INTEGRATING TECHNOLOGY INTO ELT CURRICULUM

Technology is ubiquitous, touching almost everypart of our lives, includinglanguage education. When properly used, technology can be a highly engagingand interactive tool, providing a source of real language in the classroom, andmotivating learners to produce more language. However, classroom teachers lagfar behind when itcomes to integrating technology into the curriculum, especiallyinto language classroom instruction. In this paper I will attempt to explain how tointegrate technology into the English language curriculum. Specifically, I wouldlike to propose a concept for integrating technology into the curriculum, theprinciples for using technology in learning, the institutional obligations insupporting the use of technology in learning, and the implications for teachers ofintegrating technology in the curriculum.Keywords: classroom activities, curriculum, engaging and interactive tool,language learning, technolog

"Fear, greed, and dedication": the representation of self-entrepreneurship in international English textbooks

A number of studies have reported neoliberal representation in English textbooks in a variety of contexts around the world. However, the study focusing on self-entrepreneurship as one of the critical neoliberal tenets is scantily addressed. To fill this void, the present study seeks to investigate the representation of self-entrepreneurship deliberately inculcated in English textbooks. Anchored in critical discourse analysis and Halliday’s Systemic Functional Linguistics (SFL), this study investigated three Business English textbooks used in higher education in Indonesian. The findings of the study revealed that the English textbooks employed role-playing, presenting celebrity and fame, exhibiting famous entrepreneur figures, presenting the distinct image of entrepreneurial figures, and portraying entrepreneur figures through article or literature to disseminate self-entrepreneurship notions displayed in a variety of discourses. The findings of the current study call to equip educational practitioners (e.g., teachers, policymakers, book designers) with critical thinking skills as well as provide them practical tools to interrogate ideology, norms, and values encapsulated within curriculum artefacts such as language textbooks

Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum

This study addresses a significant gap in current literature concerning the international teaching practicum experiences of Asian pre-service teachers specializing in English education. Focusing on three Indonesian pre-service teachers, the research explores their experiences during international practicum in the Czech Republic, Thailand, and Malaysia. Methodologically, the study employed in-depth semi-structured interviews, along with the analysis of narrative journals and artifacts from the International Teaching Practicum (ITP) program, following the thematic analysis approach by Braun and Clarke (2006). This involved meticulous examination of data, coding, and thematic classification to derive meaningful interpretations. Key findings highlight the challenges faced by participants, including language barriers and cultural adaptation. Despite these challenges, participants reported substantial growth in confidence and self-assurance, fostered by active participation in teaching and learning activities. Significantly, the practicum provided valuable insights into multicultural education, deepening the participants' understanding of different teaching methodologies, the role of teachers, and the nuances of local educational systems. The implications of this study are far-reaching, particularly in enhancing multicultural competence in teacher education. By shedding light on the under-researched area of international teaching practicum involving Asian contexts, the study contributes essential insights into the evolving landscape of global teacher education

THE STUDENTS’ PERCEPTION OF THE TEACHER’S TASKS AND THEIR ACCOMPLISHMENT IN THE SPEAKING CLASS

Abstract: A task is a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language which is focused on mobilizing their grammatical knowledge in order to express and convey meaning rather than to manipulate form. Delivering tasks to the students might be a challenge for the teacher. Therefore, this study is aimed to discover whether the clarity of the teacher in delivering tasks can influence the students in understanding and accomplishing the tasks. This article belongs to a case study conducted at English Education Department in a university in Yogyakarta. The participants are one native English teacher and thirteen students at the third semester of their study. In collecting the data, interview, observation, and document analysis were used. The data were analysed by using grounded theory. Based on the findings, it can be concluded that the teacher delivers the tasks by using spoken and written ways two up three times using English, the students understand the tasks by listening the spoken instructions and get deep understanding from the written instructions on the handout, and the students accomplish the tasks by following the instructions from the teacher. Keywords: learning tasks, speaking ability, a case stud

HUBUNGAN PROFESIONALITAS GURU DAN PENGELOLAAN BIMBINGAN KONSELING TERHADAP KINERJA GURU BIMBINGAN KONSELING SMP KOTA SALATIGA

