Sang Ayu Made Diah Utami Putri, N. M. Ratminingsih, I. Budasi
This 21st century and globalization era bring changes in various aspects. The starting point of the implementation of technologies is affected due to human development focus. The starting point of technological developments in education can be seen from the media use in the teaching and learning process. Manifesting technology through the use of instructional media, such as PowerPoint, video, song or illustration is also important to help both teachers and students in the process of learning. Therefore, the development of a Multilingual thematic digital dictionary of PowerPoint-based that has been produced can be a good media in assisting students’ literacy skill since it develops based on the curriculum, is involved with technology, and provide vocabulary as the main content. In addition, this research aimed on finding the quality of a multilingual digital dictionary based on the evaluation form of quality and validity of the product by expert judgment. This research resulted in digital dictionary media product produced is considered very decent media of 0.91 point with excellent quality.Keywords: Instructional Media, Literacy, Digital Multilingual Thematic Dictionary, Quality
{"title":"Quality of Instructional Media of Multilingual Thematic Digital Dictionary for Elementary School Students","authors":"Sang Ayu Made Diah Utami Putri, N. M. Ratminingsih, I. Budasi","doi":"10.30736/ej.v9i2.512","DOIUrl":"https://doi.org/10.30736/ej.v9i2.512","url":null,"abstract":"This 21st century and globalization era bring changes in various aspects. The starting point of the implementation of technologies is affected due to human development focus. The starting point of technological developments in education can be seen from the media use in the teaching and learning process. Manifesting technology through the use of instructional media, such as PowerPoint, video, song or illustration is also important to help both teachers and students in the process of learning. Therefore, the development of a Multilingual thematic digital dictionary of PowerPoint-based that has been produced can be a good media in assisting students’ literacy skill since it develops based on the curriculum, is involved with technology, and provide vocabulary as the main content. In addition, this research aimed on finding the quality of a multilingual digital dictionary based on the evaluation form of quality and validity of the product by expert judgment. This research resulted in digital dictionary media product produced is considered very decent media of 0.91 point with excellent quality.Keywords: Instructional Media, Literacy, Digital Multilingual Thematic Dictionary, Quality","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"299 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":"114442190","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}
Etty Umamy, K. Laksono, Mintowati Mintowati, D. Nurhadi
Interference is one of the effects of language contact. Interference is interpreted as interference, interference, or the inclusion of language elements into other languages. This research is intended to find out the forms of interference and possible solutions to improve Indonesian language learning, especially for students at SDN 1 Jipo, Kepohbaru, Bojonegoro. This research is a type of descriptive qualitative research. The data in this study are transcripts of student conversations when learning Indonesian takes place. Data collection was carried out using observation, recording, interviewing, and listening techniques. Then do preduction and presentation of data, as well as drawing conclusions. The last step, the researchers conducted time triangulation, to experts, and discussions. Based on the results of data analysis,five forms of language interference were found, namely cultural interference, semantics, syntax, morphology and phonology. Cultural interference occurs due to students' lack of knowledge of the target language culture (B2). Semantic interference occurs in the use of words that have variables in a language. Syntactic interference, including the grammatical system of B1 mixed with B2. Morphological interference, occurs in the formation and change of word formsin the use of B1 due to friction with B2. Phonological interference, there are errors in pronunciation or pronunciation of sounds in Indonesian because they are influenced byregional language (Javanese).Language interference is difficult to eliminate so we need a way to minimize its impact. The methods that can be used are the teacher's efforts, student awareness, and the role of the environment.
