Pub Date : 2023-02-02DOI: 10.31316/eltics.v8i1.4500
S. Prima, D. Hartono, Herry Windawaty
When dealing with guests’ complaints using English language, hospitality frontliners at hotels in Indonesia will also rely on their pragmatic competence to satisfy the guests. This research is aimed at analyzing the strategies used by hospitality students in handling guests’ complaints especially in terms of apologizing and whether there is a significant difference between those with part-time job experience and those without the experience. The study utilized quantitative method by collecting responses (n =22) using Written Discourse Completion Task (WDCT). Using the categorization of apology strategies (Cohen, 1986), the results show that the most frequently used strategies are expressing apology and offering repairs. Other strategies such as admitting responsibility and explaining are used much less frequently, while promise of forbearance was never used. Furthermore, after performing t-test, the 13 participants who took part-time jobs (M = 1.76, SD = 0.25) compared to the nine participants in the control group (M = 1.38, SD = 0.33) demonstrated significantly better at using strategies in apology for handling complaints, t(14) = 2.87, p = .01.
{"title":"Hospitality Students’ Pragmatic Competence in Apology","authors":"S. Prima, D. Hartono, Herry Windawaty","doi":"10.31316/eltics.v8i1.4500","DOIUrl":"https://doi.org/10.31316/eltics.v8i1.4500","url":null,"abstract":"When dealing with guests’ complaints using English language, hospitality frontliners at hotels in Indonesia will also rely on their pragmatic competence to satisfy the guests. This research is aimed at analyzing the strategies used by hospitality students in handling guests’ complaints especially in terms of apologizing and whether there is a significant difference between those with part-time job experience and those without the experience. The study utilized quantitative method by collecting responses (n =22) using Written Discourse Completion Task (WDCT). Using the categorization of apology strategies (Cohen, 1986), the results show that the most frequently used strategies are expressing apology and offering repairs. Other strategies such as admitting responsibility and explaining are used much less frequently, while promise of forbearance was never used. Furthermore, after performing t-test, the 13 participants who took part-time jobs (M = 1.76, SD = 0.25) compared to the nine participants in the control group (M = 1.38, SD = 0.33) demonstrated significantly better at using strategies in apology for handling complaints, t(14) = 2.87, p = .01.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114909590","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}
Pub Date : 2023-02-02DOI: 10.31316/eltics.v8i1.4474
Nurmalika Bulqis, Sufil Lailiyah, Yopi Thahara
Deixis is important to help the listener or addressee distinguish between what the speaker says and what is intended. It is possible that the listener might misinterpret a reference in vague utterance. The meaning of a sentence or utterance becomes understandable if the addressee knows who, when, and where it is spoken. In this study, researcher examines the types and meaning of deixis used in Halsey's songwriting lyrics. The study involves qualitative data analysis. The data are obtained through listening to song lyrics, understanding lyrics, looking for deixis, and finally noting down the data. After obtaining the data, the data are analyzed in some ways; identifying the types of deixis in Halsey’s song lyrics “manic” album, describing the meaning of deixis words that found in that song lyrics, and concluding the result of the data analysis. The result of the study showed that there are 130 data of deixis. They are divided into 105 data of person deixis, 5 data of place deixis, 1 datum of time deixis, 17 data of discourse deixis, and 2 data of social deixis in Halsey’s song lyric album. Person deixis was investigated as the most dominant type of deixis in the lyrics. All deixis had their meanings based on the situations of the song.
