The use of authentic material in English classroom teaching: Indonesian New Curriculum

The Indonesian current curriculum is derived as operational curriculum for school initiator (KOSP). In language learning, the KOSP focuses on the competences to use the language with six basic skills: listening, reading, speaking and writing, with addition Watching and presenting. “watching and presenting” skills is to accommodate the receptive skill from the video and productive skill through media content such as YouTube, Instagram, Tik Tok etc. The KOSP uses genre-based approach in language teaching that emphasizes on the contextual applicable use of the language. with four main activities: Building knowledge of the text, Modelling of the text, Joint construction of the text and Independent construction of the text. In addition, this paper explores about the use of authentic material and its advantages in language learning classroom. Furthermore, the paper presented some example about the use of authentic material in implementing KOSP specifically for basic English in Junior and senior high school. The first authentic material is students’ photograph to teach recount text where the students tell about the photograph either in written and oral. The second authentic material is students’ realia to teach descriptive text

Pelatihan Decoding Texts untuk Mengembangkan Penguasaan Kosakata Bahasa Inggris dan Kemampuan Penerjemahan Siswa

Program English camp yang berisi pelatihan decoding texts dan memorizing vocabulary ini dilaksanakan secara hybrid learning. Tujuan pengabdian yang dilaksanakan di SMPIT Insan Kamil Sidoarjo ini adalah untuk membekali siswa-dan siswi mampu menerjemahkan teks Bahasa Inggris dengan baik dan benar. Salah satu caranya dengan pelatihan decoding text dan memorizing vocabularies yang dilaksanakan selama satu bulan penuh. Selain itu, kegiatan juga bertujuan membentuk generasi muslim yang berkarakter. Metode yang dilakukan dalam kegiatan English Camp ini yaitu dalam bentuk pengajaran, pelatihan, pendampingan dan evaluasi. Pelatihan ini menargetkan level A yaitu basic user dan grade A1 (break-through) berdasarkan CEFR dengan konversi nilai KKM 75, dan 300 kosakata. Pengabdian ini dilaksanakan selama 1 bulan dengan melibatkan 5 koordinator, 12 walikelas, 7 dosen, 59 siswi dan 60 siswa. Monitoring perkembangan kemampuan menerjemahkan siswa dan siswi dipantau melalui kegiatan harian dan pekanan. Sebagai bentuk evaluasi, akhir pekan dilaksanakan ujian pekanan dan post-test diakhir bulan. Keefektifan kegiatan ini juga dievaluasi oleh siswa dan siswi dengan mengisi angket layanan kepuasan. Hasil menunjukkan bahwa secara keseluruhan siswa dan siswi mendapatkan NA 9.30, dengan rincian kelas putra NA 92.67 dan kelas putri lebih unggul yaitu NA 96. Hasil nilai decoding telah melampaui KKM dan mencapai target A1 dengan tingkatan tertinggi, advanced basic user. Sedangkan rata-rata penguasaan vocabulary selama 1 bulan yaitu 280 kata, dengan batas bawah 225 kata dan batas tertinggi 338 kata, serta rata-rata pada tingkatan tertinggi yaitu advanced starter. Kemudian berdasarkan hasil angket, 96% siswa dan siswi menjawab puas dengan pelatihan ini

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 CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT

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. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile

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

Identifying Language Proficiency and SLA of English Education Department Students for Designing an Intercultural Communication E-Book

Identifying the student’s needs and proficiency in a language is a pivotal factor before designing the syllabus and developing an intercultural communication e-book, which led the researcher to conduct this study. 27 students English education department is selected as representative research subjects. This research is part of R&D in the first part specifically, identifying and exploring the needs. Data collection for this study was obtained through a TEP test, document analysis of speaking class, and structured interviews. The data collection was analyzed quantitively and qualitatively using 6 steps: collection, reduction, display, conclusion drawing, and verification. As a result, almost half of students, specifically 44% of students obtain an average score of 546 to 600 or C level, while 52% of students obtain an average score of 450 to 546 out of 677 or in B level based on CEFR standard global scale. In addition, 51.85% of students pass academic speaking, 25.92 % of students pass critical speaking, and 22.23% of students pass basic speaking. In addition, the students pass with an average score of A or A- grade. Then English as a second foreign language is acquired after the Arabic language. In short, IC e-book design should be considering the feasibility of languages such as students' language development, communication, unity, cohesion, and coherence aspects

Pelatihan Bahasa Inggris Menggunakan Birkenbhil Method Untuk Meningkatkan Kemampuan Receptive Skill Siswa Kelas VII SMP IT Insan Kamil Sidoarjo, Jawa Timur

English camp dengan beragam learning platform yang dilaksanakan pada 07 September- 04 Oktober 2020 bertujuan melatih peserta didik kelas VII SMP IT Insan Kamil Sidoarjo belajar meningkatkan kemampuan Bahasa Inggris dengan metode birkhenbhil. 133 peserta didik, 12 wali kelas, 12 pengajar Global English, 12 mahasiswa, orang tua,  dan 6 dosen Prodi Pendidikan Bahasa Inggris STKIP Al Hikmah Surabaya telah terlibat. Materi utama  menggunakan modul metode birkenbhil; dan modul speaking and grammar untuk active writing dan speaking. Asesmen berupa portfolio harian. Kegiatan amaliyah juga disertakan untuk penanaman character building. Fokus penelitian adalah dampak pelatihan kegiatan decoding text, reading aloud, dan fill in the blank dengan metode birkenbhil terhadap receptive skill dalam SLA. Ada 3 hasil utama yang  ditemukan yaitu 1) laki-laki lebih unggul pada penguasan kosakata di decoding dan active listening, 2) perempuan lebih unggul pada comprehending the text, dan  3) pengaruh usia peserta didik berpengaruh pada proses SL

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

WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA

In  recent  years,  researcher  interested  in  mobile-assisted  language  learning  (MALL)  for online learning of English as a foreign language (EFL). In the current era of digitalization, access to information and materials can be easily found in cyberspace, either by accessing a page or by using an application. With these advances in technology, can be used as a tool to facilitate the educational  process.  The  Ministry  of  Education  and  Culture  is  aware  of  the  current  needs,because by utilizing technology it can reach and distribute broad policies, as well as optimize the implementation  of  the  Merdeka  curriculum. As a  teacher, this  is  a  challenge  in  itself  to bring students  to  learning  transformation,  where  the  teacher  acts  as  a  facilitator  to  encourage  the learning process