{"title":"INTERFERENCE OF JAVANESE BOJONEGORO DIALECT IN INDONESIAN LANGUAGE LEARNING HIGH CLASS STUDENTS SDN 1 JIPO, KEPOHBARU, BOJONEGORO","authors":"Etty Umamy, K. Laksono, Mintowati Mintowati, D. Nurhadi","doi":"10.30736/ej.v9i2.715","DOIUrl":"https://doi.org/10.30736/ej.v9i2.715","url":null,"abstract":"Interference is one of the effects of language contact. Interference is interpreted as interference, interference, or the inclusion of language elements into other languages. This research is intended to find out the forms of interference and possible solutions to improve Indonesian language learning, especially for students at SDN 1 Jipo, Kepohbaru, Bojonegoro. This research is a type of descriptive qualitative research. The data in this study are transcripts of student conversations when learning Indonesian takes place. Data collection was carried out using observation, recording, interviewing, and listening techniques. Then do preduction and presentation of data, as well as drawing conclusions. The last step, the researchers conducted time triangulation, to experts, and discussions. Based on the results of data analysis,five forms of language interference were found, namely cultural interference, semantics, syntax, morphology and phonology. Cultural interference occurs due to students' lack of knowledge of the target language culture (B2). Semantic interference occurs in the use of words that have variables in a language. Syntactic interference, including the grammatical system of B1 mixed with B2. Morphological interference, occurs in the formation and change of word formsin the use of B1 due to friction with B2. Phonological interference, there are errors in pronunciation or pronunciation of sounds in Indonesian because they are influenced byregional language (Javanese).Language interference is difficult to eliminate so we need a way to minimize its impact. The methods that can be used are the teacher's efforts, student awareness, and the role of the environment.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"41 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":"125676271","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}
ABSTRACT21st century learning have a further demand rather than previous learning. Other than acquiring knowledge, students also have to use their knowledge and apply it into the real life situation. The process of applying knowledge that have learnt are important in order to activate students’ authentic skill which are highly needed in today’s era. During the process of applying it, students are hoped to use their critical thinking, collaboration and creativity too. One thing that teachers can do to improve the quality of education is by implementing assessment in the classroom. The use of assessment make teachers able to collect a lot information from students as well as how good a certain method of learning to be applied in the classroom. This information will be collected and use to make a right decision in the learning process. Authentic assessment allowed both teachers and students know their learning progress. They will know how far they have understood the material since they have to remember the material and practice it through several task based on real-life situation. By using authentic assessment it makes students possible to perform related skill which are needed in real life. Those skill are 4C skill which already explained in the 21st century which are communication, creativity, critical thinking, and collaboration
{"title":"Developing Authentic Assessment Rubric for EFL Teachers on 6th Grade of Elementary School","authors":"Kadek Dwi Candra Oktariana","doi":"10.30736/ej.v9i2.509","DOIUrl":"https://doi.org/10.30736/ej.v9i2.509","url":null,"abstract":"ABSTRACT21st century learning have a further demand rather than previous learning. Other than acquiring knowledge, students also have to use their knowledge and apply it into the real life situation. The process of applying knowledge that have learnt are important in order to activate students’ authentic skill which are highly needed in today’s era. During the process of applying it, students are hoped to use their critical thinking, collaboration and creativity too. One thing that teachers can do to improve the quality of education is by implementing assessment in the classroom. The use of assessment make teachers able to collect a lot information from students as well as how good a certain method of learning to be applied in the classroom. This information will be collected and use to make a right decision in the learning process. Authentic assessment allowed both teachers and students know their learning progress. They will know how far they have understood the material since they have to remember the material and practice it through several task based on real-life situation. By using authentic assessment it makes students possible to perform related skill which are needed in real life. Those skill are 4C skill which already explained in the 21st century which are communication, creativity, critical thinking, and collaboration","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"27 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":"115322332","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}
