INVESTIGATING TYPE OF ISLAMIC INTEGRATION IN ENGLISH LANGUAGE TEACHING AT SMP YA BAKII 1 KESUGIHAN CILACAP

This study was carried out to describe the types of Islamic integration taught in English Language Teaching in seventh grade Junior High School. In addition, the focus in this study is also to find out students’ and teachers’ responses related to English Language Teaching in seventh grade which is integrated with Islamic values. A qualitative descriptive research design was used in this study. The study involved one English teacher and six students of seventh grade. The type of integration in this study was proposed to Amin Abdullah. Based on the result of the study by interviewing and analyzing lesson plan, the researcher concluded that the type of integration carried out in English Language Learning was interconnected entities. In addition, based on the result of the students’ and teachers’ interview, students and teacher gave positive responses related to English learning which was integrated with Islamic values. English language teaching that integrated with Islamic values provided benefits and made students happy. In addition, students also got Islamic knowledge in learning and students feel not disturbed in understanding English lesson

Student Perception and Experience with “Talk” - AI-Powered Speaking Partner Application

This fact highlights the increasing need for effective and accessible English education. Many schools and educational institutions are now developing modern and innovative methods for teaching English, encompassing both teaching approaches and tools that facilitate learners in enhancing their English language skills (Cong-Lem, 2018). In learning English, there are four essential competencies that must be mastered by the learners. These four competencies are proficiency in reading, listening, writing, and speaking (Pliushchenko & Zaslavskiy, 2021). However, the speaking skill is often considered as the most crucial among the other four abilities. Speaking is one of the most important skills of all four language skills, because individuals who learn a language are referred to as the speakers of that language. The main aim of English language teaching is to give learners the ability to use English language effectively and correctly in communication (Jarrín & Kim, 2019)

THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA

TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices,  specifically  in  relation  to  the  content  they  were  teaching

WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA AT ENGLISH CLUB OF SMPIT INSAN KAMIL SIDOARJO

The objective of this study was to figure out the steps of implementation one of the features of the Whatsapp Messenger application, namely Voice chat as an online learning media for students at English club of  SMPIT Insan Kamil Sidoarjo. The method used in this research is descriptive qualitative method. The population in this study were all English Club members of SMPIT Insan Kamil Sidoarjo. The sample of this research is a chairman and 20 members of the English Club, as well as eight  members to find out the student's response. In this study, there were three stages, the first was pre-activity. at this stage, the teacher provides material reinforcement during class learning. The second is the Whilst activity, at this stage the teacher gives instructions using Whatsapp text combined with Whatsapp voice notes. At this stage students also implement the instructions given by the teacher using Whatsapp voice notes. After that, students fill out the submission list sent by the teacher. The third stage is the closing activity, in this activity the teacher provides feedback in the form of evaluating and appreciating the results of student performance. In student responses, it was found that  six  out  of  eight  students  interviewed  stated  that  they  felt  happy  with  the  online  learning through Whatsapp voice chat. Suggestions for other researchers to investigate the effectiveness of using features such as video calling to improve students' English skills

The Implementation of Total Physical Response (TPR) in Teaching Speaking

Generally, speaking skill is one of the essential skills that must be acquired by students at school. The students are hoped to be able to communicate in English in their daily activities. Event though, student unrarely use it because feeling unconfident and absolutely need a way to solve the problem. This research would investigate the implementation of TPR in Teaching Speaking. To analyze how TPR is used by teacher and students’ response in learning English especially speaking skill, qualitatitive methodologies ar employed. Teacher and English learners from SMPN 1 Purwosari in the 8th grade served as the participants. Observation, questionnaires, and interviews were used to collect the data. The most students gave positive response toward the implemetation of TPR in learning speaking. It was proved from the result of the interview and questionnare. The students had fun to learn English in speaking by using many movements during learning activity and they were able to follow their teacher’s intruction well. However, few students did not interest toward TPR in learning English speaking lesoon. The suggestion for other researchers is to investigate the implementation TPR in teaching other languages aspect such as grammar. The researchers are also suggested to investigate the effectiveness of TPR teaching method to improve students’ particular English skill

TEACHING REPORT TEXT BY USING SCIENTIFIC APPROACH WITH DISCOVERY LEARNING STRATEGIES

A  newly  designed  curriculum  called  as  K-13  (Curriculum  2013)  was  officially implemented in the beginning of 2013. A scientific approach becomes the most significant part of it. Some researchers had researched about implementation of scientific approach in theclassroom and they found that the implementation is not optimal. There are many teachers who are not able to implement scientific approach perfectly, the teachers use less than five steps that actually must be implemented in the classroom. Most of teachers had difficulty in implementing scientific approach because they have a little knowledge about it

THE EMERGENCE OF MULTIPLE ENGLISHES TREND, DO WE NEED A STANDARD ENGLISH?

English has inevitably the global language that been used around the globe. According to Cristal there are approximately 1500 million people who use English from all sources; 750 million is first and second language speaker and the rest as foreign speaker. In the other word, there are one of the world population who are capable to use English. Interestingly, users of English as second and foreign language outnumbered the users of English as first language, which the ratio is 1:3 for native and non-native. Moreover, McArthur assumes that with the wide spread of new English trend, when they communicate together with their own New English, it will produce confusions and nonsenses among the speaker since they use unfamiliar English word in term of dialect and accents. To this purpose ministry of Singapore emphasizes the important of fostering standard English, not Singaporean English, especially in school to enable Singaporean communicate with people around the world. To sum up, standard English is now still urgent to be mastered since it is universally accepted for the world global communication

TEACHER'S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN NEW NORMAL ERA

Recognizing that each teacher has unique strengths, preferences, and learning styles, they tailored their instructional approach accordingly. By  aligning  their  teaching  methods  with  their  own  characteristics,  they  were  able  to  optimize TPACK  development  and  create  meaningful  and  engaging  learning  experiences  for  their student

BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM

English started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation(Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination

Analisis Respon Minat Belajar Peserta Didik Terhadap Pembelajaran Fisika Berbasis Musik Materi Gelombang Bunyi

Penelitian ini bertujuan untuk mengetahui respon peserta didik terhadappembelajaran fisika terintegrasi musik gamelan dan gitar pada materi gelombangbunyi. Subyek penelitian ini adalah peserta didik kelas XI-XII SMA/sederajat padabeberapa sekolah di kabupaten jember. Metode penelitian ini menggunakan jenispenelitian deskriptif dengan bantuan distribusi presentase, statistik deskriptif danobservasi tidak terstruktur. Berdasarkan hasil penelitian menyatakan bahwarespon peserta didik terhadap potensi linkungan dan minat peserta didik yangberkaitan dengan seni musik masih kurang, sedangkan pemahaman peserta didiktentang konsep awal gelombang bunyi rata rata 80% responden sudahmemahaminya. Hasil penelitian juga menyatakan bahwa respon peserta didikterhadap konsep gelombang bunyi jika di integerasikan dengan fenomena musicrata rata 85% responden sudah memahami konsep gelombang bunyi terntegrasimusik