Teachers’ Professional Competence in Integrating Technology: A Case Study at English Teacher Forum in Majalengka

This article presents a case study at the English Teacher Forum in Majalengka, focusing on improving teachers' professional competence in integrating technology into their teaching practices. The study addresses teachers’ challenges in effectively incorporating technology and explores strategies to enhance their skills and abilities. The qualitative research methodology uses a case study approach using structured interview techniques and document analysis. The findings reveal that many teachers in the forum lack the confidence and skills to integrate technology effectively, hindering digital tools' educational potential. However, significant improvements were seen in the professional competence of English teachers, such as mastering teaching materials, being able to manage classes, being able to use media and learning resources, mastering educational foundations, being able to manage learning interactions, and being able to assess learning achievement for the benefit of learning through development programs professionalism, peer coaching, access to resources, and ongoing support. Students also demonstrated increased motivation and improved learning outcomes. The study highlights the importance of ongoing support and training for teachers and the need for technological infrastructure investment. The research findings and recommendations aim to guide educators and policymakers in promoting technology-integrated learning environments in Majalengka and similar contexts, ultimately enhancing student learning experiences and outcomes

Enhancing Nursing Students’ Speaking Skill in Presenting Healthcare Education by Using TikTok Application

Speaking skills are the skills that give us the ability to communicate effectively. They involve using appropriate vocabulary, voice, and nonverbal cues to convey messages in a passionate, thoughtful, and convincing manner. Healthcare education need a good speaking skill; an ability to have a speech in a simple presentation in order to educating people about health. Teachers always need to look for an innovative and interesting media in teaching English speaking skill. TikTok application can be used as an interesting and effective learning medium which meets the learning needs of students who are millennials and actually attached to the digital world. This study was class room action research. The participant of this study were 40 students of Ners Undergraduates Program of STIKes Flora Academic Year 2022/2023 who were taking the English II course in the sixth semester. The research instruments were observation, interview, pre-test, and post-test. The steps of using TikTok in learning speaking for presenting healtcare education: (a) the teacher made 2 TikTok videos; an explanation video and healtcare education video as an example, (b)teacher explained using TikToks video and then nursing students watch the videos and got the knowledge; (c)students practice pronunciation using TikTok videos, (d) the teacher asked the students to create their own video using TikTok application and posted it. The improvement score from posttest cycles I to posttest cycle II was about 8.32. The nursing students enjoyed learning speaking English with this application

Integrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety

In the EFL classroom, even though students learn all the skills and are good at some skills, they still feel anxious when they speak in front of the teacher and their friends. The feeling of anxiety can happen because of some factors. One of them is the learning atmosphere. Students feel uncomfortable with a learning atmosphere that is too strict and formal. Cooperative learning can be an alternative way to help alleviate students’ anxiety in speaking English. Since Cooperative learning is related to activities that focus on student learning through group work, it gives a supportive and safe learning vibe to those students who are afraid to speak their foreign language. This research investigates how to integrate cooperative learning in English Foreign Language classrooms to alleviate students speaking anxiety. This research employed a descriptive case study. The participants of this study were the teacher and 36 tenth-grade students in one of the senior high schools in Majalengka. The results showed that the teacher integrated cooperative learning in speaking activities through group investigation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.The results showed that most students were anxious because they lacked confidence and practice. In overcoming this problem, the teacher integrated cooperative learning in speaking activities through group investigation. Moreover, the teacher allowed students to communicate with each other by using group work and gave the students practice with fluency while having the discussion and presentation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety

The Structure and Content of the Response Text in the Indonesian Language Textbook for Class VII Junior High School