Vina Rosyadah, Anita Rahmah Dewi, Wilujeng Asih Purwani, M. L. Al Halim
This study aims to develop the Android-based worksheet media by Kahoot application on grammar and analyze the feasibility of it. This design of this study uses Research & Development (R&D) method which uses ADDIE model by Dick & Carey (1996). Data collection techniques were carried out through interviews, questionnaires by validity tests data and data feasibility tests, and documentation. The validation of learning media was carried out by media and material experts, and English teachers. The media was tested on 18 students of X MIPA. Data analysis techniques use mixed method by percentages. The results of this study indicate that the media is feasible to use because it has been approved by experts with 96% media percentage, 78% material, 92% teacher and 83.8% student response percentage. In addition, media is more fun and students can encourage their curiosity also foster them in understanding grammar. Keywords: Android, Development, Grammar, Kahoot Application, Worksheet Media
{"title":"KAHOOT APPLICATION: ANDROID BASED WORKSHEET MEDIA DEVELOPMENT IN FOSTERING GRAMMAR UNDERSTANDING","authors":"Vina Rosyadah, Anita Rahmah Dewi, Wilujeng Asih Purwani, M. L. Al Halim","doi":"10.30736/ej.v9i2.638","DOIUrl":"https://doi.org/10.30736/ej.v9i2.638","url":null,"abstract":"This study aims to develop the Android-based worksheet media by Kahoot application on grammar and analyze the feasibility of it. This design of this study uses Research & Development (R&D) method which uses ADDIE model by Dick & Carey (1996). Data collection techniques were carried out through interviews, questionnaires by validity tests data and data feasibility tests, and documentation. The validation of learning media was carried out by media and material experts, and English teachers. The media was tested on 18 students of X MIPA. Data analysis techniques use mixed method by percentages. The results of this study indicate that the media is feasible to use because it has been approved by experts with 96% media percentage, 78% material, 92% teacher and 83.8% student response percentage. In addition, media is more fun and students can encourage their curiosity also foster them in understanding grammar. Keywords: Android, Development, Grammar, Kahoot Application, Worksheet Media","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"6 3-4 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":"126988896","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 study aimed to help seventh graders write descriptive writings more effectively by using mind mapping. Action research was used to describe this study. Two cycles of execution were used for the actions. The seventh graders from SMP Negeri 2 Gamping Sleman Yogyakarta served as the study's subjects. Both qualitative and quantitative data were used in the study. The students, the English teacher, and the collaborator were all interviewed after watching the teaching and learning process in action. The information was presented as field notes, interview transcripts, and pictures. While this was going on, the quantitative data were gathered by conducting pre- and post-tests following Cycle I and Cycle II. By using democratic validity, dialogic validity, catalytic validity, and result validity, the validity of the data was established. The results of the study demonstrated that using mind maps to show students how to write descriptive texts could enhance their writing abilities. Additionally, employing mind maps to teach students how to write descriptive texts might grab their interest and motivate them. According to the quantitative data, the students' mean pre-test score was 9.970, and their post-test scores for Cycle I and Cycle II were 11.191 and 13.191, respectively. The gain score at that time was 3.221. It showed that the students' writing of descriptive paragraphs significantly improved. Keywords: Mind mapping, descriptive texts, writing skill.
