PANYONARA: Journal of English Education

Exploring Challenges of Indonesian EFL Teachers in Implementing Differentiated Instruction in ELT Classroom

Kukuh Laksono — 2024-09-28

Differentiated instruction (DI) as a method of the Merdeka curriculum in Indonesia may be problematic for the teacher when implementing it in the classroom. This study investigates Indonesian EFL (English as a Foreign Language) teachers' perspectives regarding implementing Differentiated Instruction in their classrooms. Through qualitative analysis, this research identifies the teachers' challenges and explores the strategies for implementing DI. Semi-structured interviews were used to reveal the challenges and strategies teachers used DI. The collected data were then analyzed qualitatively with the thematic analysis used in this study in analysis of the data. Findings reveal that teachers view DI as important for addressing student diversity, enhancing engagement, and improving academic outcomes. However, significant challenges include adapting learning materials, managing time constraints, and varying readiness levels among teachers and students. Despite their belief that DI is very positive, some challenges highlight how to adopt DI properly; professional development, resource allocation, and strategic planning are essential

Grammarly’s Effectiveness in Enhancing English Writing: A Case Study of Vocational High School Students

Selma Damayanti — 2024-09-30

Many vocational high school students in Pamekasan, Indonesia, face difficulties in understanding and applying basic grammar rules, which leads to poor writing skills. Despite the increasing use of Automated Writing Evaluation (AWE) tools like Grammarly, there is limited research on their effectiveness in vocational educational settings. To address this gap, the study aims to evaluate the impact of Grammarly on improving the English writing skills of tenth-grade vocational students, focusing on areas where it offers the most significant benefits. A quantitative pre-experimental design, involving pre-tests and post-tests, was used to assess changes in students' writing proficiency, with descriptive statistics and t-tests employed for data analysis. The findings revealed that Grammarly significantly enhanced students' grammar and punctuation accuracy, though no substantial improvement was observed in overall writing quality. However, the tool proved effective in helping students identify and correct common errors, improving the clarity and coherence of their writing. Further research is recommended to explore the long-term effects of AWE tools like Grammarly in various educational contexts.

EFL Learners’ Stories in Essay Writing: A Narrative Analysis

Irfan Rifai — 2024-09-30

This qualitative research is aiming at exploring EFL learners’ stories when writing an essay. To be specific, this research is centered on examining the problems faced by EFL learners when writing essays and their strategies to overcome the problems. Six EFL university students from the third to eighth semesters of the English department at one of private universities in Surabaya participated in the research. The participants were selected based on their ability that is categorized as lower and higher achievers, gender and level of study/semester. The data were generated by interviewing the participants and analyzing their documents work. The data obtained from interviews were transcribed verbatim and analyzed using content analysis, while the data from the students’ tasks are classified based on the errors. The later data are used to cross check the data obtained from interviews. The data analysis showed that finding, translating, and realizing suitable ideas into writing and using appropriate tenses and modals grammar were prominent problems of EFL learners. In addition, difficulty to organize paragraphs cohesively and coherently are also noticeable problems. The research results also indicated that the learners were aware of the challenges in writing essays, therefore, they creatively seek strategies to tackle the problems by watching YouTube, TV, news, and reading articles and English books.

Portraying the Students’ Perception on English Speaking Class Activities within Independent Curriculum Implementation: A Photovoice Study

Siti Azizah Puteri — 2024-09-30

Abstract: This research aims to explore the senior high school students’ perception on Independent Curriculum implementation in English as a Foreign Language (EFL) classroom, particularly in English-speaking class activities. The shift from the previous curriculum to the independent curriculum resulted in many significant changes for teachers and students. In this case, the English subject experienced a complete change when the independent curriculum was implemented in schools, especially in teaching speaking skill. Using Photovoice research design, the researchers observed the speaking class, analyzed the photos taken by eleven students from three different classes during English-speaking activities and administered in-depth interview to these participants dealing with their photos. This research was conducted at SMAIT Ukhuwah Banjarmasin, South Kalimantan. The findings portrayed that the photos taken by students in the English-speaking class captured memorable, harmonious learning moments that were conducive, communicative, informative, and an accurate depiction of the atmosphere of the English-speaking class. This is further demonstrated from the students’ perspective through their photos showing communicative activities during English-speaking classes since the photos portray a well-organized, positive, engaging, and fun classroom environment as well as emphasizing individual development in line with the independent curriculum demand. The research highlights the effectiveness of the Independent Curriculum in fostering student engagement and communicative activities, suggesting that visual-based methodologies like Photovoice can provide meaningful insights into classroom dynamics

Empowering Language Learners: Unleashing the Potential of The Feynman Technique in English Language Acquisition

Tahani R. K. Bsharat — 2024-09-30

Abstract: This study investigates the effectiveness of the Feynman Technique in enhancing English language learning (ELL) outcomes. As a relatively new approach compared to traditional language instruction methods, the Feynman Technique emphasizes deeper understanding, active learning, and metacognitive reflection. Using a mixed-methods quasi-experimental design with pre- and post-intervention assessments, alongside observations and interviews, this research explores its impact on language proficiency and learning experiences in L2 English learners. Results demonstrate a significant improvement in language proficiency, with scores increasing from an average of 65% in pre-intervention assessments to 82% post-intervention, indicating a 17% improvement. Additionally, students reported increased confidence and engagement. In conclusion, the Feynman Technique has the potential to revolutionize language education by enabling students to become more autonomous and capable in a global context.