Response text is one of the texts that must be mastered by junior high school students. To understand the response text, it is necessary to study the structure and content of the response text first. For this reason, the research objective is to describe the structure and content of response texts to Itam and U books in Indonesian textbooks for Class VII Middle Schools. The research method uses the qualitative content analysis method of the Mayring model. Data collection techniques used documentation techniques sourced from Indonesian language textbooks for Class VII Middle Schools published by the Center for Curriculum and Books. The main instrument is the researcher assisted by data tabulation and coding. Data were analyzed using the Mayring content analysis model. The results of the study show that the structure of the response text to Itam and U books in Indonesian language textbooks for Class VI Middle Schools are context, description, and assessment. Context as the part that contains the introduction of the book to be responded to. The description contains a more detailed explanation of the contents of the book, from story ideas, plot, to the characters. While the assessment contains the reader's personal assessment of the book, including its shortcomings, strengths, and suggestions for the book

Factors Hindering the Students in Completing Their Undergraduate Thesis: A Study at an English Education Study Program in Indonesia

One of the obligations of undergraduate students at the end of their study is writing a thesis. During the process, students find several problems that can hinder them completing their thesis. This study was aimed at finding and analyzing the factors that hinder the completion of the thesis and how the students try to cope with the factors. This study used a qualitative descriptive approach by using questionnaire and interview as the research instruments. The population in this study was the undergraduate students of the English Education Study Program who were working on or had finished working on their thesis. The results showed that there were ten factors that hindered students' thesis completion. Of the ten factors, the writers categorized them into two parts, namely internal factors and external factors. The internal factors are; health, psychological barriers, academic ability, and approach (attitude and study habits). While external factors are in the form of; family, environment/friends, thesis administration system, thesis advisor guidance process, references, and other activities. If sorted from the factor most experienced by students to the factor least experienced, the results are psychological barriers (92.9%), reference (78.6%), academic ability (74.3%), learning approach (74.3%), thesis advisor guidance (71.4%), thesis administration system (64.3%), health problems (54.3%), family (48.6%), environment/friends (45.7%), and other activities; participating in internal/external campus organization, working, and some unnecessary activities (30%). In facing the factors, students make various kinds of efforts so that they can still complete their thesis project

Folklore-Based Virtual Reality as a Teaching Media in the Secondary School Viewed From its Implication and Multimodal Aspects

This research article explores folklore-based virtual reality (VR) as a teaching medium in secondary schools, examining its effectiveness and impact on students' learning experiences. Taking advantage of virtual reality (VR) in education has several benefits, including enhancing students' learning experiences, facilitating more effective comprehension of concepts, and preparing students for the demands of an ever-evolving digital society. Drawing upon the multimodal discourse analysis framework, the study investigates how combining virtual reality technology and folklore narratives can enhance students' engagement, understanding, and retention of educational content. The findings highlight the potential of folklore-based VR as a powerful tool for immersive and interactive learning while shedding light on the multimodal aspects of the discourse generated through this medium. Educators can enhance the learning experience and foster a deeper understanding of cultural heritage and identity by integrating folklore-based virtual reality as a teaching medium. Moreover, Folklore-based virtual reality can encourage critical thinking skills as students navigate through complex narratives, make decisions, and solve problems within the virtual environment. Furthermore, exposure to diverse folklore stories and characters can promote empathy and understanding of different cultures, fostering a more inclusive and tolerant society. Integrating virtual reality (VR) technology into English education and literary resources presents promising prospects for students to actively interact with books through novel approaches, augmenting their understanding, language proficiency, and general admiration for literature. The research contributes to the growing field of educational technology by demonstrating the benefits of folklore-based VR as a pedagogical approach in secondary education

Using WhatsApp Group in the Online English Learning Process at University During the Covid-19 Pandemic

There are many benefits to using WhatsApp as a medium for distance learning, including the fact that it excites students about learning even from a distance and encourages concentration when using groups. However, in this current study, the usefulness of WhatsApp Groups in online learning during the Covid-19 pandemic of the English education study program at Baturaja University is investigated. The present writers utilized data gathered using a questionnaire and a Google Form as a bridge program. The results revealed that the benefits of WhatsApp media in the pandemic-related teaching and learning process WhatsApp makes it simple to send assignments, whether in the form of direct comments (chat groups), images, videos, PPTs, or other soft files, and features of. Moreover, the students enjoy learning activities. Out of all the replies respondents gave, most indicated that they would answer with the majority of statements they believed to be true for each item. This claims that during the COVID-19 Pandemic, using WhatsApp or creating WhatsApp Groups was incredibly helpful for their online learning process. The study's findings revealed that most participants thought that WhatsApp Groups are an effective medium