本研究旨在帮助七年级学生使用思维导图更有效地写描述性文章。本研究采用行动研究来描述。操作使用了两个执行周期。来自日惹Gamping Sleman的SMP Negeri 2的七年级学生作为研究对象。本研究采用定性和定量资料。学生、英语老师和合作者在观看了教学过程后都接受了采访。这些信息以实地记录、采访记录和图片的形式呈现。在此期间，通过在第一轮和第二轮之后进行前和后测试收集了定量数据。通过运用民主效度、对话效度、催化效度和结果效度，建立了数据的效度。研究结果表明，使用思维导图向学生展示如何写描述性文章可以提高他们的写作能力。此外，使用思维导图来教学生如何写描述性的文章可能会抓住他们的兴趣并激励他们。定量数据显示，学生的前测平均分为9.970分，第一、第二周期的后测平均分分别为11.191分和13.191分。当时的增重分数为3.221。结果表明，学生的描述性段落写作水平有了显著提高。关键词:思维导图，描述性文本，写作技巧。
{"title":"THE USE OF MIND MAPPING TO IMPROVE STUDENT’S ABILITY IN WRITING DESCRIPTIVE TEXTS FOR SEVENTH GRADERS","authors":"Khusnul Harsul Lisan","doi":"10.30736/ej.v9i1.639","DOIUrl":"https://doi.org/10.30736/ej.v9i1.639","url":null,"abstract":"This study aimed to help seventh graders write descriptive writings more effectively by using mind mapping. Action research was used to describe this study. Two cycles of execution were used for the actions. The seventh graders from SMP Negeri 2 Gamping Sleman Yogyakarta served as the study's subjects. Both qualitative and quantitative data were used in the study. The students, the English teacher, and the collaborator were all interviewed after watching the teaching and learning process in action. The information was presented as field notes, interview transcripts, and pictures. While this was going on, the quantitative data were gathered by conducting pre- and post-tests following Cycle I and Cycle II. By using democratic validity, dialogic validity, catalytic validity, and result validity, the validity of the data was established. The results of the study demonstrated that using mind maps to show students how to write descriptive texts could enhance their writing abilities. Additionally, employing mind maps to teach students how to write descriptive texts might grab their interest and motivate them. According to the quantitative data, the students' mean pre-test score was 9.970, and their post-test scores for Cycle I and Cycle II were 11.191 and 13.191, respectively. The gain score at that time was 3.221. It showed that the students' writing of descriptive paragraphs significantly improved. Keywords: Mind mapping, descriptive texts, writing skill.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"73 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133291857","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}
Husaini Lutfiah Erdani Sinaga, Muhammad Hadi’id Alifti, E. Damanik
This research focused on analyzing the implementation of the active learning method on participation in the perspective of students in the seventh grade of MTsS Istiqomah. This study uses a qualitative descriptive approach to describe the analysis results from students' perspectives in the seventh grade of MTsS Istiqomah about the active learning method in expressing apology material. This study states that the active learning method is the proper method to use in learning expressing apology because it is not only listening to the teacher explain, but students can also take part in it. The researcher interviewed five students from the seventh-grade of MTsS Istiqomah. The sample was selected using the purposive sampling method. To obtain findings through analysis, the researcher arranged several questions to explore and receive information from respondents. The study results conclude that the active learning method is very appropriate to use in the learning process of expressing an apology.Keywords: Active learning, expressing apology, learning process
{"title":"THE IMPLEMENTATION OF ACTIVE LEARNING ON EXPRESSING APOLOGY OF THE STUDENTS IN SEVENTH-GRADE OF MTSS ISTIQOMAH","authors":"Husaini Lutfiah Erdani Sinaga, Muhammad Hadi’id Alifti, E. Damanik","doi":"10.30736/ej.v9i1.611","DOIUrl":"https://doi.org/10.30736/ej.v9i1.611","url":null,"abstract":"This research focused on analyzing the implementation of the active learning method on participation in the perspective of students in the seventh grade of MTsS Istiqomah. This study uses a qualitative descriptive approach to describe the analysis results from students' perspectives in the seventh grade of MTsS Istiqomah about the active learning method in expressing apology material. This study states that the active learning method is the proper method to use in learning expressing apology because it is not only listening to the teacher explain, but students can also take part in it. The researcher interviewed five students from the seventh-grade of MTsS Istiqomah. The sample was selected using the purposive sampling method. To obtain findings through analysis, the researcher arranged several questions to explore and receive information from respondents. The study results conclude that the active learning method is very appropriate to use in the learning process of expressing an apology.Keywords: Active learning, expressing apology, learning process","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130265902","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}
It is found that young learners in Indonesia still have low vocabulary mastery. It is resulted from the teacher factors in teaching vocabulary which cannot use appropriate media and technique. This study investigates kinds of fun activities under young learners' characteristics and learning styles to teach vocabulary. Based on library research, teachers can implement nine kinds of fun activities: singing/listening to a song, watching videos, playing games, listening to a story/storytelling, conversational activity, study tour/outdoors, coloring, and using pictures and flashcards. Those activities already meet the characteristics and the learning styles of young learners. However, the teacher must be creative, imaginative, and innovative to implement the activities to make the teaching and learning vocabulary process more enjoyable. Keywords: Vocabulary, young learners, fun activities
