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"[Tesis ini menjelaskan belief yang diyakini oleh pengajar Bahasa Inggris di dua institusi yang berbeda. Dalam setiap proses mengajar, para pengajar memiliki belief (keyakinan) yang memengaruhi keputusan mengenai praktik pembelajaran serta memengaruhi kegiatan yang dilakukan oleh pengajar tersebut di dalam kelas. Untuk keperluan pelatihan pengajar ke arah yang lebih profesional, oleh sebab itu meneliti hubungan belief dan praktik pengajaran dinilai menjadi hal yang penting. Tesis ini menggunakan kuesioner BALLI untuk menginvestigasi belief yang diyakini oleh pengajar. Pengajar diwawancarai untuk menggali informasi mengenai belief yang diyakini lebih dalam. Observasi yang dilakukan terhadap dua orang pengajar dinilai telah mampu mewakili data yang diperoleh mengenai hubungan belief dalam praktik pengajaran yang dilakukan di kelas. Hasil penelitian menunjukkan bahwa belief pengajar di sekolah formal dan nonformal terdapat perbedaan. Seluruh pengajar menunjukkan belief yang positif mengenai Bahasa Inggris dan praktik pengajaran yang dilakukan akan tetapi dalam hubungannya dengan praktik pengajaran yang dilakukan, pengajar sekolah nonformal lebih menunjukkan belief yang diyakini dibandingkan dengan pengajar di sekolah formal. Ada beberapa faktor yang memengaruhi adanya perbedaan antara belief yang diyakini dengan praktik pengajaran yang dilakukan. Faktor-faktor tersebut adalah kondisi kelas, karakteristik pelajar, dan materi pembelajaran;This thesis describes the belief of teachers at two different institutions. In every process of teaching, teachers have a belief that influences the decisions about instructional practices and the activities carried out in the classroom. For the purposes of teacher training towards professionalism, therefore studying the relationship between beliefs and teaching practice is considered to be important. This thesis uses BALLI Questionnaire to investigate teachers‟ beliefs. After that, teachers are interviewed to gain deeper information about their beliefs. Observations done of two teachers are considered to be adequate in representing the data about the relationship between beliefs and teaching practices in the classroom. The result of the research shows that beliefs of teachers in formal and non-formal school are different. All teachers show positive responses of belief about English and teaching practice, unfortunately formal school teachers fail to reflect their beliefs into teaching practices. There are several factors which affect the difference between beliefs of the teacher and their teaching practices. Those factors are the condition of the class, the characteristics of the students and the learning materialsBelief, This thesis describes the belief of teachers at two different institutions. In every process of teaching, teachers have a belief that influences the decisions about instructional practices and the activities carried out in the classroom. For the purposes of teacher training towards professionalism, therefore studying the relationship between beliefs and teaching practice is considered to be important. This thesis uses BALLI Questionnaire to investigate teachers‟ beliefs. After that, teachers are interviewed to gain deeper information about their beliefs. Observations done of two teachers are considered to be adequate in representing the data about the relationship between beliefs and teaching practices in the classroom. The result of the research shows that beliefs of teachers in formal and non-formal school are different. All teachers show positive responses of belief about English and teaching practice, unfortunately formal school teachers fail to reflect their beliefs into teaching practices. There are several factors which affect the difference between beliefs of the teacher and their teaching practices. Those factors are the condition of the class, the characteristics of the students and the learning materialsBelief]"