The purposes of this research are to analyze: (1) The relationship of teacher’s professionalism towards counseling teacher performance. (2) the relationship of management of counseling towards counseling teacher performance. (3) The relationship of teacher’s professionalism and management of counseling towards counseling teacher performance. The research that conducted is relationship/correlation research which aims to find the relationship of independent variables to the dependent variable. The population in this research are Junior High School BK teachers at Salatiga totaling 66 teachers. Determination of the number of samples based on based Arikunto if the sample is under 100 then the whole sample is used so that the number of samples in the study 66 teachers. The data collection technique used Likert scale questionnaire. Data analysis techniques used correlation analysis techniques and multiple regression analysis test with prerequisite test for normality, linearity testing, and independence testing. Based on the results’ research it can be concluded that: (1) There is a significant of teacher’s professionalism towards counseling teacher performance at Junior High School in Salatiga, it is indicated that the obtained F hitung is 42.466 with a p-value = 0.000 <0.05. The coefficient of determination (R 2 ) of 0.574; it means that the amount of donations given by the teachers’ professionalism and management of counseling teacher towards counseling teacher performance was 57.4%, while the remaining 42.6% is influenced by other factors outside the study. (2) There is a positive relationship of teacher’s professionalism towards counseling teacher performance at Junior High School in Salatiga, as shown by t hitung 3.054 with p = 0.003 <0.05 with a contribution of 11.12% efefktif. (3) There is a positive relationship of management of counseling towards counseling teacher performance at Junior High School in Salatiga, as indicated by the t hitung 7.603 and p = 0.000 <0.05 with a contribution of 46.26% efefktif

Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, &amp; Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching

ELT Graduate Students’ Challenges of Writing for Scholarly Publication: Discursive Perspectives

There has been an increasing demand for postgraduate students to publish their scholarly work as one of their graduation requirements. The present study attempted to explore the graduate students’ challenges in writing for scholarly publication seen from the perspectives of discursive challenges. This qualitative research employed case study to disclose the participants’ perceived constraints. The students participated in this study three final-year female students undertaking their master’s degree in English Language Teaching (ELT) in a university in Central Java. Data were garnered from semi-structured interviews. The findings discovered the discursive challenges that the participants faced in writing for scholarly publication including accuracy, genre understanding, interference of L1 to L2 production, and lexical items. It is expected that this study provides new insights for EAP design for higher education context so that the program addresses the needs of the graduate students

Translanguaging Pedagogies in an ESP Course: A Case in Indonesia

This study investigates into the implementation of translanguaging pedagogy within Indonesian English for Specific Purposes (ESP) classrooms. In Indonesia, where multilingualism is prevalent, there is a growing trend to integrate local languages, such as Indonesian and Javanese, into educational contexts. This approach, which values and purposefully employs students' first languages (L1s), has been increasingly adopted by teachers. The research aims to explore Indonesian ESP teachers' perspectives on translanguaging and its application in their teaching practices. Through a qualitative case study, this paper examines how translanguaging facilitates communication, enhances teacher-student relationships, and aids in the processing of educational material. It also investigates potential resistance to monolingual pedagogies and the constructive use of translanguaging to further educational objectives. Data were gathered via semi-structured interviews with five ESP teachers and through classroom observations. The findings highlight the positive role of translanguaging in education. Teachers reported that translanguaging aids in knowledge construction, boosts vocabulary comprehension, strengthens interactions between teachers and students, and fosters a comfortable and engaging learning environment. These insights underline the importance of developing translingual strategies, encouraging teachers to incorporate students’ complete linguistic repertoire in their teaching. This approach not only facilitates English language learning but also acknowledges and leverages the linguistic diversity in Indonesian classrooms

INFLUENCE OF QUESTIONING TECHNIQUES IN EFL CLASSES ON DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS

Rapid changes in global education directly affect each education aspects including skills that should be mastered by students and teaching strategy used. Moreover, developments of education in the 21st century put stronger importance on Higher-Order Thinking Skills (HOTS) in which critical thinking skills include. In this case, the teacher's questioning as a strategy promoting HOTS to cultivate critical thinking skills will be the concern of this research. The research aimed to examine the level of questions used by the teacher and its contributions to students’ critical thinking. The research was carried out using case study design in Senior High School in East Java. In obtaining the data, classroom observation, field notes, and interviews were employed. The results showed that the teacher used both low order questions and high order questions. Additionally, it was also found that lower-order thinking questions could not facilitate students to think critically, however, it only leads the students to understand the concept given. Hence, it was suggested to maximize the use of higher-order levels questions to train the students to think critically