Pub Date : 2021-10-11DOI: 10.22460/ELTIN.V9I2.P147-156
Euis Rina Mulyani, I. Lukmana, Odo Fadloeli
The present study was aimed to examine English-word tiers acquisition by senior high school students and to identify their strategies to boost their English learning. Its design was cross sectional. To obtain the required data, a test and questionnaire were used. The data were taken from one hundred and five senior high school students who took part voluntarily as the subject of the research. Then, the data were quantified to find frequency and percentage. Furthermore, they were analyzed descriptively. The result of the analysis revealed that the students of the tenth grade tended to acquire the tier I words, followed by tier II and tier III words. In contrast, the order of word-tiers acquisition by students of the eleventh and twelfth grade were tier I, tier III, and tier II respectively. In addition, the data showcased that the majority of the students prefer to use their metacognitive as their strategy to enhance their English learning irrespective of the order of their word tier acquisition. Keywords: Language Learning Strategies, Second Language Acquisition, Word tiers
{"title":"A CROSS SECTIONAL STUDY TO THE ACQUISITION OF ENGLISH WORD TIERS BY INDONESIAN SENIOR HIGH SCHOOL STUDENTS","authors":"Euis Rina Mulyani, I. Lukmana, Odo Fadloeli","doi":"10.22460/ELTIN.V9I2.P147-156","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P147-156","url":null,"abstract":"The present study was aimed to examine English-word tiers acquisition by senior high school students and to identify their strategies to boost their English learning. Its design was cross sectional. To obtain the required data, a test and questionnaire were used. The data were taken from one hundred and five senior high school students who took part voluntarily as the subject of the research. Then, the data were quantified to find frequency and percentage. Furthermore, they were analyzed descriptively. The result of the analysis revealed that the students of the tenth grade tended to acquire the tier I words, followed by tier II and tier III words. In contrast, the order of word-tiers acquisition by students of the eleventh and twelfth grade were tier I, tier III, and tier II respectively. In addition, the data showcased that the majority of the students prefer to use their metacognitive as their strategy to enhance their English learning irrespective of the order of their word tier acquisition. Keywords: Language Learning Strategies, Second Language Acquisition, Word tiers","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128336931","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 presidential elections, debates are often held between presidential candidates to find out the arguments, vision and mission, as well as policies that will be carried out by presidential candidates in their country. In expressing statements in their debates, speakers often do not realize the important aspects of language that affect the image of presidential candidates in public, namely the aspect of politeness. In language, the politeness aspect is studied in pragmatic studies which study the speaker's speech intention which depends on the context. This research used descriptive qualitative method which emphasizes the description of the data. In this study, each data was analyzed by the politeness maxims contained in the speech, as well as the assertive function contained in the politeness speech. There are five politeness maxims and there are speeches that violate the politeness maxims contained in the speeches of presidential candidate debates, and there are five speech functions of speeches that contain politeness and violate politeness maxims. Each politeness utterances and violates politeness has a different assertive function. Keywords: Politeness Principle, Assertive Act, Politeness Maxim, Presidential Debate
{"title":"Politeness principle of assertive act in debate between Donald Trump and Joe Biden","authors":"Denisa Rizkia Haniva, Irman Nurhapitudin, Erfan Muhamad Fauzi","doi":"10.22460/ELTIN.V9I2.P130-146","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P130-146","url":null,"abstract":"In presidential elections, debates are often held between presidential candidates to find out the arguments, vision and mission, as well as policies that will be carried out by presidential candidates in their country. In expressing statements in their debates, speakers often do not realize the important aspects of language that affect the image of presidential candidates in public, namely the aspect of politeness. In language, the politeness aspect is studied in pragmatic studies which study the speaker's speech intention which depends on the context. This research used descriptive qualitative method which emphasizes the description of the data. In this study, each data was analyzed by the politeness maxims contained in the speech, as well as the assertive function contained in the politeness speech. There are five politeness maxims and there are speeches that violate the politeness maxims contained in the speeches of presidential candidate debates, and there are five speech functions of speeches that contain politeness and violate politeness maxims. Each politeness utterances and violates politeness has a different assertive function. Keywords: Politeness Principle, Assertive Act, Politeness Maxim, Presidential Debate","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133317397","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 : 2021-10-02DOI: 10.22460/ELTIN.V9I2.P75-87
S. Sulistyaningrum, Dian Pusparani
The advancement of Information and Communication Technology (ICT) has had a significant impact on the field of education, primarily in the areas of teaching English as a foreign language. However, the incorporation of ICT tools in pre-service teachers’ lesson plans for learning activities is still limited. As a result, the purpose of the research is to determine the types of ICT tools used in learning activities in pre-service teachers lesson plans. To answer the research questions, content analysis is used. The ten lesson plans are organized. The result showed that there are five types of learning activities. YouTube, PowerPoint, PowToon, Proprofs, Seesaw, Instagram, Movie Audio, Vizia, Audiobook, Winamp, and Google Form are among 11 types of ICT tools found in pre-service teacher’s lesson plans. Furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. This finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. Keywords : ICT-based learning activities, ICT tools, Lesson Plan, Pre-Service Teacher.