Conflicting Opinions and Emotions in Students’ Responses to Feminist Resistance in the Film Photocopier

The film Photocopier depicts how its main character, a victim of sexual harassment, exercised her feminist resistance toward hegemonic and patriarchal power in society. Studies have been conducted in the past to examine feminist resistance in this film and a few other films. Yet, none have looked closely into students' responses to feminist resistance in those films. Engaging students in responding to film contents is important because films have the potential to provoke students’ critical thinking and emotions toward various issues in society, such as issues related to the victimization of women. To address the gap in research, this   study aimed to examine how students express their opinions and emotions toward the female main character’s resistance in the film Photocopier. It also aimed to analyze how those opinions and emotions may influence students’ potential actions when faced with sexual harassment issues in real life. Using an audience response method, data were collected through observations that included film viewing, a classroom discussion, and an open-ended questionnaire. The study involved eleven female and two male graduate students in a literature teaching and appreciation course. The results showed that each student experienced conflicting opinions and emotions with regard to the main character’s resistance. After watching the film, students felt motivated and inspired to advocate for victims of sexual harassment in real life. The researcher argues that conflicting opinions and emotions were inevitable consequences of students’ critical thinking and emotional processes while responding to the film. The negative opinions and emotions that even led to victim blaming did not hinder them from supporting the main character’s efforts to obtain justice. Furthermore, the researcher argues for the necessity of developing audience responses to films as a powerful strategy in critical literature pedagogy

Theory-Based Mandarin Learning Anthropolinguistics in Indonesia

Language is the most important element to explore the deepest consciousness contained in a culture. Some Mandarin learning is still lacking in exploring the culture. If we learn a language not only in theoretical learning, but it is also important to learn the culture of the language because these two things can not be separated so that both go hand in hand. All that is contained in a language certainly contains the culture of origin of the language, on the contrary, culture is one of the forming elements of language. One of the scientific trends of macrolinguistics in studying the issue of Mandarin learning in Indonesia is anthropolinguistics. In anthropolinguistics it is the result of the integration between the sciences of culture and language. Anthropolinguistics has three theories: performance, indexicality, and certainty. This article examines how anthropolinguistic theory plays a role in Chinese language learning. The research method used by researchers in this study is a qualitative approach that is presented descriptively with articles and books that have relevance to the discussion. The research design uses the systematic literature review method with the analysis step starting with identifying, evaluating, and interpreting all relevant research results related to anthropolinguistic phenomena in learning Mandarin in Indonesia. Then the library results are processed systematically, objectively, and comprehensively. Based on the literature review with anthropolinguistic theory that has been done, it can be concluded that learning Mandarin in anthropolinguistics should consist of grammatical, communicative and pragmatic competencies and language skills

Language Assessment Literacy: Cases of Pre-Service English Teachers

Language assessment literacy is a key area for researchers or anyone with an interest in improving the quality of teaching. A good understanding of the development of assessment instruments is very important in the learning process. The aims of the study are to analyze to what extent of pre-service English teachers are academically and professionally prepared to carry out tasks related to assessing students' language skills and to analyze to what extent and how pre-service English teachers perceive language assessment literacy in their teaching practice. This study uses a qualitative method in which interviews are used to collect data. Interviews were conducted with to 20 pre-service English teachers from the Jenderal Soedirman University, English Education Department. The interview questions were developed to incorporate the eight dimensions of language assessment literacy. The results of the study show that academic experience in terms of attending formal education and professional training is very necessary for pre-service teachers. In addition, it is important for prospective English teachers to understand not only the concept of assessment in the teaching process, but understanding the skills to achieve learning objectives through an assessment process using technology