Pub Date : 2021-04-03DOI: 10.22460/ELTIN.V9I1.P1-9
Dewi Aulia Hardiyanti, Hasanul Misbah, Muhamad Sofian Hadi
The purpose of this research is to find the relationship between extrovert and introvert personality and speaking performance of students in class XI Imam Bukhori SMK IT Multimedia An-Nuqthah, Tangerang, Banten. This research method is used as a quantitative correlation study. The population and sample are 21 students of SMK IT Multimedia An-Nuqthah, using simple random sampling in class. A questionnaire is used to determine the student’s personality type, and a test is used to determine the student’s speaking performance. The personality questionnaire and the speaking test scores are correlated by using the Pearson product moment formula. The result of is higher than in 5% (0, 9984 > 0, 4329) and 1% (0, 9984 > 0, 5487). The conclusion of this research there is the relationship between students' personality and speaking performance. It is hoped that this research will help achieve goals and success, and also help to be more effective in the process of English teaching. Keywords : personality, extrovert, introvert, speaking
本研究旨在探讨Imam Bukhori SMK IT Multimedia An-Nuqthah, Tangerang, Banten班学生的外向型和内向型性格与口语表现之间的关系。本研究方法为定量相关性研究。总体和样本为SMK IT Multimedia An-Nuqthah的21名学生，采用简单的课堂随机抽样。用问卷来确定学生的性格类型，用测试来确定学生的口语表现。运用Pearson积矩公式对人格问卷与口语考试成绩进行相关性分析。结果高于5%(0,9984 > 0,4329)和1%(0,9984 > 0,5487)。本研究的结论是学生的个性与口语表现之间存在一定的关系。希望本研究能够帮助学生实现目标，取得成功，并在英语教学过程中发挥更大的作用。关键词:性格，外向，内向，说话
{"title":"THE RELATIONSHIP BETWEEN STUDENTS’ PERSONALITY AND SPEAKING PERFORMANCE","authors":"Dewi Aulia Hardiyanti, Hasanul Misbah, Muhamad Sofian Hadi","doi":"10.22460/ELTIN.V9I1.P1-9","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P1-9","url":null,"abstract":"The purpose of this research is to find the relationship between extrovert and introvert personality and speaking performance of students in class XI Imam Bukhori SMK IT Multimedia An-Nuqthah, Tangerang, Banten. This research method is used as a quantitative correlation study. The population and sample are 21 students of SMK IT Multimedia An-Nuqthah, using simple random sampling in class. A questionnaire is used to determine the student’s personality type, and a test is used to determine the student’s speaking performance. The personality questionnaire and the speaking test scores are correlated by using the Pearson product moment formula. The result of is higher than in 5% (0, 9984 > 0, 4329) and 1% (0, 9984 > 0, 5487). The conclusion of this research there is the relationship between students' personality and speaking performance. It is hoped that this research will help achieve goals and success, and also help to be more effective in the process of English teaching. Keywords : personality, extrovert, introvert, speaking","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"391 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":"122881942","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.P56-64
A. Pasaribu
This study aims to reveal how hate speech was realized by netizens of different gender commenting on the Covid-19 pandemic issue posted on the official Facebook fan page of President Joko Widodo. This research was a qualitative descriptive. The research data consisted of 100 netizens’ comments selected from Joko Widodo's Facebook fan page. The data were divided into two categories: 50 comments made by male netizens and 50 comments by female netizens. Data were analyzed based on impoliteness strategies developed by Culpeper. The findings show that male netizens tend to use bold on record impoliteness strategies to express their hatred towards Joko Widodo, followed by positive, negative, and sarcasm impoliteness, respectively. On the other hand, female netizens preferred to use positive impoliteness, negative, sarcasm, and bald on record impoliteness strategies. These findings indicate that male and female netizens differ in expressing their hate speech towards Joko Widodo. Male netizens tend to be clearer, more harsh and straightforward than female ones in expressing their hatred. Keywords : impoliteness, hate speech, speech act, gender, facebook
{"title":"HATE SPEECH ON JOKO WIDODO’S OFFICAL FACEBOOK: AN ANALYSIS OF IMPOLITENESS STRATEGIES USED BY DIFFERENT GENDER","authors":"A. Pasaribu","doi":"10.22460/ELTIN.V9I1.P56-64","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P56-64","url":null,"abstract":"This study aims to reveal how hate speech was realized by netizens of different gender commenting on the Covid-19 pandemic issue posted on the official Facebook fan page of President Joko Widodo. This research was a qualitative descriptive. The research data consisted of 100 netizens’ comments selected from Joko Widodo's Facebook fan page. The data were divided into two categories: 50 comments made by male netizens and 50 comments by female netizens. Data were analyzed based on impoliteness strategies developed by Culpeper. The findings show that male netizens tend to use bold on record impoliteness strategies to express their hatred towards Joko Widodo, followed by positive, negative, and sarcasm impoliteness, respectively. On the other hand, female netizens preferred to use positive impoliteness, negative, sarcasm, and bald on record impoliteness strategies. These findings indicate that male and female netizens differ in expressing their hate speech towards Joko Widodo. Male netizens tend to be clearer, more harsh and straightforward than female ones in expressing their hatred. Keywords : impoliteness, hate speech, speech act, gender, facebook","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"8 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":"129443681","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.P18-29
