Pub Date : 2021-04-09DOI: 10.30998/SCOPE.V5I2.7678
Nunun Tri Widarwati, P. Astuti, A. Arianti, Giyatmi Giyatmi
In the case of translating children stories, translators need to be an extra careful since children stories are not just about fun, but children stories usually also contain moral messages. Different from translating texts for adults, the role of translators as a filter in translating children text is greater since unlike adult, children ability to do self-filter in absorbing any material they read is very weak. Therefore, translating this kind of text is certainly a challenge for translators: on one side they have to deliver the message, and on another they have to make sure that their translation should still deliver moral message to target readers. This research captures the effort of translators in trying to do both through their choice of translation techniques in translating children story Widget. The goal of the research is to investigate and to explain the translation techniques used by translators in translating Widget. The research employed qualitative analysis with the data in the form of sentences in the story with total sampling. The results of the research show that various translation techniques are chosen to deliver the message of the original text in the translation such as established equivalent, pure borrowing, explicitation, transposition, compensation, modulation, and reduction. In addition to that, some of them were chosen especially in order to deliver the target readers in terms of the culture of original text.
{"title":"Translation Techniques as a Message for Target Readers in Children Story ‘Widget’","authors":"Nunun Tri Widarwati, P. Astuti, A. Arianti, Giyatmi Giyatmi","doi":"10.30998/SCOPE.V5I2.7678","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.7678","url":null,"abstract":"In the case of translating children stories, translators need to be an extra careful since children stories are not just about fun, but children stories usually also contain moral messages. Different from translating texts for adults, the role of translators as a filter in translating children text is greater since unlike adult, children ability to do self-filter in absorbing any material they read is very weak. Therefore, translating this kind of text is certainly a challenge for translators: on one side they have to deliver the message, and on another they have to make sure that their translation should still deliver moral message to target readers. This research captures the effort of translators in trying to do both through their choice of translation techniques in translating children story Widget. The goal of the research is to investigate and to explain the translation techniques used by translators in translating Widget. The research employed qualitative analysis with the data in the form of sentences in the story with total sampling. The results of the research show that various translation techniques are chosen to deliver the message of the original text in the translation such as established equivalent, pure borrowing, explicitation, transposition, compensation, modulation, and reduction. In addition to that, some of them were chosen especially in order to deliver the target readers in terms of the culture of original text.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127430630","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 : 2021-04-09DOI: 10.30998/SCOPE.V5I2.8659
Dwinesa Anggraeni
Human is a social creature who needs to link and to communicate with each other. The potential relationship of individuals who speak more than one language lead to a bilingual community. Speakers who have been exposed to two languages sometimes switch code within a domain or a social situation. Today it is very common for some authors to use two different languages in their master piece, in form of novels or other pop culture. Some authors recently throw their readers to the deep story by using two languages where they switch from one language to another. The purpose of this research aims to identify the types of code-switching found in The Naked Traveler Novel written by Trinity as well as to define the most dominant type of code-switching found in The Naked Traveler Novel written by Trinity. The researcher used the theory of Romaine in Susanto (2008) that is classified into three types of code-switching, there are inter-sentential code-switching, intra-sentential switching, and tag switching. The qualitative descriptive method used in collecting and analyzing the data. From the result, it is found that there are 3 inter-sentential code switching with 12%, 22 intra-sentential type of code switching with 88%, and zero found for tag switching.
