The effects of two interventions on teaching quality and student outcome:a comparison of education standards and education standards combined with a teacher improvement program in Indonesia

In het promotieonderzoek is een experimentele studie gedaan naar de effecten van twee interventies die gericht waren op verbetering van de kwaliteit van onderwijzen en de resultaten van leerlingen. In de eerste interventie werd aan leerkrachten een uitgewerkt leerstandaardendocument verstrekt en toegelicht, in de tweede interventie werd dit gecombineerd met een leerkrachtverbeteringsprogramma, gebaseerd op de acht klasfactoren uit het dynamisch model van Creemers en Kyriakides. In totaal deden 59 docenten Engels en 2431 leerlingen op 57 scholen voor voortgezet onderwijs in de provincies DKI Jakarta en Banten in Indonesië mee aan het onderzoek. De kwaliteit van onderwijzen is drie keer gemeten door middel van klasobservaties, uitgevoerd door onafhankelijke observatoren, en met een vragenlijst die twee maal is afgenomen bij de leerlingen. De resultaten van de leerlingen zijn vastgesteld door middel van een prestatietoets (voor- en nameting) voor begrijpend lezen Engels, en een motivatievragenlijst die drie keer is afgenomen. Daarnaast zijn gegevens verzameld over de achtergrondkenmerken van de scholen, leerkrachten en leerlingen. De resultaten van de multilevel analyse lieten zien dat de prestaties van de leerlingen alleen zijn verbeterd in de tweede interventiegroep. In deze groep was de kwaliteit van onderwijzen ook beter, maar de mate van vooruitgang over de drie metingen was niet groter dan die in de eerste interventiegroep en de controlegroep. Wel lieten de beschrijvende resultaten zien dat de kwaliteit van onderwijzen in deze interventiegroep significant was verbeterd gedurende de eerste helft van de inventie (tussen de eerste en de tweede meting). In het proefschrift worden voorstellen gedaan voor verdere verbetering van de interventies

Digital literacy of ESP Learners: voices of medical teachers, learners and authorities

The massive adoption of digital technology in all educational sectors has changed teachers’ and learners’ instructional activities. This change has also occurred in the L2 pedagogy, including English for Academic/Specific Purposes (EAP/ESP). In this case, the L2 teacher and learner must be competent in both language and technological skills. ESP is a branch of L2 teaching and learning within applied linguistics, and it aims is to use English in a specific field (Arnó-Macià & Rueda-Ramos, 2011; Liu & Hu, 2021; Paltridge & Starfield, 2013). For example, in the context of ESP, the changes are more extreme since teachers and learners are required to learn three different skills, general English, English for a specific subject, and technology. In the Indonesian L2 context, the ESP course was commonly taught by English teachers who graduated from the English Language Education Department (ELED), who do not have any previous ESP background. Meanwhile, not all Indonesian universities offer ESP as part of their compulsory courses. Therefore, these challenges are more complex because English teachers have to learn both ESP course content and digital literacy at the same time. Since the potential of digital literacy in L2 and EAP/ESP contexts has been acknowledged, teachers and learners are required to be digitally competent in integrating technology and instructional practices (Benesch, 2009; Dashtestani & Hojatpanah, 2020; Lotherington & Jenson, 2011; Mahapatra, 2020; Son et al., 2011). Besides, acquiring adequate digital literacy is necessary for supporting effective ESP instructional practices to help learners learn ESP to support their courses effectively. Various aspects of the ESP domain and digital literacy implementation have been extensively probed using multiple designs. Merits, demerits, and recommendations of blending digital literacy into ESP instruction have also been echoed from previous studies. However, there is a dearth of well-documented inquiry in the context of ESP instructional practices from a comprehensive perspective involving ESP learners, teachers, and policymakers. A previous study indicates that understanding digital literacy levels seems useful to map learners’ and teachers’ digital levels, but it could not provide evidence of how they unravel successful and unsuccessful digital literacy interactions. Research also proves that the use of digital technology influence the quality of L2 teaching and learning (Arifani et al., 2020; Bodnar et al.,2016; Dashtestani & Hojatpanah, 2020). The research objectives aim to unravel significant differences in perceptions, types of digital tools and applications, digital literacy practices and challenges from the perspectives of ESP teachers, learners, and policymakers

Digital literacy of ESP Learners: voices of medical teachers, learners and authorities

