English Journal Antartika

Assessing the Craft: Use of Specific Descriptors as Guide for Evaluating Instructional Materials

Felicity Anne Aretha Dorado — 2024-06-30

Instructional materials created by teachers blend creativity with academic expertise. Like professional writers, teachers must communicate ideas, adapt content for their students, and keep them engaged through lesson plans, activities, and assessments. These materials are regularly updated based on student feedback, similar to how writers revise their drafts. Teachers use specialized knowledge and experience to design adequate resources that meet different learning needs. With the new K-12 Curriculum in the Philippines, teachers are increasingly seen as both instructors and creators of knowledge. This paper reviews DepEd materials and evaluation rubrics to assess how well these instructional materials work from a teacher’s perspective. Teachers can greatly improve instructional materials, boost student thinking, and enhance learning by taking on a critical role. While reviewing materials takes time, technology like AI plagiarism checkers can help speed up the process. Researchers agree that regularly updating methods and assessments is important because knowledge and insights change over time, and feedback may highlight areas for improvement. Changes in technology and society also require updates to keep materials relevant and effective. Therefore, careful evaluation is needed to choose suitable materials. Schools should support materials made by experienced educators, not just good writers. Academic boards should invest in quality assurance with dedicated revision, auditing, and editing teams to ensure ongoing quality.

Boosting High School Students' Speaking Proficiency with Gemini AI

Syafaruddin Marpaung — 2024-06-30

Abstract: This study investigates the impact of Gemini AI on improving speaking proficiency among 30 high school students using Classroom Action Research (CAR) with a mixed-methods approach. The study observed progressive improvements in speaking proficiency over three iterative cycles, with students’ average scores rising from 65 in the first cycle to 85 by the third cycle. These gains were reflected in enhanced fluency, vocabulary, and confidence. Gemini AI provided personalized speaking practice and real-time feedback, leading to increased engagement and adaptive learning. The study concludes that integrating AI into speaking classes can enhance language proficiency through iterative feedback and adaptation.

Keywords: Boosting, High School Students, Speaking Proficiency, Gemini AI

Teaching English to Food and Beverage Staff: Problems, Challenges, and Possible Solutions

Nurdiana Nurdiana — 2024-06-30

English is undoubtedly one of the requirements in the hotel and hospitality industry. All hotel staff are required to be able to communicate in English, especially those working in international hotels. This also applies in Indonesia where some international hotels are operating in big cities such as Jakarta. Unfortunately, only a few of the Indonesian hotel staff, including food and beverage employees, have adequate English language competence. Therefore, English training is a must for those working in the hotel industry. The present study, then, was carried out to investigate the problems and challenges of teaching English to food and beverage staff because they communicate with Indonesian and international hotel guests very often, for example, during breakfast, lunch, and, dinner. Careful observation was conducted to look into the problems and challenges, i.e., language problems, trainees’ speaking skills, and in-classroom- participation of each trainee. The findings revealed that most of the food and beverage staff could not communicate in English appropriately and accurately. They were not able to use proper expressions in particular situations with the hotel guests. Meanwhile, the challenges included the use of inappropriate ‘fossilized’ expressions. This implies that there should be solutions to overcome the problems and face the challenges of teaching English to food and beverage staff.

Keywords: English, food and beverage staff, language competence