Journal of English Education and Teaching

Innovative E-Module for Poetry: Enhancing Reading Skills in High School Student

2024-11-12T20:22:37+00:00

Various innovations in current learning are still less able to improve the quality of learning including in the development of teaching materials in the form of modules. Therefore, this research was conducted in research and development of teaching materials as an effort to develop a product for use. The purpose of this study was designed to describe the results of the needs analysis, design, implementation, and evaluation of teaching materials for class X. This study is a Research and Development (R&D) study with the ADDIE development model which includes five stages, namely (1) product analysis; (2) product design; (3) product development; (4) product implementation; and (5) product evaluation. The results of the research on the development of e-module poetry reading teaching materials show that the needs of students and teachers for poetry teaching materials in the form of e-modules are very necessary in supporting and improving the quality of poetry reading learning. The development design is in the form of an initial section starting from the book cover to the table of contents, then the learning activity section contains learning activities in training and guiding students in poetry reading activities, and the closing section is evaluation. The development of this teaching material has been tested by experts in terms of language, design, and material with practical and valid results (0.75) teaching materials are ready to be used by students. Product implementation is carried out on students by looking at student responses to the teaching materials used which are practical and ready to be used. Evaluation of teaching materials is used through the results of the initial trial and final trial of learning in poetry reading learning (t-count > t-table or 4.59 > 1.70).

The Application of Consciousness Raising Activities in Senior High School English Textbooks

2025-03-10T14:05:46+00:00

This research project explores the application of Consciousness Raising (henceforth C-R) activities in senior high school English textbooks, focusing on their presence and extent of implementation. C-R activities are instructional strategies that encourage learners to develop an explicit understanding of language structures rather than simply memorizing rules. This study seeks to determine whether such activities have been integrated into high school English textbooks and, if so, to what extent they are applied throughout the lessons. The study employs a content analysis research method to systematically examine the inclusion of C-R activities within selected English textbooks used at the high school level. The analysis focuses specifically on the grammar lessons, identifying patterns in how C-R activities are incorporated into the instructional design. The findings indicate that all three textbooks examined consistently integrate C-R activities within their grammar lessons. Notably, these activities are most prominently featured in the Presentation stages of the lessons, where students are introduced to new grammatical structures. This suggests that the textbooks emphasize explicit awareness of grammar rules through structured exercises and discovery-based learning approaches.

Developing A 4C-Based English Supplementary Material: A Balinese Tourism Vocational School Context

2024-12-16T04:50:52+00:00

Currently, English teaching and learning in vocational high schools increasingly incorporates 4C skills—critical thinking, communication, collaboration, and creativity—into the teaching and learning process. The study aims to outline the development of English supplementary materials for eleventh-grade tourism service business students at a state vocational school in Bali, and assess the quality of these materials. Conducted as Design and Development (D&D) research, the study follows the ADDE (Analysis, Design, Development, and Evaluation) model. Utilizing various instruments such as observation sheets, interview guides, syllabus analysis matrices, supplementary material blueprints, resource sheets, and judgment rubrics, the research identified a seven-step development process: (1) material identification; (2) activity identification for 4C skills reinforcement; (3) element and picture sourcing; (4) Activity integration with Engaging Platforms; (5) combination of materials, activities, and elements into book content; (6) book cover design; and (7) layout finalization. The developed product was rated as "excellent" by two experts, and both teachers and students found the supplementary materials effective in enhancing 4C skills. The findings imply that well-structured supplementary materials can foster essential 21st-century skills among students. Moreover, this study shows that the incorporation of 4C skills into English supplementary materials potentially enhances not only students' language proficiency but also critical thinking abilities.

Scratch as an Optimal Learning Media in Microlearning

2025-03-26T09:18:01+00:00

In the contemporary digital age, conventional pedagogical practices are transforming the microlearning approach, which disseminates content in discrete units to facilitate enhanced comprehension among learners. This article examines the potential of Scratch as an educational tool that can be employed to support the microlearning approach. Scratch is a block-based visual programming platform designed to facilitate beginners' learning of programming interactively. The utilization of Scratch across a range of educational levels has been demonstrated to enhance students' motivation, active engagement and learning outcomes. The findings of this literature review indicate that Scratch has the additional benefit of improving students' logical and creative thinking skills. Nevertheless, there are obstacles to the implementation of Scratch, including restricted access to technology and the necessity for teacher training to comprehend programming concepts. It is therefore evident that support from educational institutions and the government is crucial to realize Scratch's potential fully. By integrating Scratch into the microlearning framework, students can learn enjoyably and efficiently, thereby creating a more dynamic and relevant learning experience that is better suited to the needs of the digital age. This article aims to provide insight into the effectiveness of Scratch as a learning medium in the context of microlearning and to encourage further research on the application of technology in education.