The massive adoption of digital technology in all educational sectors has changed teachers’ and learners’ instructional activities. This change has also occurred in the L2 pedagogy, including English for Academic/Specific Purposes (EAP/ESP). In this case, the L2 teacher and learner must be competent in both language and technological skills. ESP is a branch of L2 teaching and learning within applied linguistics, and it aims is to use English in a specific field (Arnó-Macià & Rueda-Ramos, 2011; Liu & Hu, 2021; Paltridge & Starfield, 2013). For example, in the context of ESP, the changes are more extreme since teachers and learners are required to learn three different skills, general English, English for a specific subject, and technology. In the Indonesian L2 context, the ESP course was commonly taught by English teachers who graduated from the English Language Education Department (ELED), who do not have any previous ESP background. Meanwhile, not all Indonesian universities offer ESP as part of their compulsory courses. Therefore, these challenges are more complex because English teachers have to learn both ESP course content and digital literacy at the same time. Since the potential of digital literacy in L2 and EAP/ESP contexts has been acknowledged, teachers and learners are required to be digitally competent in integrating technology and instructional practices (Benesch, 2009; Dashtestani & Hojatpanah, 2020; Lotherington & Jenson, 2011; Mahapatra, 2020; Son et al., 2011). Besides, acquiring adequate digital literacy is necessary for supporting effective ESP instructional practices to help learners learn ESP to support their courses effectively. Various aspects of the ESP domain and digital literacy implementation have been extensively probed using multiple designs. Merits, demerits, and recommendations of blending digital literacy into ESP instruction have also been echoed from previous studies. However, there is a dearth of well-documented inquiry in the context of ESP instructional practices from a comprehensive perspective involving ESP learners, teachers, and policymakers. A previous study indicates that understanding digital literacy levels seems useful to map learners’ and teachers’ digital levels, but it could not provide evidence of how they unravel successful and unsuccessful digital literacy interactions. Research also proves that the use of digital technology influence the quality of L2 teaching and learning (Arifani et al., 2020; Bodnar et al.,2016; Dashtestani & Hojatpanah, 2020). The research objectives aim to unravel significant differences in perceptions, types of digital tools and applications, digital literacy practices and challenges from the perspectives of ESP teachers, learners, and policymakers

Virtual reality games in EFL class: Examining learners’ vocabulary learning

This article presents a study that investigates the impact of using Virtual Reality (VR) games on English as a Foreign Language (EFL) learners’ vocabulary learning. The research examines how the integration of VR games in the EFL classroom affects students’ acquisition and retention of vocabulary. The study employs a mixed-methods approach, combining quantitative analysis of vocabulary test scores with qualitative feedback from the participants. The findings demonstrate that the VR games positively facilitated EFL learners’ acquisition of vocabulary meaning. VR games also facilitate learners’ vocabulary learning processes through associating, predicting and outsourcing. The VR games effectively facilitated EFL students’ vocabulary learning because it provided multimodal support, an immersive learning input and environment, and real-time interactivity and feedback. Furthermore, EFL students could experience authentic language and construct word knowledge through predicting and associating the meaning of English subtitles into the VR game activities and contexts while they were playing the VR games. VR games also motivate EFL students to translate and negotiate meaning after playing the VR game. The implications and recommendations for educators are discussed

PENGARUH GAYA KEPEMIMPINAN TERHADAP MOTIVASI DAN KINERJA TENAGA KESEHATAN DI RUMAH SAKIT UMUM HIDAYAH

Gaya memimpin dan memengaruhi orang lain dengan gaya kepemimpinan adalah dengan memberikan motivasi kepada para pengikut. Kepemimpinan gaya merupakan tingkah laku spesial seorang pemimpin ketika memengaruhi anggotanya. Penelitian ini ingin melihat bagaimana gaya kepemimpinan dapat memengaruhi motivasi dan kinerja tenaga kesehatan di Rumah Sakit Umum Hidayah. Penelitian ini menggunakan metode penelitian kuantitatif dengan pendekatan deskriptif. Teknik pengumpulan datanya menggunakan teknik non probability sampling. Data di kumpulkan melalui pengisian Kuisioner oleh 40 tenaga kesehatan di RSU hidayah . Hasil menunjukkan bahwa tingkat pendidikan berpengaruh positif terhadap motivasi dan kinerja, di mana individu dengan pendidikan tinggi cenderung lebih produktif dan adaptif dalam menyelesaikan tugas. Kategori motivasi kerja berdasarkan pilihan responden adalah tinggi (40%), sedang (35%), dan rendah (25%). 30 responden melaporkan memiliki kinerja yang baik dalam pekerjaannya, yaitu 75% dari total responden. Diperlukan sistem penghargaan dan lingkungan kerja yang inklusif untuk meningkatkan semangat dan dedikasi pegawai dalam menjalankan tugas