"Untuk memfasilitasi implementasi Kurikulum Merdeka pada tahun 2022, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbud Ristek) merilis buku teks baru (Puskur Dikbud Ristek, 2021). Artikel ini menelaah kesesuaian dari dua buku My Next Words English untuk kelas satu dan kelas empat sekolah dasar. Metode yang digunakan dalam buku teks juga dievaluasi kesesuaiannya dengan pendekatan pengajaran bahasa Inggris terkini. Oleh karena itu, bagian pertama setiap buku teks dianalisis menggunakan metode konten analisis sumatif (Bengtsson, 2016; Hsieh & Shannon, 2005). Proses analisis meliputi menghitung banyaknya aktivitas listening, speaking, reading, writing, viewing, dan representing dalam buku teks. Hasil studi menunjukkan walau My Next Words kelas 1 dan 4 sesuai dengan capaian akademik yang ditetapkan Kurikulum Merdeka, buku teks tersebut belum sesuai dengan pendekatan pengajaran bahasa Inggris terkini. Oleh karena itu, penelitian lebih lanjut diperlukan untuk melihat efektivitas buku teks Kurikulum Merdeka dalam membantu siswa mencapai capaian akademik bahasa Inggris.......To facilitate the implementation of Kurikulum Merdeka in 2022, the Ministry of Education, Culture, Research, and Technology (MoECRT) publishes new textbooks (Puskur Dikbud Ristek, 2021). This article examines the compatibility of two My Next Words English textbooks for the first and fourth grades of primary school with the academic goals of the Kurikulum Merdeka. The method of teaching English utilised in the textbooks is also evaluated for its applicability to current English teaching approaches. Thus, the first section of each textbook is examined using the summative content analysis technique (Bengtsson, 2016; Hsieh & Shannon, 2005). Counting the frequency of listening, speaking, reading, writing, viewing, and representing activities in the textbooks, drawing inferences from the frequency counts, and comparing the final results comprise the analysis processes. The result of the study shows that despite the fact that My Next Words Grades 1 and 4 are compatible with the English academic goals given by the Kurikulum Merdeka, the textbooks are yet to adhere to the current English teaching approaches. Henceforth, future research may examine the effectiveness of the Kurikulum Merdeka textbooks in helping students achieve the new English curriculum’s academic goals."

"Pemerintah Indonesia membuat kebijakan tentang keharusan pengintegrasianTeknologi Informasi dan Komunikasi (TIK) dalam pengajaran di sekolah untukmeningkatkan mutu pendidikan. Tetapi, peneliti menyangsikan bahwa penerapanTIK dalam pengajaran belum sesuai dengan yang dianjurkan oleh pemerintah.Berdasarkan persepsi pengajar dan pemelajar di Rintisan Sekolah BertarafInternasional (RSBI), penelitian ini menginvestigasi penggunaan TIK dalampengajaran bahasa Inggris. Penelitian ini mengambil data melalui kuesioner,observasi dan wawancara di tiga SMA dan tiga SMK bersertifikasi RSBI yang ada dikota Padang. Dari hasil penelitian ditemukan bahwa penggunaan TIK dalampengajaran bahasa Inggris masih untuk keperluan akses informasi, belum untukberkomunikasi. Hambatan utama penggunaan TIK adalah kurang tersedianya saranadan prasarana penunjang sehingga pengajaran bahasa Inggris dengan memanfaatkanTIK tidak berjalan sebagaimana mestinya. Walaupun demikian, pengajar danpemelajar setuju bahwa TIK sangat bermanfaat bagi pengajaran bahasa Inggris.Selain itu, penelitian ini menemukan pengajaran blended learning telahdiimplementasikan di SMK dengan memanfaatkan suatu program pembelajaranonline, program DynEd, yang didanai oleh pemerintah......Although the Indonesian Government has established a policy about the necessity ofintegrating Information and Communication Technology (ICT) in teaching toupgrade the quality of education, there is a concern that ICT is not utilize asrecommended by the government in the implementing schools. Based on theperceptions of both teachers and students in Piloted International Standard Schools,this study investigates the use of ICT in the teaching of English. This study makes useof questionnaires, observations and interviews to collect data in three High Schoolsand three Vocational Schools which have Piloted International Standard Schoolcertification in Padang city. Results show that the use of ICT in teaching English islimited to accessing information and not yet used for communication. The mainbarrier of using ICT is the lack of infrastructure that supports the utilization of ICTfor English teaching. Nevertheless, teachers and students agree that ICT is verybeneficial for the teaching of English. However, this study found that blendedlearning has been implemented in Vocational Schools through online learningprogram, DynEd program, which provided by the government"

"This article briefly describes the phenomenon of language transfer, or first language interference, for Japanese learners of English and suggests one method of raising intermediate level English students' awareness of this phenomenon in a Japanese undergraduate Academic English class. Class activities and homework tasks are described, student feedback is presented and conclusions are drawn. It is hoped that this article might prove useful to teachers of EAP at the tertiary level of education, in particular Japan, and more generally in the sector elsewhere."