{"title":"Deixis Analysis on The Halsey’s Song Lyrics “Manic” Album","authors":"Nurmalika Bulqis, Sufil Lailiyah, Yopi Thahara","doi":"10.31316/eltics.v8i1.4474","DOIUrl":"https://doi.org/10.31316/eltics.v8i1.4474","url":null,"abstract":"Deixis is important to help the listener or addressee distinguish between what the speaker says and what is intended. It is possible that the listener might misinterpret a reference in vague utterance. The meaning of a sentence or utterance becomes understandable if the addressee knows who, when, and where it is spoken. In this study, researcher examines the types and meaning of deixis used in Halsey's songwriting lyrics. The study involves qualitative data analysis. The data are obtained through listening to song lyrics, understanding lyrics, looking for deixis, and finally noting down the data. After obtaining the data, the data are analyzed in some ways; identifying the types of deixis in Halsey’s song lyrics “manic” album, describing the meaning of deixis words that found in that song lyrics, and concluding the result of the data analysis. The result of the study showed that there are 130 data of deixis. They are divided into 105 data of person deixis, 5 data of place deixis, 1 datum of time deixis, 17 data of discourse deixis, and 2 data of social deixis in Halsey’s song lyric album. Person deixis was investigated as the most dominant type of deixis in the lyrics. All deixis had their meanings based on the situations of the song.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"107 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113988148","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}
Pub Date : 2023-02-02DOI: 10.31316/eltics.v8i1.4591
Nafisah Endahati
In recent decades, investigation on students’ communication apprehension has emerged after being abandoned. It is believed classroom interaction in oral competency consists of students’ activities which mainly facilitate them to develop their communication skill. However, not all students have the same ability in communication. This study aims to investigate the students’ level of communication apprehension and their strategies used to overcome. The Personal Report of Communication Apprehension-24 instrument was used to measure students’ level of communication apprehension, and was analyzed with quantitative descriptive. Interview was conducted to find out their strategies to overcome it. The data collection method was carried out by distributing to 20 respondents, the English education department students of Universitas PGRI Yogyakarta. The obtained data in the form of questionnaire transcription was analyzed as its formula, while interview data was be analyzed through data reduction, data display, and conclusion drawing/verification. The results showed that 5 students were categorized as low level, 3 students were in average level, and 12 students experienced in the high level. Efforts done by students to overcome the communication apprehension are cognitive, affective and social strategies. Based on the findings, it can be declared that majority of students experienced high level of communication apprehension and they preferred affective strategy to reduce communication apprehension. Findings of the research demanded the lecturers conduct meaningful activities such as group discussion to promote autonomous students’ communication practice.
{"title":"Do English Education Department Students Experience Communication Apprehension? An Investigation of Their Level and Strategies","authors":"Nafisah Endahati","doi":"10.31316/eltics.v8i1.4591","DOIUrl":"https://doi.org/10.31316/eltics.v8i1.4591","url":null,"abstract":"In recent decades, investigation on students’ communication apprehension has emerged after being abandoned. It is believed classroom interaction in oral competency consists of students’ activities which mainly facilitate them to develop their communication skill. However, not all students have the same ability in communication. This study aims to investigate the students’ level of communication apprehension and their strategies used to overcome. The Personal Report of Communication Apprehension-24 instrument was used to measure students’ level of communication apprehension, and was analyzed with quantitative descriptive. Interview was conducted to find out their strategies to overcome it. The data collection method was carried out by distributing to 20 respondents, the English education department students of Universitas PGRI Yogyakarta. The obtained data in the form of questionnaire transcription was analyzed as its formula, while interview data was be analyzed through data reduction, data display, and conclusion drawing/verification. The results showed that 5 students were categorized as low level, 3 students were in average level, and 12 students experienced in the high level. Efforts done by students to overcome the communication apprehension are cognitive, affective and social strategies. Based on the findings, it can be declared that majority of students experienced high level of communication apprehension and they preferred affective strategy to reduce communication apprehension. Findings of the research demanded the lecturers conduct meaningful activities such as group discussion to promote autonomous students’ communication practice.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129923965","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}
Pub Date : 2023-02-02DOI: 10.31316/eltics.v8i1.4447
Dery Tria Agustin, Pramugara Robby Yana
Inclusion of linguistic repertoire in the English language classroom has been an issue of ongoing debate among ELT scholars. While some believe in the effectiveness of English-only (monolingual) pedagogy, others view linguistic repertoire as resource that can benefit English language learning. Following a bi/multilingual approach to ELT, this paper reports findings of a qualitative study investigating four Indonesian English-as-a-foreign-language (EFL) teachers’ beliefs and practices, focusing on (1) how the teachers used shared linguistic repertoire during English language instruction and (2) how their uses of shared linguistic repertoire facilitated classroom interactions. Data sources included interviews, classroom observations, and documents. The findings demonstrate that uses of shared linguistic repertoire facilitated both teacher-learner and learner-learner interactions, serving a range of pedagogical functions. This paper concludes by providing implications for teacher education and suggesting areas for future research.