{"title":"THE INCORPORATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN THE PRE-SERVICE LEARNING ACTIVITIES IN A TEACHER’S LESSON PLAN","authors":"S. Sulistyaningrum, Dian Pusparani","doi":"10.22460/ELTIN.V9I2.P75-87","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P75-87","url":null,"abstract":"The advancement of Information and Communication Technology (ICT) has had a significant impact on the field of education, primarily in the areas of teaching English as a foreign language. However, the incorporation of ICT tools in pre-service teachers’ lesson plans for learning activities is still limited. As a result, the purpose of the research is to determine the types of ICT tools used in learning activities in pre-service teachers lesson plans. To answer the research questions, content analysis is used. The ten lesson plans are organized. The result showed that there are five types of learning activities. YouTube, PowerPoint, PowToon, Proprofs, Seesaw, Instagram, Movie Audio, Vizia, Audiobook, Winamp, and Google Form are among 11 types of ICT tools found in pre-service teacher’s lesson plans. Furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. This finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. Keywords : ICT-based learning activities, ICT tools, Lesson Plan, Pre-Service Teacher.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114500323","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 : 2021-10-02DOI: 10.22460/ELTIN.V9I2.P101-108
Z. Zaitun, Muhamad Sofian Hadi, Aryani Syalwa Putri
This study aims to find out whether there is significant effect of teaching speaking using online instructional videos to the students’ speaking achievement. This reserch used quantitative research method. Pre-experimental design was employed in this research. Ten grade students of An-Nuqthah of Islamic Senior High School were chosen as the sample of this research. The sample was selected by using random sampliong technique. The instruments of this research are pre-test and post-test. Then, the data obtained were analyzed statistically. The statistical analysis results showed that the mean score of the students in the pretest was 41.07 and the mean score of posttest was 82.14. In addition, the value of t cal (4.49) was higher than t table (1.782). It means that the use of online instructional video was considered effective in improving students’ speaking skill. From this research, the teachers are recommended to use online instructional video as the median in teaching speaking.
{"title":"THE EFFECTIVENESS OF ONLINE INSTRUCTIONAL VIDEOS IN TEACHING STUDENT SPEAKING SKILL","authors":"Z. Zaitun, Muhamad Sofian Hadi, Aryani Syalwa Putri","doi":"10.22460/ELTIN.V9I2.P101-108","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P101-108","url":null,"abstract":"This study aims to find out whether there is significant effect of teaching speaking using online instructional videos to the students’ speaking achievement. This reserch used quantitative research method. Pre-experimental design was employed in this research. Ten grade students of An-Nuqthah of Islamic Senior High School were chosen as the sample of this research. The sample was selected by using random sampliong technique. The instruments of this research are pre-test and post-test. Then, the data obtained were analyzed statistically. The statistical analysis results showed that the mean score of the students in the pretest was 41.07 and the mean score of posttest was 82.14. In addition, the value of t cal (4.49) was higher than t table (1.782). It means that the use of online instructional video was considered effective in improving students’ speaking skill. From this research, the teachers are recommended to use online instructional video as the median in teaching speaking.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126793685","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 : 2021-10-02DOI: 10.22460/ELTIN.V9I2.P109-120
Iwan D. Gunawan, Y. Ahmad, Praditya Putri Utami