T. Triyanto
Since childhood, humans acquire language acquisition. Language acquisition by a child is obtained from the immediate environment, namely the family environment and social environment. The language that a child acquires through acquisition is called the mother tongue. However, the mother tongue that a child gets is sometimes not in a single way, but it goes along with other languages because of differences in language in the family environment and language in the social environment, making a child a bilingual speaker. Based on this description, this study aims to examine the acquisition of Sundanese (L2) in a child who speaks an Indonesian mother tongue (L1). The method used is qualitative. Data collection was carried out by listening to the conversation between the MKI (research object) with the family and with other parties in their social environment. Other data collection conducted by interviewing the MKI. The collected data were analyzed using psycholinguistic, syntactic, and phonological theories and then described using a descriptive approach. The results showed that MKI has a performance in Sundanese both receptive performance and productive performance. Productive performance in the form of lexicon, phoneme pronunciation, and sentences. Keywords: language acquisition, bilingual, receptive performance, productive performance
{"title":"SUNDANESE LANGUAGE ACQUISITION IN CHILDREN WITH INDONESIAN MOTHER LANGUAGE","authors":"T. Triyanto","doi":"10.22460/ELTIN.V9I1.P18-29","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P18-29","url":null,"abstract":"Since childhood, humans acquire language acquisition. Language acquisition by a child is obtained from the immediate environment, namely the family environment and social environment. The language that a child acquires through acquisition is called the mother tongue. However, the mother tongue that a child gets is sometimes not in a single way, but it goes along with other languages because of differences in language in the family environment and language in the social environment, making a child a bilingual speaker. Based on this description, this study aims to examine the acquisition of Sundanese (L2) in a child who speaks an Indonesian mother tongue (L1). The method used is qualitative. Data collection was carried out by listening to the conversation between the MKI (research object) with the family and with other parties in their social environment. Other data collection conducted by interviewing the MKI. The collected data were analyzed using psycholinguistic, syntactic, and phonological theories and then described using a descriptive approach. The results showed that MKI has a performance in Sundanese both receptive performance and productive performance. Productive performance in the form of lexicon, phoneme pronunciation, and sentences. Keywords: language acquisition, bilingual, receptive performance, productive performance","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"27 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":"124748473","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.P39-47
Mardhiyatu Zakiyah, M. Rahmawati, I. Ridwan
Students encountered several problems when trying to master a reading skill. Reciprocal teaching strategy was known as a guided comprehension strategy that encouraged the students to develop the skills that effective readers and learners did. This research aimed to investigate the perception of twelve students of Islamic senior high school toward reading utilizing reciprocal teaching strategy in terms of cognitive and affective aspects. It was carried out as a qualitative descriptive. The data were collected through observation, semi-structured interview, and open-ended questionnaire. The data were analyzed by using Braun and Clarke’s theory such as read, transcript, code, categorize and interpret the data. The results indicated that based on cognitive aspect, the students had positive responses such as reciprocal teaching facilitated readers to understand some texts, increased their capabilities to answer and ask the questions, estimated what the author means, encouraged them to think rationally, explained the new word, and summarized the next scene. Furthermore, the data also showed that the reciprocal teaching strategy had a positive response based on affective aspect such as supporting students to cope with difficulties during reading. Keywords : Reciprocal teaching strategy, Perception, Cognitive aspect, Affective aspect.