{"title":"Potential of Utilising Shared Linguistic Repertoire for Facilitating Interactions in EFL Classrooms","authors":"Dery Tria Agustin, Pramugara Robby Yana","doi":"10.31316/eltics.v8i1.4447","DOIUrl":"https://doi.org/10.31316/eltics.v8i1.4447","url":null,"abstract":"Inclusion of linguistic repertoire in the English language classroom has been an issue of ongoing debate among ELT scholars. While some believe in the effectiveness of English-only (monolingual) pedagogy, others view linguistic repertoire as resource that can benefit English language learning. Following a bi/multilingual approach to ELT, this paper reports findings of a qualitative study investigating four Indonesian English-as-a-foreign-language (EFL) teachers’ beliefs and practices, focusing on (1) how the teachers used shared linguistic repertoire during English language instruction and (2) how their uses of shared linguistic repertoire facilitated classroom interactions. Data sources included interviews, classroom observations, and documents. The findings demonstrate that uses of shared linguistic repertoire facilitated both teacher-learner and learner-learner interactions, serving a range of pedagogical functions. This paper concludes by providing implications for teacher education and suggesting areas for future research.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124629889","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}
Pub Date : 2023-02-02DOI: 10.31316/eltics.v8i1.4565
Muhammad Faruq Alauddin¹, Anggie Surya, Bainis Anjani2, Sofi3
ABSTRACTThis study was based on the opinions of students who used the widely popular TikTok program to learn tenses. For this reason, we looked into how the Tiktok application influenced students' enthusiasm in studying tenses. (1) To discover more about how students feel about studying tenses in general and specifically using the tiktok application (2) evaluating the outcomes of learning tenses just in the classroom versus learning tenses using the Tik Tok app. This study uses seven respondents from junior high schools who are just learning about tenses and employs qualitative research techniques to collect data from surveys on a google form. According to the study's findings, four students thought utilizing Tiktok as a learning tool for learning tenses was beneficial. It implies that the Tiktok is a tool for him to increase his understanding of tenses. As a result, using TikTok as a learning tool to practice tenses makes the process of learning a new language more enjoyable, dynamic, and interesting.. So from this research, we can conclude that learning media in studying tenses is very necessary so that students do not only get information from one source. keywords: tenses, junior high school students, learning media, the Tik Tok application.
{"title":"Junior High School Students' Perceptions of Learning Tenses Through the Tiktok Application","authors":"Muhammad Faruq Alauddin¹, Anggie Surya, Bainis Anjani2, Sofi3","doi":"10.31316/eltics.v8i1.4565","DOIUrl":"https://doi.org/10.31316/eltics.v8i1.4565","url":null,"abstract":"ABSTRACTThis study was based on the opinions of students who used the widely popular TikTok program to learn tenses. For this reason, we looked into how the Tiktok application influenced students' enthusiasm in studying tenses. (1) To discover more about how students feel about studying tenses in general and specifically using the tiktok application (2) evaluating the outcomes of learning tenses just in the classroom versus learning tenses using the Tik Tok app. This study uses seven respondents from junior high schools who are just learning about tenses and employs qualitative research techniques to collect data from surveys on a google form. According to the study's findings, four students thought utilizing Tiktok as a learning tool for learning tenses was beneficial. It implies that the Tiktok is a tool for him to increase his understanding of tenses. As a result, using TikTok as a learning tool to practice tenses makes the process of learning a new language more enjoyable, dynamic, and interesting.. So from this research, we can conclude that learning media in studying tenses is very necessary so that students do not only get information from one source. \u0000keywords: tenses, junior high school students, learning media, the Tik Tok application.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130586254","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}
Pub Date : 2023-02-02DOI: 10.31316/eltics.v8i1.4524
Fitriatul Masitoh, Yogi Rohana
Recently, it has been reported that the prevalence of autism has increased significantly. One of the characteristics of autism is a language problem, or it is well-known linguistically as a language disorder. This study is conducted to analyze categories of expressive language disorder of autism represented in Miracle Run Movie and contexts affecting them in producing those utterances. This study applies a descriptive qualitative approach using Carroll's framework (1985). As the result of analysis on 75 data, Philip and Steven, as the autistic characters, face all kinds of expressive language disorders covering phonology, syntax, semantics, and pragmatics in various cases. They face phonological language disorder in the case of inappropriate stress, flat and singsong intonation, and expressionless speech. They also face syntactical language disorder in the case of echolalia and semantic language disorder involving their disability in using semantic bias. In addition, they have pragmatic language disorder in the case of fewer complex gestures, politeness strategy, spontaneous remarks, misuse of pronouns, limited repertoire devices to initiate a topic in a conversation, and tendency to use a question to gain a response from a listener. Concerning the context when the autistic characters produce expressive language disorder, there are six types of context affecting their utterances. They have expressive language disorder when they are posing a question to someone, answering a question of others, expressing their ambition, expectation, surprise, and something they dislike. This study is an excellent guide for EFL teachers interested in working with autistic students.