Emotions are indicated as central heart in the term of vocabulary learning context. These are being students’ evaluation toward foreign language learning process that provide worthwhile and important information related to cognition, behaviour and even motivation. In this case, the investigation of emotions which personally experienced by university students has not existed in the forefront, still gets a little bit scientific attention, quite limited in the research agenda of vocabulary learning. Keeping that in mind, this research is aimed to investigate university student’s emotional experiences of learning vocabulary through English learning accounts on Instagram. The respondent of this research was a university student from non-English department in sixth semester who studying in one of universities in Lampung province, Indonesia. In order to occupy this research goal, a narrative inquiry is involved to excavate the experiences of a multifaceted kinds of positive and negative emotions. A semi structure interview through Zoom application is employed to collect the data of this research. All of data are analysed by using Braun and Clarke’s thematic analysis theory with several steps comprised of reading, coding, theming and interpreting. The result of this research reveals that emotions like happiness, satisfaction, inclination, and security may influence his willingness, feeling, motivation, and learning strategy. Meanwhile, emotions of unhappiness, insecurity and dissatisfaction are signified as the source of the obstacles in learning vocabulary through these accounts. As a matter of this fact, it can be said that emotions play a significant role during the process of learning vocabulary since there is no language learning process without the existence of emotions. Keywords : Emotions, English learning accounts, Vocabulary learning
{"title":"INDONESIAN UNIVERSITY STUDENT'S EMOTIONAL EXPERIENCES OF LEARNING VOCABULARY THROUGH ENGLISH LEARNING ACCOUNTS ON INSTAGRAM","authors":"Iwan D. Gunawan, Y. Ahmad, Praditya Putri Utami","doi":"10.22460/ELTIN.V9I2.P109-120","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P109-120","url":null,"abstract":"Emotions are indicated as central heart in the term of vocabulary learning context. These are being students’ evaluation toward foreign language learning process that provide worthwhile and important information related to cognition, behaviour and even motivation. In this case, the investigation of emotions which personally experienced by university students has not existed in the forefront, still gets a little bit scientific attention, quite limited in the research agenda of vocabulary learning. Keeping that in mind, this research is aimed to investigate university student’s emotional experiences of learning vocabulary through English learning accounts on Instagram. The respondent of this research was a university student from non-English department in sixth semester who studying in one of universities in Lampung province, Indonesia. In order to occupy this research goal, a narrative inquiry is involved to excavate the experiences of a multifaceted kinds of positive and negative emotions. A semi structure interview through Zoom application is employed to collect the data of this research. All of data are analysed by using Braun and Clarke’s thematic analysis theory with several steps comprised of reading, coding, theming and interpreting. The result of this research reveals that emotions like happiness, satisfaction, inclination, and security may influence his willingness, feeling, motivation, and learning strategy. Meanwhile, emotions of unhappiness, insecurity and dissatisfaction are signified as the source of the obstacles in learning vocabulary through these accounts. As a matter of this fact, it can be said that emotions play a significant role during the process of learning vocabulary since there is no language learning process without the existence of emotions. Keywords : Emotions, English learning accounts, Vocabulary learning","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124694960","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 : 2021-10-02DOI: 10.22460/ELTIN.V9I2.P121-129
Nuzulur Rohmah, R. N. Indah
Songs have an important role in the development of children learning a second language. The proof is the frequency of songs used in English teaching classes around the world. The author begins why song can be considered a valuable pedagogical tool. In particular, it will discuss how songs can help learners improve vocabulary mastery. This study aimed to see a significant difference in vocabulary acquisition between students who were taught using Modified English Song and those who were not. This study involved 40 students of Al-Falah Pacul-Bojonegoro Superior Junior High School as the object of research. The result revealed a substantial difference in vocabulary mastery between students in the experimental class who were taught using Modified English Song as a medium and those who were not. The experimental class' average post-test score was 86.80, while the control class' average score was 82.80. Because the t-observation value is higher than t-table (2.6539>1.685), the alternative hypothesis is accepted, and the null hypothesis is rejected, according to the t-test result. Finally, the utilization of Modified English Song can help students increase their vocabulary mastery.