{"title":"STUDENTS’ PERCEPTION ON LEARNING READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY","authors":"Mardhiyatu Zakiyah, M. Rahmawati, I. Ridwan","doi":"10.22460/ELTIN.V9I1.P39-47","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P39-47","url":null,"abstract":"Students encountered several problems when trying to master a reading skill. Reciprocal teaching strategy was known as a guided comprehension strategy that encouraged the students to develop the skills that effective readers and learners did. This research aimed to investigate the perception of twelve students of Islamic senior high school toward reading utilizing reciprocal teaching strategy in terms of cognitive and affective aspects. It was carried out as a qualitative descriptive. The data were collected through observation, semi-structured interview, and open-ended questionnaire. The data were analyzed by using Braun and Clarke’s theory such as read, transcript, code, categorize and interpret the data. The results indicated that based on cognitive aspect, the students had positive responses such as reciprocal teaching facilitated readers to understand some texts, increased their capabilities to answer and ask the questions, estimated what the author means, encouraged them to think rationally, explained the new word, and summarized the next scene. Furthermore, the data also showed that the reciprocal teaching strategy had a positive response based on affective aspect such as supporting students to cope with difficulties during reading. Keywords : Reciprocal teaching strategy, Perception, Cognitive aspect, Affective aspect.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"9 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":"115449894","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.P48-55
Dodi Widia Nanda
This paper aims to explore the link among language, culture, identity and difference. It is beneficial to analyse because it contributes on the development of language education. The reason is that language learning and culture are inherent each other. This research’s method is the reflective inquiry as the part of qualitative research. This study scrutinises writer’s personal experiences concerning the link among language, culture, identity and difference. Hence, the research’s subject in this research is the writer’s personal experiences. Specifically, the writer’s experiences are intonation in expressing angriness and interacting with Jakarta people. The related experiences are written and collected by taking notes, and it is directly analysed when the data collected. The study’s result indicates that there has been a robust connection among language, culture, identity and difference. One’s culture and language can signify their identity and difference. Therefore, the connection between language, culture, identity and difference is required to explore in order to elicit significant impact on the development of language learning. Keywords : Language, Culture, Identity, Difference, Language learning
{"title":"EXPLORING THE CONNECTION AMONG LANGUAGE, CULTURE, IDENTITY AND DIFFERENCE","authors":"Dodi Widia Nanda","doi":"10.22460/ELTIN.V9I1.P48-55","DOIUrl":"https://doi.org/10.22460/ELTIN.V9I1.P48-55","url":null,"abstract":"This paper aims to explore the link among language, culture, identity and difference. It is beneficial to analyse because it contributes on the development of language education. The reason is that language learning and culture are inherent each other. This research’s method is the reflective inquiry as the part of qualitative research. This study scrutinises writer’s personal experiences concerning the link among language, culture, identity and difference. Hence, the research’s subject in this research is the writer’s personal experiences. Specifically, the writer’s experiences are intonation in expressing angriness and interacting with Jakarta people. The related experiences are written and collected by taking notes, and it is directly analysed when the data collected. The study’s result indicates that there has been a robust connection among language, culture, identity and difference. One’s culture and language can signify their identity and difference. Therefore, the connection between language, culture, identity and difference is required to explore in order to elicit significant impact on the development of language learning. Keywords : Language, Culture, Identity, Difference, Language learning","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"290 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":"134194320","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}
