad Baiqun Isbahi — Fri, 12 Apr 2024 00:00:00 +0000

The language learning process promotes inclusivity by accounting for differences in intelligence regarding English as a foreign language between male and female pupils, which has a direct impact on their proficiency in language acquisition. The present study examines the gender-based disparity in language acquisition, concentrating on the English language competence of secondary school pupils. By examining the correlation between gender identity and English learning outcomes, this study seeks to fill a knowledge deficit regarding the inclusiveness of the language learning process. The researchers apply feminist stylistics and systemic functional linguistics to the analysis of written text products of high school pupils, which were gathered as part of an extensive data collection effort. Utilizing this analysis, they investigate how texts are constructed and scrutinize the impact of gender on the selection of linguistic structures. The results obtained from this research enhance our comprehension of disparities in language acquisition based on gender and provide valuable perspectives for the enhancement of language education methodologies that promote fairness and inclusivity for every student.

Teachers' Perspective of Teaching Language Features in High School: A Qualitative Research

Pungky Ramadhani — Sat, 30 Mar 2024 00:00:00 +0000

This study was intended to explore in depth how language features are taught in High School. Qualitative research was used in this study as the research design. The subject of the study was the teacher who has been trained to teach by using the newest curriculum, Independent Curriculum. The data were collected by using two interviews and two observations. The result of this study finds that the teacher understood the language features in a genre-based approach based on the curriculum. The teacher had known that the English lesson was taught by using a genre-based approach. Furthermore, the teacher could teach the language features by following the steps of the genre-based approach. She also structured the tasks communicatively. It is in line with the characteristics of genre-based approach. To sum up, the researcher finds some findings in this study. The teacher follows the steps of a genre-based approach in teaching language features. The process of teaching was delivered inductively. This also means that the teacher applied to focus on meaning. Additionally, the teacher also used indirect instruction. It means the teacher applied student-centered learning. All these indicate that in teaching language features, the teacher follows the rules of the curriculum.

An Examination of English Instruction in a Classroom That Includes Students with Diverse Needs: A Detailed Analysis

Nur Hamidah, Mowafg Abrahem Masuwd — Wed, 18 Dec 2024 00:00:00 +0000

The study focused on examining the instructional methods employed by English teachers in inclusive classrooms, as well as the typical difficulties encountered by these teachers in teaching in such settings. The researchers employed qualitative research methodology utilizing the case study approach, employing two primary instruments, namely interviews and observations. The research involved a school coordinator responsible for inclusive education, an English teacher who taught in inclusive classrooms, and children with special needs. The data were gathered over two weeks through two interviews and two outdoor observations. The data acquired were recorded using several methods, including tape recording, field notes, photos, and videos. The data were subjected to qualitative analysis to address the research topics. The study's findings are classified into three primary categories. The school provides programs that promote the implementation of inclusive education, including self-development programs and additional courses that help the development of basic life skills for students with special educational needs (SEN). There are 10 classes designated to accommodate at least one student with special needs in each session. Furthermore, in instructing English in inclusive classrooms, the teachers demonstrated a deficiency in employing targeted methodologies. However, they did utilize game-based technology such as Kahoot to facilitate engaging and pleasurable learning experiences. Furthermore, the outcome also indicates that the qualities of patience and sincerity hold significant importance in instructing students with special educational needs (SEN).