{"title":"THE USE OF MODIFIED ENGLISH SONG TO IMPROVE VOCABULARY","authors":"Nuzulur Rohmah, R. N. Indah","doi":"10.22460/ELTIN.V9I2.P121-129","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P121-129","url":null,"abstract":"Songs have an important role in the development of children learning a second language. The proof is the frequency of songs used in English teaching classes around the world. The author begins why song can be considered a valuable pedagogical tool. In particular, it will discuss how songs can help learners improve vocabulary mastery. This study aimed to see a significant difference in vocabulary acquisition between students who were taught using Modified English Song and those who were not. This study involved 40 students of Al-Falah Pacul-Bojonegoro Superior Junior High School as the object of research. The result revealed a substantial difference in vocabulary mastery between students in the experimental class who were taught using Modified English Song as a medium and those who were not. The experimental class' average post-test score was 86.80, while the control class' average score was 82.80. Because the t-observation value is higher than t-table (2.6539>1.685), the alternative hypothesis is accepted, and the null hypothesis is rejected, according to the t-test result. Finally, the utilization of Modified English Song can help students increase their vocabulary mastery.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133405704","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 : 2021-10-02DOI: 10.22460/ELTIN.V9I2.P88-100
Filzah Khoirunisa, M. Suryaman, E. Yanto
This present study investigates the representation of tolerance values in cultural and religious difference in EFL textbook approved by Ministry of Education and Culture (MONEC). The study used critical discourse analysis to investigate both visually and verbally text that represent tolerance values in the ELT textbook for Junior High School grade VII entitled “ Bahasa Inggris : When English Rings a Bell”. The data was analyzed by using the Miles, Huberman, & Saldana’s (2016) model that consisted of data identification, data reduction, data display, conclusion drawing, and verification. The finding shows that textbook contains the tolerance values in cultural and religious difference. The other finding indicates that tolerance values are mostly predominantly depicted in the textbook through activity with fellow students or peers such as behaving politely to elder, caring to peers and respect to others habitual action without distinguish between religion and ethnic culture. It was suggested that language textbook designers need to be fully aware of tolerance values and tolerance sensitivity when writing language textbook. This is because language textbook teach not merely linguistics and communicative competence/skills but also knowledge and deliver the moral messages. Keywords : Critical discourse analysis, English textbook, moral education, tolerance values
{"title":"MORAL EDUCATION IN ELT: A CRITICAL DISCOURSE ANALYSIS OF TOLERANCE VALUES REPRESENTED IN INDONESIAN EFL TEXTBOOK","authors":"Filzah Khoirunisa, M. Suryaman, E. Yanto","doi":"10.22460/ELTIN.V9I2.P88-100","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I2.P88-100","url":null,"abstract":"This present study investigates the representation of tolerance values in cultural and religious difference in EFL textbook approved by Ministry of Education and Culture (MONEC). The study used critical discourse analysis to investigate both visually and verbally text that represent tolerance values in the ELT textbook for Junior High School grade VII entitled “ Bahasa Inggris : When English Rings a Bell”. The data was analyzed by using the Miles, Huberman, & Saldana’s (2016) model that consisted of data identification, data reduction, data display, conclusion drawing, and verification. The finding shows that textbook contains the tolerance values in cultural and religious difference. The other finding indicates that tolerance values are mostly predominantly depicted in the textbook through activity with fellow students or peers such as behaving politely to elder, caring to peers and respect to others habitual action without distinguish between religion and ethnic culture. It was suggested that language textbook designers need to be fully aware of tolerance values and tolerance sensitivity when writing language textbook. This is because language textbook teach not merely linguistics and communicative competence/skills but also knowledge and deliver the moral messages. Keywords : Critical discourse analysis, English textbook, moral education, tolerance values","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126978705","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 : 2021-09-30DOI: 10.24036/JELT.V10I3.114388
R. Risan
English course should provide concrete evidence in supporting skills in various fields of science. This research aims to determine the extent of the material provided by lecturer of English courses in teaching non-EFL students. This research was descriptive qualitative research. Data was collected through questionnaires and interviews on research subjects. The subjects of this research were students at the Faculty of Sports Science, Universitas Negeri Makassar, consisting of 4 (Four) study programs: Sports Coaching Education, Physical Education. Recreation and Health, Elementary School Physical Education, and Sports Science. Researcher randomly selected ten (10) students from each study programs using purposive random sampling. Based on data from the results, twelve students (30%) thought that the most material needed in teaching English Material was Vocabulary. Ten (25%) students who thought that the most material needed was Speaking. Six (15%) students who thought that the most material needed was Listening. Five (12.5%) students who thought that the most material needed was Grammar. Three (7.5%) students who thought that the most material needed was Writing. Three (7.5%) students who thought that the most material needed was Reading. One (2.5%) student who thought that the most material needed was Pronunciation.