{"title":"Types of Code Switching Used in The Naked Traveler Novel","authors":"Dwinesa Anggraeni","doi":"10.30998/SCOPE.V5I2.8659","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.8659","url":null,"abstract":"Human is a social creature who needs to link and to communicate with each other. The potential relationship of individuals who speak more than one language lead to a bilingual community. Speakers who have been exposed to two languages sometimes switch code within a domain or a social situation. Today it is very common for some authors to use two different languages in their master piece, in form of novels or other pop culture. Some authors recently throw their readers to the deep story by using two languages where they switch from one language to another. The purpose of this research aims to identify the types of code-switching found in The Naked Traveler Novel written by Trinity as well as to define the most dominant type of code-switching found in The Naked Traveler Novel written by Trinity. The researcher used the theory of Romaine in Susanto (2008) that is classified into three types of code-switching, there are inter-sentential code-switching, intra-sentential switching, and tag switching. The qualitative descriptive method used in collecting and analyzing the data. From the result, it is found that there are 3 inter-sentential code switching with 12%, 22 intra-sentential type of code switching with 88%, and zero found for tag switching.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127331446","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 : 2021-04-09DOI: 10.30998/SCOPE.V5I2.8474
Paramita Kusumawardhani
This research discusses the use of short story on YouTube in teaching simple present tense to Accounting students. The development of technology has influenced in English teaching learning ways. There are some skills that should be mastered by the learners in learning English, they are listening, speaking, reading and writing. Technology can be used in all English skills, such as the use of YouTube in teaching writing. There are many short stories on YouTube that can be used as one of the media in teaching writing. Simple present is used to show the activity which is done repeatedly. It is also used to show about general truth or fact. It is chosen as the students, especially Accounting students, still have difficulties in implementing simple present in the sentence. The method used in this research was descriptive qualitative method and the participants of this research were the students from Accounting Department, 1st semester of University Bina Sarana Informatika. The results of the research are: (1) most students have understood about the pattern of the verb used in simple present tense; (2) most of them have known about using verbs or auxiliary verbs; and (3) some of them made mistakes of the writing of the verb and auxiliary verb.
{"title":"Teaching Simple Present in Writing Through Short Story on Youtube To Accounting Students at University of Bina Sarana Informatika","authors":"Paramita Kusumawardhani","doi":"10.30998/SCOPE.V5I2.8474","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.8474","url":null,"abstract":"This research discusses the use of short story on YouTube in teaching simple present tense to Accounting students. The development of technology has influenced in English teaching learning ways. There are some skills that should be mastered by the learners in learning English, they are listening, speaking, reading and writing. Technology can be used in all English skills, such as the use of YouTube in teaching writing. There are many short stories on YouTube that can be used as one of the media in teaching writing. Simple present is used to show the activity which is done repeatedly. It is also used to show about general truth or fact. It is chosen as the students, especially Accounting students, still have difficulties in implementing simple present in the sentence. The method used in this research was descriptive qualitative method and the participants of this research were the students from Accounting Department, 1st semester of University Bina Sarana Informatika. The results of the research are: (1) most students have understood about the pattern of the verb used in simple present tense; (2) most of them have known about using verbs or auxiliary verbs; and (3) some of them made mistakes of the writing of the verb and auxiliary verb.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126332550","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 : 2021-04-09DOI: 10.30998/SCOPE.V5I2.8549
Yulhenli Thabran, Dony Efriza, Reny Heryanti
The present study examines four pairs or eight students who wrote their creative writing assignments collaboratively. As opposed to the popular view, which stated that writing is one of the most difficult subjects to learn for EFL students, many studies have reported that collaborative writing (henceforth CW) is regarded as a technique that can improve students’ productive writing skills to a great extent. The researchers would like to see how effective CW was for the students who did their writing assignments with their pairs by employing a qualitative case study to examine the eight students’ experiences in writing their essays and fictional stories. The researchers wanted to know why some students could adapt to this learning model, and others faced some problems or failed to achieve the target of learning outcomes. Opened-ended questionnaire and in-depth interviews are used to elicit data from the students. The first pair was the most successful example of partnership in writing since they opened themselves for critiques and suggestions. In contrast, the second pair had some problems that disturbed their collaboration as they did not seem to open themselves for critiques and suggestions. The third pair failed to do an effective partnership because they could not solve problems that blocked their cooperation right from the beginning. The fourth pair found their way for an effective collaboration when they opened themselves for critiques and suggestions. The success or failure in the partnership heavily depends on each student collaborator's willingness to open themselves for criticism and suggestion.
