Learning English as a foreign language for speakers of Indonesian as their mother tongue is sometimes difficult. They are used to speaking and understanding the meaning of Indonesian, then they have to learn a foreign language. This is one of the factors for the occurrence of language interference. In addition, language interference is also very closely related to Psycholinguistics (it studies language and its relationship to human psychology). In this regard, the author also tries to relate the phenomenon of language interference with her experience in teaching English which is considered as a foreign language. The results shows that the author found 8 types of language interference in his English class. From these findings, the writer also tries to find a solution to minimize the students' language interference.
{"title":"LANGUAGE INTERFERENCE IN TEACHING ENGLISH AS FOREIGN LANGUAGE VIEWED FROM PSYCHOLINGUISTICS","authors":"M. Lina","doi":"10.30736/ej.v10i1.566","DOIUrl":"https://doi.org/10.30736/ej.v10i1.566","url":null,"abstract":"Learning English as a foreign language for speakers of Indonesian as their mother tongue is sometimes difficult. They are used to speaking and understanding the meaning of Indonesian, then they have to learn a foreign language. This is one of the factors for the occurrence of language interference. In addition, language interference is also very closely related to Psycholinguistics (it studies language and its relationship to human psychology). In this regard, the author also tries to relate the phenomenon of language interference with her experience in teaching English which is considered as a foreign language. The results shows that the author found 8 types of language interference in his English class. From these findings, the writer also tries to find a solution to minimize the students' language interference.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132771690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ni Nyoman Bunga Cahyani, Luh Putri Artini, L. Wahyuni
The purpose of this study is to describe the classroom language functions used by the EFL teacher in junior high school during distance learning. This study is classified as qualitative descriptive research. This research was conducted in SMP N 2 Sawan with only one subject, a grade 7 English teacher. The findings of this study showed that the EFL teacher preferred to implement ’seeking information’ as the highest classroom language function delivered during distance learning, followed by ’explaining’ by 21.88%, ’persuade’ came in third place with 20.31%. In fourth place is ’ordering’, with 17.19 percent. Next are ’evaluating’ (1.95%), ’comparing’ (1.56%), ’analyzing’ (1.17%), ’proving/debating’ (0.78%), justifying (0.78%), ’inferring’ (0.39%), and ’synthesizing’ (0.39%). Meanwhile, the teacher did not use two functions during teaching. They were ’classifying’ (0%) and ’solving problems’ (0%).
{"title":"CLASSROOM LANGUAGE FUNCTIONS USED BY EFL TEACHER DURING DISTANCE LEARNING IN JUNIOR HIGH SCHOOL","authors":"Ni Nyoman Bunga Cahyani, Luh Putri Artini, L. Wahyuni","doi":"10.30736/ej.v10i1.516","DOIUrl":"https://doi.org/10.30736/ej.v10i1.516","url":null,"abstract":"The purpose of this study is to describe the classroom language functions used by the EFL teacher in junior high school during distance learning. This study is classified as qualitative descriptive research. This research was conducted in SMP N 2 Sawan with only one subject, a grade 7 English teacher. The findings of this study showed that the EFL teacher preferred to implement ’seeking information’ as the highest classroom language function delivered during distance learning, followed by ’explaining’ by 21.88%, ’persuade’ came in third place with 20.31%. In fourth place is ’ordering’, with 17.19 percent. Next are ’evaluating’ (1.95%), ’comparing’ (1.56%), ’analyzing’ (1.17%), ’proving/debating’ (0.78%), justifying (0.78%), ’inferring’ (0.39%), and ’synthesizing’ (0.39%). Meanwhile, the teacher did not use two functions during teaching. They were ’classifying’ (0%) and ’solving problems’ (0%).","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127454717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ni Putu Purnama Dewi, N. M. Ratminingsih, I. Budasi
Students must be capable of technological advances that can make it easier to interact and compete in the world in the digital age. Therefore, students must have a strong foundation following the desired needs and achievements concerning English language skills. One of the supporting students' learning is a digital dictionary with multilingual. Thus, this study aims to develop a multilingual digital dictionary for fifth-grade elementary school students. However, this article describes the need for multilingual Digital dictionaries for fifth-grade elementary school students. This study involved 656 students and 27 English Teachers in grade five from Nine sub-districts in Buleleng Regency. This qualitative research aimed to analyze the results of needs for, In data capture. The study used observations, questionnaires, and interviews. This study shows that students are in dire need and want a multi-lingual digital dictionary to support their English learning.