Listening comprehension is one of the important skills for learning a foreign language. Among four basic skills in language leaning, many researchers say that listening skill is applied the most frequently. Therefore, strategies for listening comprehension and the ability to employ them effectively are indispensable in language learning. This paper was an attempt to investigate the listening strategies employed by English non-majored students at Tay Do University. A total of 64 students of two different majors at the university participated in this study to answer a widely used language learning strategy questionnaire. The questionnaire consists of 31 questions including metacognitive strategies, cognitive strategies, social and affective strategies. The data were analyzed by SPSS 11.5 program. The findings indicated that most students applied listening strategies with different degrees and they needed guidance from their instructors. Moreover, the study also presents the relationships among these listening strategies. Finally, the results of this study provide implications for improving the quality of teaching and learning listening skill in the Vietnamese context. Article visualizations:
{"title":"A STUDY OF ENGLISH LISTENING STRATEGIES APPLIED BY ENGLISH NON-MAJORED STUDENTS AT TAY DO UNIVERSITY, VIETNAM","authors":"H. Dang, Bich Van Au, Hai Thanh Chau","doi":"10.46827/EJEL.V6I3.3653","DOIUrl":"https://doi.org/10.46827/EJEL.V6I3.3653","url":null,"abstract":"Listening comprehension is one of the important skills for learning a foreign language. Among four basic skills in language leaning, many researchers say that listening skill is applied the most frequently. Therefore, strategies for listening comprehension and the ability to employ them effectively are indispensable in language learning. This paper was an attempt to investigate the listening strategies employed by English non-majored students at Tay Do University. A total of 64 students of two different majors at the university participated in this study to answer a widely used language learning strategy questionnaire. The questionnaire consists of 31 questions including metacognitive strategies, cognitive strategies, social and affective strategies. The data were analyzed by SPSS 11.5 program. The findings indicated that most students applied listening strategies with different degrees and they needed guidance from their instructors. Moreover, the study also presents the relationships among these listening strategies. Finally, the results of this study provide implications for improving the quality of teaching and learning listening skill in the Vietnamese context. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"51 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131074543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is not deniable that pronunciation is considered one of the most crucial parts of learning English helping learners enhance their communication in both speaking and listening comprehension. To reach a level of a clear and precise pronunciation has never been an effortless task; however, it is a far more problematic one for English majored students regardless of their learning years. For this reason, the study entitled “Common Errors in Pronouncing Final Consonants of English-Majored Sophomores at Tay Do University” was implemented with the aim at investigating the errors that English-majored students encountered in pronouncing final consonants. 80 English-majored sophomores from course 13 at Tay Do University were selected to participate in the study. Questionnaires and recording tests were delivered to the participants for collecting data and getting more information. The collected data from the two instruments mentioned above were all analyzed afterward. The findings of the research revealed that sophomores of English major often mispronounced the final consonants, particularly /s/, /z/, /ʃ/, /f/ and /v/ in two main mistakes, including omission and substitution. The results of this study may also be useful for those who are interested in this field. Article visualizations:
不可否认，发音被认为是学习英语最关键的部分之一，帮助学习者提高口语和听力的理解能力。要达到一个清晰准确的发音水平从来都不是一件轻松的任务;然而，对于英语专业的学生来说，无论他们的学习年限如何，这都是一个更大的问题。为此，本研究以“台湾大学英语专业大二学生尾辅音发音常见错误”为题，旨在调查英语专业学生在尾辅音发音中遇到的错误。80名来自泰都大学英语专业13课的大二学生参与了这项研究。向参与者发放了问卷和记录测试，以收集数据并获得更多信息。从上述两种仪器收集的数据随后都进行了分析。研究发现，英语专业二年级学生经常发错最后的辅音，特别是/s/， /z/， / h /， /f/和/v/，主要有两种错误，包括省略和替换。这项研究的结果可能对那些对这个领域感兴趣的人也很有用。可视化条