Researching English Teacher Development and Classroom Instruction in Indonesian Madrasahs and Pesantren

This collection is an account of the research network, and resulting research studies, that were part of the English Language Teacher Training Project, organized by World Learning, a U.S-based non-governmental organization, with funding through the U.S. Embassy’s Regional English Language Office in Jakarta, and with the support of the Indonesian Ministry of Religious Affairs. The network had a shared research focus—to examine the experiences of English language teachers in Indonesian madrasahs and pesantren in the Project. These teachers were completing National Geographic Learning’s ELTeach Program, a suite of two on-line courses, while also receiving support and coaching from local university-based trainers

V iskanju kakovosti poucevanja prihodnjih uciteljev anglescine kot tujega jezika med pedagosko prakso: program izobrazevanja uciteljev

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers) and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL) student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes. (DIPF/Orig.

Do Faculty and Gender Matter to Students’ English Proficiency Score?

AbstractIt is undeniable that English is an important international language and there could be some background variables influencing English proficiency. Therefore, UIN Syarif Hidayatullah Jakarta as the context of the study regulates that all students take an English proficiency test once they are accepted and must achieve 450 for non-English departments and 500 for English studies before they graduate. Having 12 faculties of Islamic and non-Islamic studies, it is interesting to measure whether faculty as a background variable matters. In addition, female as another background variable has been widely found to have better achievement in language, and therefore this study is also intended to investigate whether gender is a contributing factor to students’ English proficiency. The population was all students of UIN Jakarta year 2017, which data of 5089 students’ English proficiency scores, faculties, and gender were collected through the information technology center. The descriptive analysis reveals that the lowest score is 240 while that highest one is 570 and the mean score is 383. The ANOVA analysis reports significant differences among faculties: the Faculty of Medicine achieves the highest score (M = 429) while the Faculty of Ushuluddin attains the lowest (M = 365). In addition, female students, as yielded by t-test analysis, are found to have significantly higher English proficiency score. The findings implies the need to pay more attention to Islamic-related faculties having lower scores and to consider English proficiency score as an enrolment requirement especially for the faculty of Medicine. AbstrakTidak bisa dipungkiri bahwa Bahasa Inggris sangat penting dan ada beberapa faktor yang berpengaruh terhadap kecapakan berbahasa Inggris. Oleh karena itu, UIN Syarif Hidayatullah Jakarta sebagai konteks studi ini mewajibkan semua mahasiswa yang diterima untuk mengikuti tes kecakapan berbahasa Inggrisd dan harus mencapai skor 450 untuk mahasiswa di luar prodi Bahasa Inggris dan 500 untuk prodi Bahasa Inggris sebelum mereka lulus. Dengan 12 fakultas baik studi Islam maupun non-Islam, menjadi menarik untuk melihat apakah fakultas sebagai sebuah variabel memiliki pengaruh. Selain itu, jender (perempuan) sebagai variabel lain sudah banyak ditemukan oleh studi lain memiliki prestasi yang lebih unggul dalam kecakapan berbahasa, dan oleh karena itu studi ini juga bertujuan untuk mengukur apakah gender merupakah faktor yang berpengaruh terhadap kecapakan berbahasa Inggris. Populasi studi ini adalah mahasiswa UIN Syarif Hidayatullah Jakarta angkatan 2017, di mana data skor English Proficiency Test, asal fakultas dan jender sejumlah 5089 mahasiswa berhasil dikumpulkan dan Pustipanda. Dari analisis deskriptif statistik ditemukan bahwa skor terendah adalah 240 sedangkan tertinggi adalah 570 dan nilai rata-ratanya sebesar 383. Hasil analisis ANOVA menunjukkan adanya perbedaan yang signifikan diantara fakultas, di mana Fakultas Kedokteran memiliki nilai rata-rata tertinggi (429) sementara Fakultas Ushuluddin memiliki nilai rata-rata terendah (365). Mahasiswa (perempuan), sebagaimana ditunjukkan oleh hasil analisis t-test, memiliki nilai rata-rata yang secara signifikan lebih tinggi dibanding mahasiswa (laki-laki).How to Cite : Azkiyah, S.,N. (2018).  Do Faculty and Gender Matter to Students’ English Proficiency Score?. TARBIYA: Journal of Education in Muslim Society, 5(2), 116-125. doi:10.15408/tjems.v5i2.1667.</jats:p