{"title":"Students’ Perspective toward English Learning for Non-EFL Students in Higher Education","authors":"R. Risan","doi":"10.24036/JELT.V10I3.114388","DOIUrl":"https://doi.org/10.24036/JELT.V10I3.114388","url":null,"abstract":"English course should provide concrete evidence in supporting skills in various fields of science. This research aims to determine the extent of the material provided by lecturer of English courses in teaching non-EFL students. This research was descriptive qualitative research. Data was collected through questionnaires and interviews on research subjects. The subjects of this research were students at the Faculty of Sports Science, Universitas Negeri Makassar, consisting of 4 (Four) study programs: Sports Coaching Education, Physical Education. Recreation and Health, Elementary School Physical Education, and Sports Science. Researcher randomly selected ten (10) students from each study programs using purposive random sampling. Based on data from the results, twelve students (30%) thought that the most material needed in teaching English Material was Vocabulary. Ten (25%) students who thought that the most material needed was Speaking. Six (15%) students who thought that the most material needed was Listening. Five (12.5%) students who thought that the most material needed was Grammar. Three (7.5%) students who thought that the most material needed was Writing. Three (7.5%) students who thought that the most material needed was Reading. One (2.5%) student who thought that the most material needed was Pronunciation.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133957772","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 : 2021-09-29DOI: 10.24036/JELT.V10I3.114434
Nurhakiki Nurhakiki, Senorica Yulia Sari
The covid-19 pandemic becomes a new challenge to most of the students in Indonesia. Numerous schools have been closed due to the government's policy to prevent the spreading of the virus. Online learning has been increasingly applied by an unlimited number of schools in Indonesia as a learning system during the Covid-19 Pandemic. Online learning in fact has been implemented widely since decades ago in many countries, including Indonesia, but the progress is quite slow. This study aims to see students' perceptions of online English learning during Covid-19 Pandemic in term of personal factors. Students faced internal or external difficulties during online English learning that could affect their performance in online learning. This study found lack of motivation, lack of computer skills, students' inflexibility, and students' surroundings or environment have become students' challenges which have been affecting their performance while doing online English learning.
{"title":"Students' Perception on Online English Learning during Covid-19 Pandemic at Junior High Schools","authors":"Nurhakiki Nurhakiki, Senorica Yulia Sari","doi":"10.24036/JELT.V10I3.114434","DOIUrl":"https://doi.org/10.24036/JELT.V10I3.114434","url":null,"abstract":"The covid-19 pandemic becomes a new challenge to most of the students in Indonesia. Numerous schools have been closed due to the government's policy to prevent the spreading of the virus. Online learning has been increasingly applied by an unlimited number of schools in Indonesia as a learning system during the Covid-19 Pandemic. Online learning in fact has been implemented widely since decades ago in many countries, including Indonesia, but the progress is quite slow. This study aims to see students' perceptions of online English learning during Covid-19 Pandemic in term of personal factors. Students faced internal or external difficulties during online English learning that could affect their performance in online learning. This study found lack of motivation, lack of computer skills, students' inflexibility, and students' surroundings or environment have become students' challenges which have been affecting their performance while doing online English learning.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121937481","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}
Near-synonyms are semantically similar words, but they are not always interchangeable, having a variety of collocational and semantic behaviours. Tertiary level EFL learners’ use of near synonyms demonstrates significant differences in terms of word choices. This article investigates (1) the level of semantic prosodic (SP) awareness in EFL learners, (2) the correlation between their SP awareness and English proficiency levels, (3) the ways EFL learners use semantic prosodic features in their speech and written productions and how they cope with challenges in SP and (4) the factors affecting their SP knowledge. The data were analysed quantitively and qualitatively. A proficiency test, a semantic prosody test, an open-ended questionnaire and a structured interview were used respectively. The findings reveal that learners’ SP knowledge correlates with language proficiency, but their awareness levels have little to do with the proficiency. One implication for the curriculum developers is that they should consider including relevant content related to the semantic prosody in syllabi so that the students will be able to create semantically relevant sentences like their native counterparts. Article visualizations:
{"title":"EXPLORING SEMANTIC PROSODIC AWARENESS LEVELS OF EFL LEARNERS THROUGH NEAR-SYNONYM WORDS","authors":"Tuncer Aydemir, Ali Özbay, Mustafa Çıraklı","doi":"10.46827/EJEL.V6I4.3783","DOIUrl":"https://doi.org/10.46827/EJEL.V6I4.3783","url":null,"abstract":"Near-synonyms are semantically similar words, but they are not always interchangeable, having a variety of collocational and semantic behaviours. Tertiary level EFL learners’ use of near synonyms demonstrates significant differences in terms of word choices. This article investigates (1) the level of semantic prosodic (SP) awareness in EFL learners, (2) the correlation between their SP awareness and English proficiency levels, (3) the ways EFL learners use semantic prosodic features in their speech and written productions and how they cope with challenges in SP and (4) the factors affecting their SP knowledge. The data were analysed quantitively and qualitatively. A proficiency test, a semantic prosody test, an open-ended questionnaire and a structured interview were used respectively. The findings reveal that learners’ SP knowledge correlates with language proficiency, but their awareness levels have little to do with the proficiency. One implication for the curriculum developers is that they should consider including relevant content related to the semantic prosody in syllabi so that the students will be able to create semantically relevant sentences like their native counterparts. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132236225","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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