{"title":"Making Sense of Collaborative Writing: A Student-Experience-Based Perspective","authors":"Yulhenli Thabran, Dony Efriza, Reny Heryanti","doi":"10.30998/SCOPE.V5I2.8549","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.8549","url":null,"abstract":"The present study examines four pairs or eight students who wrote their creative writing assignments collaboratively. As opposed to the popular view, which stated that writing is one of the most difficult subjects to learn for EFL students, many studies have reported that collaborative writing (henceforth CW) is regarded as a technique that can improve students’ productive writing skills to a great extent. The researchers would like to see how effective CW was for the students who did their writing assignments with their pairs by employing a qualitative case study to examine the eight students’ experiences in writing their essays and fictional stories. The researchers wanted to know why some students could adapt to this learning model, and others faced some problems or failed to achieve the target of learning outcomes. Opened-ended questionnaire and in-depth interviews are used to elicit data from the students. The first pair was the most successful example of partnership in writing since they opened themselves for critiques and suggestions. In contrast, the second pair had some problems that disturbed their collaboration as they did not seem to open themselves for critiques and suggestions. The third pair failed to do an effective partnership because they could not solve problems that blocked their cooperation right from the beginning. The fourth pair found their way for an effective collaboration when they opened themselves for critiques and suggestions. The success or failure in the partnership heavily depends on each student collaborator's willingness to open themselves for criticism and suggestion.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127807874","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 : 2021-04-09DOI: 10.30998/SCOPE.V5I2.8537
Alvons Habibie
One of the technological tools that has experienced significant developments in this era is the smartphone. The use of smartphones among millennials, especially students, is inevitable. Therefore, this study aims to see students' perceptions on using MALL (Mobile Assisted Language Learning) in the English learning process at IAIN Sultan Amai Gorontalo. The method used was a qualitative design by surveying 55 students majoring in English Education. Of the 55 students, only 50 responded to the questionnaire given. This questionnaire contained questions about students’ demographic information as well as students’ perceptions about the use of MALL by using five scales, namely Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. The results showed that the respondents consisted of 40 women and ten men. The age of the respondents is between 20-24. All respondents have smartphones, 4 of them have tablets and 46 have laptops. From the results of the survey above, it can be said that students stated that smartphones are very helpful tools for their daily activities. The use of gadgets in the learning process, especially language learning, deserves to be elaborated with other learning methods or media. In the era of technological sophistication, the presence of smartphones requires teachers to be more creative in using various applications and content attached to this gadget. Current students cannot be separated from smartphones. The result of this study shows how smartphones are tools that enable better language competency in students, but of course, with proper and wise supervision and use.
在这个时代经历了重大发展的技术工具之一是智能手机。千禧一代，尤其是学生，使用智能手机是不可避免的。因此，本研究旨在了解学生在IAIN Sultan Amai Gorontalo的英语学习过程中使用MALL(移动辅助语言学习)的看法。采用定性设计方法，对55名英语教育专业学生进行调查。55名学生中，只有50人回答了问卷。本问卷采用强烈同意、同意、中性、不同意、强烈不同意五个量表，包括学生的人口统计信息以及学生对MALL使用的看法。调查结果显示，受访者包括40名女性和10名男性。受访者的年龄在20-24岁之间。所有受访者都拥有智能手机，其中4人拥有平板电脑，46人拥有笔记本电脑。从上面的调查结果来看，可以说学生们表示智能手机是他们日常活动中非常有用的工具。小工具在学习过程中的使用，尤其是语言学习，值得与其他学习方法或媒介一起阐述。在科技发达的时代，智能手机的出现要求教师在使用这个小工具附带的各种应用程序和内容时更具创造性。现在的学生离不开智能手机。这项研究的结果表明，智能手机是如何提高学生语言能力的工具，当然，在适当和明智的监督和使用下。
{"title":"Exploring the Use of Mobile Assisted Language Learning in University Students Context","authors":"Alvons Habibie","doi":"10.30998/SCOPE.V5I2.8537","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.8537","url":null,"abstract":"One of the technological tools that has experienced significant developments in this era is the smartphone. The use of smartphones among millennials, especially students, is inevitable. Therefore, this study aims to see students' perceptions on using MALL (Mobile Assisted Language Learning) in the English learning process at IAIN Sultan Amai Gorontalo. The method used was a qualitative design by surveying 55 students majoring in English Education. Of the 55 students, only 50 responded to the questionnaire given. This questionnaire contained questions about students’ demographic information as well as students’ perceptions about the use of MALL by using five scales, namely Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. The results showed that the respondents consisted of 40 women and ten men. The age of the respondents is between 20-24. All respondents have smartphones, 4 of them have tablets and 46 have laptops. From the results of the survey above, it can be said that students stated that smartphones are very helpful tools for their daily activities. The use of gadgets in the learning process, especially language learning, deserves to be elaborated with other learning methods or media. In the era of technological sophistication, the presence of smartphones requires teachers to be more creative in using various applications and content attached to this gadget. Current students cannot be separated from smartphones. The result of this study shows how smartphones are tools that enable better language competency in students, but of course, with proper and wise supervision and use.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128522258","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 : 2021-04-09DOI: 10.30998/SCOPE.V5I2.8544
Hanna Sundari, Rina Husnaini Febriyanti
Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.