Does 7E Cycle Model Improve Learning Environment? Evidence from Popular Fiction Classes

2025-04-22T07:35:00+00:00

The cultivation of 21st-century competencies within a constructivist learning environment opens avenues for students to discover their distinct strengths. Unfortunately, educators frequently neglect effective teaching models, hindering the creation of an ideal learning environment in literary education. This study examined how the 7E Learning Cycle Model impacts student performance in Popular Fiction classes. Additionally, it sought to uncover challenges faced by instructors teaching the Popular Fiction course and explore how they employ the 7E model to establish a conducive learning environment, ensuring successful outcomes in Popular Fiction classes. This study adopted Classroom Action Research. Data gathered through popular fiction analysis test, interview, observation, peer assessment, and other relevant documents. The study was conducted in the English Language Education Study Program of UIN Fatmawati Sukarno Bengkulu. 39 third semester students actively involved in seven week-learning popular fictions by using 7E Cycle Model. The research demonstrated notable improvements in Cycle I and Cycle II, with post-test scores rising from an average pre-test score of 63.23 to 79.59. In Cycle II, 82.01% of students achieved "Good" and "Very Good" ratings, indicating substantial progress. Positive outcomes encompassed active engagement, collaboration, independent knowledge construction, skill development, profound understanding, heightened critical thinking, and real-life context application. These results fostered sustained interest and motivation in the continuous learning cycle. Pedagogically, the study recommends the ongoing integration of the 7E Learning Model into the Popular Fiction curriculum, refining collaborative learning, and integrating technology for enhanced teaching effectiveness while addressing any limitations.

A Linguistic Analysis of Verbal Phrase Construction in Totto-Chan: The Little Girl at the Window

2025-04-22T07:15:33+00:00

Nominal phrases are important elements in grammar that form sentence structures. In linguistic studies, the analysis of verb phrase construction is important to understand the author's language style and convey the meaning of a text. This study aims to identify the construction of verb phrases in the novel Totto-Chan: The Little Girl at the Window by Tetsuko Kuroyanagi using a linguistic approach. This research uses a qualitative descriptive method. Data were collected through text analysis on sentences containing verb phrases, the data source is the novel Totto-Chan: The Little Girl at the Window by Tetsuko Kuroyanagi. The data were analyzed using the documentation technique, namely by reading and identifying sentences containing verb phrases in the novel. Each verb phrase found was recorded and categorized based on its type. After the data was collected, the verb phrases were classified based on their construction. The data that has been classified is then analyzed using syntactic theory to identify the construction of verb phrases and then interpreted to understand the construction of verb phrases in building the narrative of the story. Then draw conclusions based on the findings. The research found two types of main phrase construction, namely coordinative phrases 161 data, and subordinative phrases 350 data with several types of subordinative phrases, namely subordinative verbal phrases structured Adv + V as much as 198 data, subordinative verbal phrases structured V + Adv 57 data, subordinative verbal phrases structured V + N 71 data, subordinative verbal phrases structured V + A 24 data.

Graduates’ English Communicative Skills and Professional Success: Perspectives from Universities and Industry stakeholders in Bangladesh

2025-04-10T13:41:13+00:00

In today’s competitive employment market, graduates must be proficient in English communication to succeed professionally. Specifically, fluency in spoken English, professional writing skills, presentation skills, and interpersonal communication in English are critical factors that contribute to workplace success. This study investigates how far university graduates’ English communicative abilities contribute to their success in securing employment and performing effectively in the workplace. This paper broadly examines the needs of graduates for English communicative skills to progress in their careers. A mixed-method approach was employed, combining qualitative and quantitative data. The study was conducted at three purposively selected public universities in Bangladesh: the University of Dhaka, Jagannath University, and Jahangirnagar University. 50 students were purposively sampled, and 15 industry stakeholders from private banks, multinational companies, and English-medium schools in Dhaka were interviewed to explore workplace English proficiency expectations. The findings indicate a strong correlation between English communication skills and employment opportunities. However, many graduates face challenges in professional writing, public speaking, and business communication. Furthermore, the results highlight a considerable distance between the communication demands of the professional world and the English instruction provided at the university level, which results in unpreparedness for real-world communication challenges. In this regard, in enhance graduates' global competitiveness, the study recommends urgent curriculum modifications that prioritize business-oriented communication, industry-aligned training, and real-world English applications.