{"title":"Psycholinguistic Study on Expressive Language Disorder of Autistic Characters in Miracle Run Movie","authors":"Fitriatul Masitoh, Yogi Rohana","doi":"10.31316/eltics.v8i1.4524","DOIUrl":"https://doi.org/10.31316/eltics.v8i1.4524","url":null,"abstract":"Recently, it has been reported that the prevalence of autism has increased significantly. One of the characteristics of autism is a language problem, or it is well-known linguistically as a language disorder. This study is conducted to analyze categories of expressive language disorder of autism represented in Miracle Run Movie and contexts affecting them in producing those utterances. This study applies a descriptive qualitative approach using Carroll's framework (1985). As the result of analysis on 75 data, Philip and Steven, as the autistic characters, face all kinds of expressive language disorders covering phonology, syntax, semantics, and pragmatics in various cases. They face phonological language disorder in the case of inappropriate stress, flat and singsong intonation, and expressionless speech. They also face syntactical language disorder in the case of echolalia and semantic language disorder involving their disability in using semantic bias. In addition, they have pragmatic language disorder in the case of fewer complex gestures, politeness strategy, spontaneous remarks, misuse of pronouns, limited repertoire devices to initiate a topic in a conversation, and tendency to use a question to gain a response from a listener. Concerning the context when the autistic characters produce expressive language disorder, there are six types of context affecting their utterances. They have expressive language disorder when they are posing a question to someone, answering a question of others, expressing their ambition, expectation, surprise, and something they dislike. This study is an excellent guide for EFL teachers interested in working with autistic students.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131512119","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}
Pub Date : 2022-08-03DOI: 10.31316/eltics.v7i2.3073
Alifa Rismayanti Nur Muhammad, Anandayu Suri Ardini
Mastering English in academic context is prominent to prepare university students for global competition, and therefore awareness of academic self-efficacy towards language skills is needed to learn English correctly and effectively. This study aims to examine the academic self efficacy of students from International Program who took Bridging program Course. To collect the data, the researcher distributed a questionnaire by Djokic (2021) that was adapted from Owen and Froman’s (1988) College Academic Self Efficacy Scale (CASES). The data show that students from Bridging Program course have the highest efficacy when it comes to attending the lectures. However, they have the lowest efficacy on their note-taking skill and their ability to answer questions from the professors. The result implied that students were more confident in doing a routine activity as they are accustomed in it, and felt less confident when they have to respond to lecturers as it required their readiness to learn.