{"title":"THE NEEDS ANALYSIS OF MULTILINGUAL THEMATIC DIGITAL DICTIONARY FOR LITERACY DEVELOPMENT","authors":"Ni Putu Purnama Dewi, N. M. Ratminingsih, I. Budasi","doi":"10.30736/ej.v10i1.520","DOIUrl":"https://doi.org/10.30736/ej.v10i1.520","url":null,"abstract":"Students must be capable of technological advances that can make it easier to interact and compete in the world in the digital age. Therefore, students must have a strong foundation following the desired needs and achievements concerning English language skills. One of the supporting students' learning is a digital dictionary with multilingual. Thus, this study aims to develop a multilingual digital dictionary for fifth-grade elementary school students. However, this article describes the need for multilingual Digital dictionaries for fifth-grade elementary school students. This study involved 656 students and 27 English Teachers in grade five from Nine sub-districts in Buleleng Regency. This qualitative research aimed to analyze the results of needs for, In data capture. The study used observations, questionnaires, and interviews. This study shows that students are in dire need and want a multi-lingual digital dictionary to support their English learning. ","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133764377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rini Listyowati, Ina Daril Hanna, Dinar Vincy Yunitaka B.
This research was conducted using a classroom action research design through two cycles. The purpose of the study is to know how Guided WH-Questions technique are able to increase the speaking skill of the students at Junior High School. The research was conducted at SMP Al-Islamiyah Teja Barat Pamekasan. It is limited only at the first grade and the class consists of 19 students. The data was collected through observation sheet, field notes, the students’ test and questionnaire. In data analysis, the researcher utilized descriptive quantitative. The data from the outcome of observation and the students’ test are analyzed utilizing statistic analysis. The findings showed that the students’ involvement in learning process indicated the success of the teaching and learning if in the cycle 1 of meeting 1 was 77% and meeting 2 was 85,7%. Then. In second cycle of meeting 1 the students’ involvement improved to be 91, 4% and meeting 2 was 97%. The refinement was seen from the advance of the students’ average speaking points. In preliminary study, the students’ speaking average score was 54, 8. It improved to be 71 in the cycle 1 and 82 in the cycle 2. While the students’ outcome of the questionnaire showed the students were fascinated and enjoyed in studying speaking through Guided WH-Question.
本研究采用课堂行动研究设计，分两个周期进行。本研究的目的是了解引导性提问技巧如何提高初中生的口语能力。该研究在SMP Al-Islamiyah Teja Barat Pamekasan进行。该课程仅限一年级学生使用，班级由19名学生组成。通过观察表、现场笔记、学生测试和问卷调查等方式收集数据。在数据分析中，研究者采用描述性定量方法。对观察结果和学生测试数据进行统计分析。研究结果表明，在会议1的周期1中，学生对学习过程的参与程度为77%，会议2的周期1为85.7%，表明教学成功。然后。在会议1的第二个周期中，学生的参与度提高到91.4%，会议2的参与度提高到97%。从学生平均发言点的提高可以看出这种改进。在初步研究中，学生的口语平均分为54,8分。在循环1和循环2中分别提高到71和82。而学生的问卷调查结果显示，学生们对通过引导式提问学习口语非常着迷和享受。
{"title":"WH-QUESTIONS TECHNIQUE GUIDE FOR MASTERING AND IMPROVING THE STUDENTS’ SPEAKING SKILL","authors":"Rini Listyowati, Ina Daril Hanna, Dinar Vincy Yunitaka B.","doi":"10.30736/ej.v10i1.812","DOIUrl":"https://doi.org/10.30736/ej.v10i1.812","url":null,"abstract":"This research was conducted using a classroom action research design through two cycles. The purpose of the study is to know how Guided WH-Questions technique are able to increase the speaking skill of the students at Junior High School. The research was conducted at SMP Al-Islamiyah Teja Barat Pamekasan. It is limited only at the first grade and the class consists of 19 students. The data was collected through observation sheet, field notes, the students’ test and questionnaire. In data analysis, the researcher utilized descriptive quantitative. The data from the outcome of observation and the students’ test are analyzed utilizing statistic analysis. The findings showed that the students’ involvement in learning process indicated the success of the teaching and learning if in the cycle 1 of meeting 1 was 77% and meeting 2 was 85,7%. Then. In second cycle of meeting 1 the students’ involvement improved to be 91, 4% and meeting 2 was 97%. The refinement was seen from the advance of the students’ average speaking points. In preliminary study, the students’ speaking average score was 54, 8. It improved to be 71 in the cycle 1 and 82 in the cycle 2. While the students’ outcome of the questionnaire showed the students were fascinated and enjoyed in studying speaking through Guided WH-Question.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115494015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language is important in everyday life to convey various information and opinions to others. English is a key International language for communicating with other people. This research is very interesting because it explores the teaching strategy used by the teacher in an English course, namely EF English First. This research aims at explaining the teachers' strategy of teaching speaking by using games for Frontrunner class. This research uses a qualitative with case study approach where the researcher conducts an interview and observation. This study focuses on the tenth level of Frontrunner class which at the ten to twelve is Upper Intermediate level, so that included in the B2 level in the CEFR. The results of study show the students are happy and learning becomes interactive by using games in teaching speaking. Because they can add new vocabularies and can develop their ideas by doing speaking activities.
{"title":"STRATEGY OF TEACHING SPEAKING BY USING GAMES FOR FRONTRUNNER CLASS AT EF (ENGLISH FIRST)","authors":"Dinda Amelia, R. Hidayat","doi":"10.30736/ej.v10i1.771","DOIUrl":"https://doi.org/10.30736/ej.v10i1.771","url":null,"abstract":"Language is important in everyday life to convey various information and opinions to others. English is a key International language for communicating with other people. This research is very interesting because it explores the teaching strategy used by the teacher in an English course, namely EF English First. This research aims at explaining the teachers' strategy of teaching speaking by using games for Frontrunner class. This research uses a qualitative with case study approach where the researcher conducts an interview and observation. This study focuses on the tenth level of Frontrunner class which at the ten to twelve is Upper Intermediate level, so that included in the B2 level in the CEFR. The results of study show the students are happy and learning becomes interactive by using games in teaching speaking. Because they can add new vocabularies and can develop their ideas by doing speaking activities.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128027858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to describe student’s perceptions of the use Google Meet during the limited face-to-face learning period at English Education Study Program University of Billfath. This research employed descriptive quantitative research techniques in the form of surveys. An online questionnaire created with Google Forms was used as the research instrument. The result of student’s answer through the questionnaire given showed good category. There were 60% of students strongly agree with the statement that Google was easily accessible, 52% of students strongly agree with the use of Google Meet, they could still understand the material given during lectures, 44% of students strongly agree that the use of google meet during online learning was effective, and 40% of students were highly motivated to participate in learning by using google meet. Thus, it could be concluded that online learning using Google Meet during the limited face-to-face learning period was quite good and effective.