{"title":"FUN ACTIVITIES TO TEACH VOCABULARY FOR YOUNG LEARNERS: A LIBRARY RESEARCH","authors":"Ni Luh Purnami","doi":"10.30736/ej.v9i1.609","DOIUrl":"https://doi.org/10.30736/ej.v9i1.609","url":null,"abstract":"It is found that young learners in Indonesia still have low vocabulary mastery. It is resulted from the teacher factors in teaching vocabulary which cannot use appropriate media and technique. This study investigates kinds of fun activities under young learners' characteristics and learning styles to teach vocabulary. Based on library research, teachers can implement nine kinds of fun activities: singing/listening to a song, watching videos, playing games, listening to a story/storytelling, conversational activity, study tour/outdoors, coloring, and using pictures and flashcards. Those activities already meet the characteristics and the learning styles of young learners. However, the teacher must be creative, imaginative, and innovative to implement the activities to make the teaching and learning vocabulary process more enjoyable. Keywords: Vocabulary, young learners, fun activities","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127847943","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}
Literacy is not only defines as the ability of reading and write but also it is the ability to think critically and cultivate information. This study aims to analyze the literacy experiences of L1 and L2 English speakers. This study interviewed two language speakers, J a native English speaker, and K a non-native English speaker. The result showed that despite the differences in learning English as L1 and L2, some similarities are discovered. The interview, showed that learning English as L1 and L2, both are required cognitive skills and learning strategies. However, for L2 learners, it demands more than just studying the language. To get maximum results, the language should be practiced outside of the classroom. One of the techniques is by practicing extensive reading has been shown to expand vocabulary knowledge and grow motivation in second language learning. Thus, some implications for English teachers in EFL contexts are carried out. Keywords: second language literacy; second language learner
{"title":"“I ONLY READ A PAGE OR TWO”: NARRATIVE FROM TWO DIFFERENT LANGUAGE LEARNERS","authors":"V. Utami","doi":"10.30736/ej.v9i1.612","DOIUrl":"https://doi.org/10.30736/ej.v9i1.612","url":null,"abstract":"Literacy is not only defines as the ability of reading and write but also it is the ability to think critically and cultivate information. This study aims to analyze the literacy experiences of L1 and L2 English speakers. This study interviewed two language speakers, J a native English speaker, and K a non-native English speaker. The result showed that despite the differences in learning English as L1 and L2, some similarities are discovered. The interview, showed that learning English as L1 and L2, both are required cognitive skills and learning strategies. However, for L2 learners, it demands more than just studying the language. To get maximum results, the language should be practiced outside of the classroom. One of the techniques is by practicing extensive reading has been shown to expand vocabulary knowledge and grow motivation in second language learning. Thus, some implications for English teachers in EFL contexts are carried out. Keywords: second language literacy; second language learner ","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121731004","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}
Online learning has been implemented as an alternative to face-to-face learning. The learning process was carried out from home online. Learning at home causes parents to be involved in the learning process of their children. Parents' perspective is needed in knowing the implementation of online learning. This study uses descriptive qualitative research methods. The data was generated using interview instruments and questionnaires with a focus on the process evaluation model. The purpose of this article is to find out the perspective of parents on the online learning process during a pandemic situation. The sample taken is 20 parents of students who are implementing the online learning process in Tejakula sub-district. The results showed that parents were able to provide motivation to students during the learning process. However, there are some obstacles that they cannot control when contributing to learning. Keywords: Online learning, parents perception, process evaluation model