{"title":"A Survey on Student’s Academic Self-Efficacy on International Program Bridging Course","authors":"Alifa Rismayanti Nur Muhammad, Anandayu Suri Ardini","doi":"10.31316/eltics.v7i2.3073","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3073","url":null,"abstract":"Mastering English in academic context is prominent to prepare university students for global competition, and therefore awareness of academic self-efficacy towards language skills is needed to learn English correctly and effectively. This study aims to examine the academic self efficacy of students from International Program who took Bridging program Course. To collect the data, the researcher distributed a questionnaire by Djokic (2021) that was adapted from Owen and Froman’s (1988) College Academic Self Efficacy Scale (CASES). The data show that students from Bridging Program course have the highest efficacy when it comes to attending the lectures. However, they have the lowest efficacy on their note-taking skill and their ability to answer questions from the professors. The result implied that students were more confident in doing a routine activity as they are accustomed in it, and felt less confident when they have to respond to lecturers as it required their readiness to learn.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122948367","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}
Pub Date : 2022-08-03DOI: 10.31316/eltics.v7i2.3071
Norman Shiddiq Prayitno, Intan Pradita
Group discussion has played significant roles in establishing students’ collaborative skills, especially leadership. This issue is interesting to discuss since the process of establishing the skills tends to happen when the students are involved in leaderless group discussion. Previous studies suggested that leaderless group discussion has been dominated by the emergence of male students as the leader so that the engagement developed. In fact, leaderless group discussion is essential to develop students’ leadership attitude. Thus, leadership attitude should not be dependent on only one gender. To extend this issue in EFL context, especially in Indonesia, this research aims to elaborate the emergence of leadership attitude by higher education students during leaderless group discussion. Two recordings of online synchronous leaderless group discussion were collected as the data. To analyze the data, we used Speech Acts of Request and Big Five Theory of leadership attitude. This research found that female students emerged as the leader and the male students acted to be the supporting group members. The female students lead the group discussion by performing feminine leadership attitudes such as extraversion, intelligence and authoritarianism. These attitudes were manifested through the speech acts of request such as conventionally indirect (query) and direct act of request (suggestory). These findings denied the stigma that only the male gender with authoritarianism is more likely to emerge during leaderless group discussion, as for females were able to emerge by relying on not just authoritarianism but also extraversion and intelligence behind that.
{"title":"A Pragmatic Analysis of Emergent Leaders in Leaderless Group Discussion","authors":"Norman Shiddiq Prayitno, Intan Pradita","doi":"10.31316/eltics.v7i2.3071","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3071","url":null,"abstract":"Group discussion has played significant roles in establishing students’ collaborative skills, especially leadership. This issue is interesting to discuss since the process of establishing the skills tends to happen when the students are involved in leaderless group discussion. Previous studies suggested that leaderless group discussion has been dominated by the emergence of male students as the leader so that the engagement developed. In fact, leaderless group discussion is essential to develop students’ leadership attitude. Thus, leadership attitude should not be dependent on only one gender. To extend this issue in EFL context, especially in Indonesia, this research aims to elaborate the emergence of leadership attitude by higher education students during leaderless group discussion. Two recordings of online synchronous leaderless group discussion were collected as the data. To analyze the data, we used Speech Acts of Request and Big Five Theory of leadership attitude. This research found that female students emerged as the leader and the male students acted to be the supporting group members. The female students lead the group discussion by performing feminine leadership attitudes such as extraversion, intelligence and authoritarianism. These attitudes were manifested through the speech acts of request such as conventionally indirect (query) and direct act of request (suggestory). These findings denied the stigma that only the male gender with authoritarianism is more likely to emerge during leaderless group discussion, as for females were able to emerge by relying on not just authoritarianism but also extraversion and intelligence behind that.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128462169","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}
Pub Date : 2022-08-03DOI: 10.31316/eltics.v7i2.3217
Yulening Aminda Bili, R. Irawan
The Covid-19 pandemic has brought many complaints and impacts on human activities, especially in the world of education. Until now, the Covid-19 pandemic caused by the Coronavirus still hits and spreads widely in the community. In this case, schools implement an online learning system or online from their respective homes. Online learning activities carried out by class VIII students at SMP PGRI Kasihan are learning activities that have never been carried out by students whose lack of knowledge and abilities regarding online learning.The purpose of this study was to find out the teacher's strategy to overcome student learning problems during online learning. This study uses a qualitative method approach that is used to obtain information on student learning constraints as a result of the Covid-19 pandemic on teaching and learning activities at SMP PGRI Kasihan. The data collection technique used observation, interviews, and documentation.The results that there are several obstacles experienced by students in online learning activities, namely not having mobile phones, internet quota fees, and not having social media platforms for example Zoom, Google Meet, and Google Classroom applications. The strategy used by teachers at SMP PGRI Kasihan to overcome students' learning difficultie in participating in online-based learning in class VIII is to hold meetings with students twice a week, providing encouragement and motivation.