{"title":"STUDENT’S PERCEPTIONS OF THE USE OF GOOGLE MEET DURING THE LIMITED FACE-TO-FACE LEARNING PERIOD","authors":"M. Labib Al Halim","doi":"10.30736/ej.v10i1.594","DOIUrl":"https://doi.org/10.30736/ej.v10i1.594","url":null,"abstract":"This research aims to describe student’s perceptions of the use Google Meet during the limited face-to-face learning period at English Education Study Program University of Billfath. This research employed descriptive quantitative research techniques in the form of surveys. An online questionnaire created with Google Forms was used as the research instrument. The result of student’s answer through the questionnaire given showed good category. There were 60% of students strongly agree with the statement that Google was easily accessible, 52% of students strongly agree with the use of Google Meet, they could still understand the material given during lectures, 44% of students strongly agree that the use of google meet during online learning was effective, and 40% of students were highly motivated to participate in learning by using google meet. Thus, it could be concluded that online learning using Google Meet during the limited face-to-face learning period was quite good and effective.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135673187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students’ perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students’ perceptions of their difficulties when the teachers implement TBL.Keywords: task-based learning, speaking skills, English for Specific Purposes
{"title":"VOCATIONAL HIGH SCHOOL STUDENTS’ PERCEPTION ON THE USE OF TASK-BASED LEARNING (TBL) IN SPEAKING CLASS","authors":"Silvanda Isnavira, Wahyu Diny Sujannah","doi":"10.30736/ej.v10i1.768","DOIUrl":"https://doi.org/10.30736/ej.v10i1.768","url":null,"abstract":"Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students’ perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students’ perceptions of their difficulties when the teachers implement TBL.Keywords: task-based learning, speaking skills, English for Specific Purposes","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135860417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this study was to identify the different kinds of errors that were made by English Education Department students at KH. A. Wahab Hasbullah University of Jombang when they were writing their thesis abstracts. It also sought to understand why these errors could happen. This study concentrated on the thesis abstracts written by English education department undergrads. This study employed a descriptive qualitative methodology. Thirty undergraduate thesis abstract texts released in 2022 served as the research's source of data. Collection, identification, description, explanation, and evaluation of errors were the steps in the error analysis process. The method of data analysis was developed based on Corder's work, which was cited in (Nurdin & Sri Hartati, 2019). According to the results, undergrad students' mistakes included adding words, using the wrong terms, capitalizing, omitting words, spelling, punctuating, using the wrong tenses, and misusing word forms. These errors can be made in a variety of ways depending on their kind, and they can also result from carelessness, inadequate grasp of English grammar and vocabulary, and inter- and intra-lingual interference.
本研究的目的是找出在KH的英语教育系学生犯的不同类型的错误。A. Wahab Hasbullah，在写论文摘要的时候。它还试图理解为什么会发生这些错误。本研究以英语教育系本科生的论文摘要为研究对象。本研究采用描述性定性方法。该研究的数据来源是2022年发布的30篇本科论文摘要文本。错误的收集、识别、描述、解释和评估是错误分析过程中的步骤。数据分析方法是根据Corder的工作开发的，该工作被引用于(Nurdin & Sri Hartati, 2019)。结果显示，大学生的错误包括添加单词、使用错误的术语、大写、省略单词、拼写、标点、使用错误的时态和误用单词形式。这些错误可能以各种不同的方式产生，这取决于它们的种类，它们也可能是粗心大意，对英语语法和词汇掌握不足，以及语际和语内干扰的结果。
{"title":"AN ERROR ANALYSIS IN WRITING THESIS ABSTRACT OF ENGLISH DEPARTMENT","authors":"Maskhurin Fajarina, Yuyun Bahtiar, Pipit Ertika Daristin","doi":"10.30736/ej.v9i2.718","DOIUrl":"https://doi.org/10.30736/ej.v9i2.718","url":null,"abstract":"The goal of this study was to identify the different kinds of errors that were made by English Education Department students at KH. A. Wahab Hasbullah University of Jombang when they were writing their thesis abstracts. It also sought to understand why these errors could happen. This study concentrated on the thesis abstracts written by English education department undergrads. This study employed a descriptive qualitative methodology. Thirty undergraduate thesis abstract texts released in 2022 served as the research's source of data. Collection, identification, description, explanation, and evaluation of errors were the steps in the error analysis process. The method of data analysis was developed based on Corder's work, which was cited in (Nurdin & Sri Hartati, 2019). According to the results, undergrad students' mistakes included adding words, using the wrong terms, capitalizing, omitting words, spelling, punctuating, using the wrong tenses, and misusing word forms. These errors can be made in a variety of ways depending on their kind, and they can also result from carelessness, inadequate grasp of English grammar and vocabulary, and inter- and intra-lingual interference.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132292886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In global competition, one of the most important assets that must be possessed is knowledge of literacy, which is needed to be able to grow into human resources that can compete globally. But unfortunately, children in Indonesia still have a relatively low level of awareness and literacy development. Therefore, the objective is to a multilingual thematic digital dictionary to assist students in developing their literacy skills. The method used is DnD (Design and Development). The subjects are elementary school students from nine schools in Buleleng Regency, Bali. The results showed that analysis of students' needs for learning media, a digital dictionary was developed, there were 5 steps and using PowerPoint. The final result was a digital dictionary consist of ten themes, equipped with picture, list of words and example of sentences in three languages (English-Bahasa Indonesia-Balinese), also audio. Therefore, this multilingual thematic digital dictionary categorized as an excellent medium for students.