{"title":"THE PERCEPTION OF PARENT'S ABOUT ONLINE LEARNING USING PROCESS EVALUATION MODEL IN TEJAKULA DISTRICT","authors":"Kadek Katarina Dewi Kurniawati","doi":"10.30736/ej.v9i1.610","DOIUrl":"https://doi.org/10.30736/ej.v9i1.610","url":null,"abstract":"Online learning has been implemented as an alternative to face-to-face learning. The learning process was carried out from home online. Learning at home causes parents to be involved in the learning process of their children. Parents' perspective is needed in knowing the implementation of online learning. This study uses descriptive qualitative research methods. The data was generated using interview instruments and questionnaires with a focus on the process evaluation model. The purpose of this article is to find out the perspective of parents on the online learning process during a pandemic situation. The sample taken is 20 parents of students who are implementing the online learning process in Tejakula sub-district. The results showed that parents were able to provide motivation to students during the learning process. However, there are some obstacles that they cannot control when contributing to learning. Keywords: Online learning, parents perception, process evaluation model","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126879687","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 ease of online communication in the current era seems to still leave issue that really need to be considered. Politeness in communicating between educators and students in carrying out message activities is one of the essential issues to be discussed. The lack of politeness between teachers in communicating, the large possibility of free communication when carrying out online communication, and the low awareness of teachers in emphasizing the importance of politeness in communication are some of the main problems that need to be resolved. This study aims to analyze the use of politeness strategies in communication between educators and students in EFL and try to analyze deeper what types of strategies are used by teachers and students in communicating, the steps they take to online communication, and get to know deeper regarding to the importance of politeness in communication. This research uses library research method and case study method to analyze the data. In addition to obtaining data from previous research sources, the authors also obtained data from ELE Undiksha lecturers and students. The theory expressed by Brown and Levinson in 1987 is the theory that underlies the analysis of this data which is the analysis of politeness strategy in communicating. From the literature study and also the case study method used to analyze the findings, it was found that the politeness strategy was more widely used by students than teachers, this was related to social position and age. The strategies used are positive politeness and bald on-record which are mostly used by students. On the other hand, negative politeness and off-record strategies are mostly used by teachers. It was also found that students used politeness more than their teachers and from a cultural point of view, the social status that separates teachers and students in Indonesia demands being able to give respect to the educators.Keywords: Politeness strategies, online communication, EFL context
{"title":"AN ANALYSIS OF STUDENTS-EDUCATOR’S POLITENESS STRATEGY TOWARD ONLINE COMMUNICATION IN EFL CONTEXT","authors":"Luh Metri Sulistya Sudeni","doi":"10.30736/ej.v9i1.608","DOIUrl":"https://doi.org/10.30736/ej.v9i1.608","url":null,"abstract":"The ease of online communication in the current era seems to still leave issue that really need to be considered. Politeness in communicating between educators and students in carrying out message activities is one of the essential issues to be discussed. The lack of politeness between teachers in communicating, the large possibility of free communication when carrying out online communication, and the low awareness of teachers in emphasizing the importance of politeness in communication are some of the main problems that need to be resolved. This study aims to analyze the use of politeness strategies in communication between educators and students in EFL and try to analyze deeper what types of strategies are used by teachers and students in communicating, the steps they take to online communication, and get to know deeper regarding to the importance of politeness in communication. This research uses library research method and case study method to analyze the data. In addition to obtaining data from previous research sources, the authors also obtained data from ELE Undiksha lecturers and students. The theory expressed by Brown and Levinson in 1987 is the theory that underlies the analysis of this data which is the analysis of politeness strategy in communicating. From the literature study and also the case study method used to analyze the findings, it was found that the politeness strategy was more widely used by students than teachers, this was related to social position and age. The strategies used are positive politeness and bald on-record which are mostly used by students. On the other hand, negative politeness and off-record strategies are mostly used by teachers. It was also found that students used politeness more than their teachers and from a cultural point of view, the social status that separates teachers and students in Indonesia demands being able to give respect to the educators.Keywords: Politeness strategies, online communication, EFL context","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116761699","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}
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