{"title":"The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners","authors":"Hanna Sundari, Rina Husnaini Febriyanti","doi":"10.30998/SCOPE.V5I2.8544","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I2.8544","url":null,"abstract":"Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"7 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131865431","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}
Thi Minh Uyen Phan, Thi My Hang Nguyen, Thi Quynh Hoa Nguyen
In the 21st century, speaking is considered to be one of the most important skills for language learners. However, it is so difficult for students to master this skill. It is so difficult for students to master this skill because they encounter in some common mistakes when speaking in class. Therefore, the purpose of this research aimed at finding out common errors in English speaking class of English majored freshmen at Tay Do University. Specifically, this study is done to figure out whether English majored freshmen at Tay Do University encounter regularly with some mistakes while speaking English in class. In this study, a questionnaire embraced 28 questions, including questions and statements which were used as the main instruments to collect the data. The participants in this study were 91 English majored freshmen in the 3 classes of English 14A, 14B, 14C at Tay Do University. The results of the study pointed out that the English-majored freshmen had some common errors and difficulties with vocabulary, pronunciation, psychology in English speaking class. It is hoped that this research can be helpful for both the English-majored freshmen and other non-majored English students at Tay Do University to realize their common errors in the process of improving and developing their speaking skill. Article visualizations:
{"title":"SOME COMMON ERRORS IN ENGLISH SPEAKING CLASS OF ENGLISH MAJORED FRESHMEN AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Minh Uyen Phan, Thi My Hang Nguyen, Thi Quynh Hoa Nguyen","doi":"10.46827/EJEL.V6I3.3664","DOIUrl":"https://doi.org/10.46827/EJEL.V6I3.3664","url":null,"abstract":"In the 21st century, speaking is considered to be one of the most important skills for language learners. However, it is so difficult for students to master this skill. It is so difficult for students to master this skill because they encounter in some common mistakes when speaking in class. Therefore, the purpose of this research aimed at finding out common errors in English speaking class of English majored freshmen at Tay Do University. Specifically, this study is done to figure out whether English majored freshmen at Tay Do University encounter regularly with some mistakes while speaking English in class. In this study, a questionnaire embraced 28 questions, including questions and statements which were used as the main instruments to collect the data. The participants in this study were 91 English majored freshmen in the 3 classes of English 14A, 14B, 14C at Tay Do University. The results of the study pointed out that the English-majored freshmen had some common errors and difficulties with vocabulary, pronunciation, psychology in English speaking class. It is hoped that this research can be helpful for both the English-majored freshmen and other non-majored English students at Tay Do University to realize their common errors in the process of improving and developing their speaking skill. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114067636","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}
There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. Article visualizations:
{"title":"THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?","authors":"Ümit Levent Değirmencioğlu","doi":"10.46827/EJEL.V6I3.3662","DOIUrl":"https://doi.org/10.46827/EJEL.V6I3.3662","url":null,"abstract":"There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128960576","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 : 2021-04-03DOI: 10.22460/ELTIN.V9I1.P10-17
Irza Yuzulia
Motivation is the main point to determine the students’ desire to learn English. Students’ motivation will be correlated with their performance and achievement during the learning process. The research aimed to find out students’ motivations in learning English and the kinds of motivations they have. The respondents of this study were sixty two third-grader students of senior high school in Pekanbaru. In order to cope with the purposes of the research, this study used qualitative case study design. The data in this study was collected through questionnaire that consists of twenty-five questions and open-ended questions. The answers of the respondents were analyzed descriptively. Based on the result of the study, it is found that the students have high motivation to learn English. They are two types of motivation possessed by the respondents. Related to Instrinsic motivation, the data showed that they always attend the English class on time (88.1%), they need to be able to master English (95.2%), and usually learn English in my free time (69%). While, regarding the extrinsic motivation, the data revealed that students’ motivation in learning English due to several reasons such as to answer English tasks correctly (88.1%), to pass National Examination (80.9%), the teacher as the biggest inspiration to learn English (69%) and English will be beneficial for their future career (92.81%). Keywords: Motivation, EFL, English Learning.