{"title":"The Development of Multilingual Thematic Digital Dictionary for Elementary School Students","authors":"Luh Parmawati, N. M. Ratminingsih, I. Budasi","doi":"10.30736/ej.v9i2.513","DOIUrl":"https://doi.org/10.30736/ej.v9i2.513","url":null,"abstract":"In global competition, one of the most important assets that must be possessed is knowledge of literacy, which is needed to be able to grow into human resources that can compete globally. But unfortunately, children in Indonesia still have a relatively low level of awareness and literacy development. Therefore, the objective is to a multilingual thematic digital dictionary to assist students in developing their literacy skills. The method used is DnD (Design and Development). The subjects are elementary school students from nine schools in Buleleng Regency, Bali. The results showed that analysis of students' needs for learning media, a digital dictionary was developed, there were 5 steps and using PowerPoint. The final result was a digital dictionary consist of ten themes, equipped with picture, list of words and example of sentences in three languages (English-Bahasa Indonesia-Balinese), also audio. Therefore, this multilingual thematic digital dictionary categorized as an excellent medium for students.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131229004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information and Communication Technology (ICT) has developed rapidly so that people should adjust themselves to the development. In education field, the use of technology is very needed in today era. The condition of the world due to the Pandemic of COVID-19 in the past two years forced teacher and students to have long-distance learning virtually with the help of ICT. This current study tries to explore the effect of using Google Classroom combining with WhatsApp in teaching English at SMK Tamansiswa Mojoagung on three dimensions of student engagement. This study is quasi-experimental with post-test only design since the purpose of the study is to examine whether there is a significant effect of combining Google Classroom and WhatsApp on student engagement. The research instrument used is questionnaire to get the data about student engagement in three dimensions: behavioral, cognitive, and emotional engagement based on their self-assessment. Analyzing by using SPSS software, the results reveal that there is a significant difference of student behavioral engagement between students in two groups of different media used. On the other hand, it is found that there is no significant difference of cognitive and emotional engagement.
{"title":"THE EFFECT OF COMBINING GOOGLE CLASSROOM AND WHATSAPP ON STUDENT ENGAGEMENT IN ENGLISH CLASS","authors":"Rosi Anjarwati, L. Sa'adah","doi":"10.30736/ej.v9i2.666","DOIUrl":"https://doi.org/10.30736/ej.v9i2.666","url":null,"abstract":"Information and Communication Technology (ICT) has developed rapidly so that people should adjust themselves to the development. In education field, the use of technology is very needed in today era. The condition of the world due to the Pandemic of COVID-19 in the past two years forced teacher and students to have long-distance learning virtually with the help of ICT. This current study tries to explore the effect of using Google Classroom combining with WhatsApp in teaching English at SMK Tamansiswa Mojoagung on three dimensions of student engagement. This study is quasi-experimental with post-test only design since the purpose of the study is to examine whether there is a significant effect of combining Google Classroom and WhatsApp on student engagement. The research instrument used is questionnaire to get the data about student engagement in three dimensions: behavioral, cognitive, and emotional engagement based on their self-assessment. Analyzing by using SPSS software, the results reveal that there is a significant difference of student behavioral engagement between students in two groups of different media used. On the other hand, it is found that there is no significant difference of cognitive and emotional engagement.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115849927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：