新冠肺炎疫情给人类活动，特别是教育界带来诸多抱怨和影响。直到现在，由冠状病毒引起的Covid-19大流行仍然在社区中广泛袭击和传播。在这种情况下，学校实施在线学习系统或在各自的家中在线学习。SMP PGRI kasasihan八年级学生开展的在线学习活动是缺乏在线学习知识和能力的学生从未开展过的学习活动。本研究的目的是找出教师在网上学习中克服学生学习问题的策略。本研究采用定性方法，获取新冠肺炎疫情对SMP PGRI Kasihan教学活动造成的学生学习限制信息。数据收集技术采用观察法、访谈法和文献法。结果表明，学生在在线学习活动中遇到了几个障碍，即没有手机，互联网配额费用，没有社交媒体平台，例如Zoom, Google Meet和Google Classroom应用程序。SMP PGRI Kasihan的老师们在八班为克服学生参与网络学习的学习困难而采取的策略是每周与学生举行两次会议，给予鼓励和激励。
{"title":"Teachers’ Strategies to Solve Students’ Problems in English Online Learning During Covid-19 Pandemic at SMP PGRI Kasihan Bantul Yogyakarta","authors":"Yulening Aminda Bili, R. Irawan","doi":"10.31316/eltics.v7i2.3217","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3217","url":null,"abstract":"The Covid-19 pandemic has brought many complaints and impacts on human activities, especially in the world of education. Until now, the Covid-19 pandemic caused by the Coronavirus still hits and spreads widely in the community. In this case, schools implement an online learning system or online from their respective homes. Online learning activities carried out by class VIII students at SMP PGRI Kasihan are learning activities that have never been carried out by students whose lack of knowledge and abilities regarding online learning.The purpose of this study was to find out the teacher's strategy to overcome student learning problems during online learning. This study uses a qualitative method approach that is used to obtain information on student learning constraints as a result of the Covid-19 pandemic on teaching and learning activities at SMP PGRI Kasihan. The data collection technique used observation, interviews, and documentation.The results that there are several obstacles experienced by students in online learning activities, namely not having mobile phones, internet quota fees, and not having social media platforms for example Zoom, Google Meet, and Google Classroom applications. The strategy used by teachers at SMP PGRI Kasihan to overcome students' learning difficultie in participating in online-based learning in class VIII is to hold meetings with students twice a week, providing encouragement and motivation.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"79 48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130509647","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 research aims to find out the effectiveness of Digital Story Telling media in listening class students at University of PGRI Yogyakarta. This research was experimental research which used quasi experimental method. Therefore, the data were collected by observation, interview, test, and questionnaire. Samples of this research were 28 students of 10 male and 18 female in the second semester English department students. The samples were divided into two groups, there were experiment group and control group. Both of groups were given pretest before treatment and posttest after treatment. Students in experiment group got treatment to study English listening by Digital Story Telling. The result of the research shows that Digital Story Telling is effective to improve listening skill. Result of the hypothesis measured from the post-test of the experiment class. The result shows the value of significance t-test is 0.000 which is lower than 0.05. It means that Ha is accepted and H0 is rejected. Mean of control group in pre-test is 34.28, thus in experiment group is 37.85. Mean of control group in post-test is 39.28, while in experiment group 47.14. It concludes that Digital Story Telling as media is effective to improve student in learning listening at second-semester student in English Language Education Study Program at the University of PGRI Yogyakarta.
{"title":"The Effectiveness of Digital Story Telling in EFL Classroom","authors":"Richo Hermawan Budianto, Juang Kurniawan Syahruzah","doi":"10.31316/eltics.v7i2.3332","DOIUrl":"https://doi.org/10.31316/eltics.v7i2.3332","url":null,"abstract":"The research aims to find out the effectiveness of Digital Story Telling media in listening class students at University of PGRI Yogyakarta. This research was experimental research which used quasi experimental method. Therefore, the data were collected by observation, interview, test, and questionnaire. Samples of this research were 28 students of 10 male and 18 female in the second semester English department students. The samples were divided into two groups, there were experiment group and control group. Both of groups were given pretest before treatment and posttest after treatment. Students in experiment group got treatment to study English listening by Digital Story Telling. The result of the research shows that Digital Story Telling is effective to improve listening skill. Result of the hypothesis measured from the post-test of the experiment class. The result shows the value of significance t-test is 0.000 which is lower than 0.05. It means that Ha is accepted and H0 is rejected. Mean of control group in pre-test is 34.28, thus in experiment group is 37.85. Mean of control group in post-test is 39.28, while in experiment group 47.14. It concludes that Digital Story Telling as media is effective to improve student in learning listening at second-semester student in English Language Education Study Program at the University of PGRI Yogyakarta.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131525821","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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