{"title":"A study on Students’ Motivation towards Learning English Language","authors":"Irza Yuzulia","doi":"10.22460/ELTIN.V9I1.P10-17","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P10-17","url":null,"abstract":"Motivation is the main point to determine the students’ desire to learn English. Students’ motivation will be correlated with their performance and achievement during the learning process. The research aimed to find out students’ motivations in learning English and the kinds of motivations they have. The respondents of this study were sixty two third-grader students of senior high school in Pekanbaru. In order to cope with the purposes of the research, this study used qualitative case study design. The data in this study was collected through questionnaire that consists of twenty-five questions and open-ended questions. The answers of the respondents were analyzed descriptively. Based on the result of the study, it is found that the students have high motivation to learn English. They are two types of motivation possessed by the respondents. Related to Instrinsic motivation, the data showed that they always attend the English class on time (88.1%), they need to be able to master English (95.2%), and usually learn English in my free time (69%). While, regarding the extrinsic motivation, the data revealed that students’ motivation in learning English due to several reasons such as to answer English tasks correctly (88.1%), to pass National Examination (80.9%), the teacher as the biggest inspiration to learn English (69%) and English will be beneficial for their future career (92.81%). Keywords: Motivation, EFL, English Learning.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114406698","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 : 2021-04-03DOI: 10.22460/ELTIN.V9I1.P30-38
Yuliana Ningsih, Kurnia Dwi Artika
The study investigated whether the machine's spare parts' waste impacts teaching, especially enhancement the students' speaking skills, and describes how the waste of machine's spare parts influences the students' speaking skills. The study explored the waste of machine's spare parts, which has a negative impact on the environment, to create a learning media to enhance speaking skills to the students of Politeknik Negeri Tanah Laut, Mechanical Engineering majoring. Action research was implemented in two cycles, and the data were collected through observation, questionnaire, and speaking assessment. Pre-Test Testing, Cycle I Test, and Cycle II Test use the same speaking test used waste of the machine's spare parts by students. The data showed that the mean score of the Pre-test was 65,45, 70,1 in Cycle I, and 82 in Cycle II. Therefore, it can be concluded that the use of machine’s spart waste can improve students’ speaking skill. In addition, the finding also showed that it gives enhancement to students' participation and confidence in speaking English. Keywords : waste of machine’s spare part, speaking skill, learning media
{"title":"ENHANCING SPEAKING SKILL THROUGH WASTE OF MACHINE’S SPARE PARTS AS THE LEARNING MEDIA","authors":"Yuliana Ningsih, Kurnia Dwi Artika","doi":"10.22460/ELTIN.V9I1.P30-38","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P30-38","url":null,"abstract":"The study investigated whether the machine's spare parts' waste impacts teaching, especially enhancement the students' speaking skills, and describes how the waste of machine's spare parts influences the students' speaking skills. The study explored the waste of machine's spare parts, which has a negative impact on the environment, to create a learning media to enhance speaking skills to the students of Politeknik Negeri Tanah Laut, Mechanical Engineering majoring. Action research was implemented in two cycles, and the data were collected through observation, questionnaire, and speaking assessment. Pre-Test Testing, Cycle I Test, and Cycle II Test use the same speaking test used waste of the machine's spare parts by students. The data showed that the mean score of the Pre-test was 65,45, 70,1 in Cycle I, and 82 in Cycle II. Therefore, it can be concluded that the use of machine’s spart waste can improve students’ speaking skill. In addition, the finding also showed that it gives enhancement to students' participation and confidence in speaking English. Keywords : waste of machine’s spare part, speaking skill, learning media","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125962125","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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