{"title":"COMMON ERRORS IN PRONOUNCING FINAL CONSONANTS OF ENGLISH-MAJORED SOPHOMORES AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Truc Ly Bui, Thanh Hiep Mai, Hong Ngoc Diep","doi":"10.46827/EJEL.V6I3.3640","DOIUrl":"https://doi.org/10.46827/EJEL.V6I3.3640","url":null,"abstract":"It is not deniable that pronunciation is considered one of the most crucial parts of learning English helping learners enhance their communication in both speaking and listening comprehension. To reach a level of a clear and precise pronunciation has never been an effortless task; however, it is a far more problematic one for English majored students regardless of their learning years. For this reason, the study entitled “Common Errors in Pronouncing Final Consonants of English-Majored Sophomores at Tay Do University” was implemented with the aim at investigating the errors that English-majored students encountered in pronouncing final consonants. 80 English-majored sophomores from course 13 at Tay Do University were selected to participate in the study. Questionnaires and recording tests were delivered to the participants for collecting data and getting more information. The collected data from the two instruments mentioned above were all analyzed afterward. The findings of the research revealed that sophomores of English major often mispronounced the final consonants, particularly /s/, /z/, /ʃ/, /f/ and /v/ in two main mistakes, including omission and substitution. The results of this study may also be useful for those who are interested in this field. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123769390","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}
Rapid emergence of wireless technologies and ownership of mobile devices have changed many aspects of peoples’ lives. These mobile technologies have been integrated into language learning and teaching as well. Successful and effective use of these technologies in language learning, however, depends on the incorporation of pedagogical principles guided by theories of second language acquisition (SLA). Accordingly, informed by the interaction hypothesis (Gass & Mackey, 2015), this study employed a messaging application, WhatsApp, to help language learners improve their communication skills. Nine A1 level EFL students used WhatsApp voice messaging with their peers outside the classes to accomplish the tasks assigned to them for four weeks in the spring semester of 2018. Later, their experiences were investigated by means of written surveys. Content analysis of the data demonstrated that all the students who took part in the study benefitted from the WhatsApp voice messaging practice and perceived numerous benefits. These included speaking and pronunciation development, an opportunity for language practice, review of previous learning, overcoming shyness, and awareness and correction of errors. The findings were discussed in the light of the existing literature and certain implications arose for both language learners and teachers. Article visualizations:
{"title":"PERCEIVED BENEFITS OF WHATSAPP VOICE MESSAGING: INVESTIGATING EFL STUDENTS’ EXPERIENCES","authors":"Merve Oksuz-Zerey","doi":"10.46827/EJEL.V6I3.3635","DOIUrl":"https://doi.org/10.46827/EJEL.V6I3.3635","url":null,"abstract":"Rapid emergence of wireless technologies and ownership of mobile devices have changed many aspects of peoples’ lives. These mobile technologies have been integrated into language learning and teaching as well. Successful and effective use of these technologies in language learning, however, depends on the incorporation of pedagogical principles guided by theories of second language acquisition (SLA). Accordingly, informed by the interaction hypothesis (Gass & Mackey, 2015), this study employed a messaging application, WhatsApp, to help language learners improve their communication skills. Nine A1 level EFL students used WhatsApp voice messaging with their peers outside the classes to accomplish the tasks assigned to them for four weeks in the spring semester of 2018. Later, their experiences were investigated by means of written surveys. Content analysis of the data demonstrated that all the students who took part in the study benefitted from the WhatsApp voice messaging practice and perceived numerous benefits. These included speaking and pronunciation development, an opportunity for language practice, review of previous learning, overcoming shyness, and awareness and correction of errors. The findings were discussed in the light of the existing literature and certain implications arose for both language learners and teachers. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123042440","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 : 2021-03-02DOI: 10.24036/JELT.V10I1.111373
Mega Yulia, Y. Zainil
The present research aims to figure out (1) types of oral feedback used by teachers’ in EFL classroom interaction (2) teachers’ reasons for using oral feedback in EFL classroom interaction, and (2) students’ perceptions about teachers’ oral feedback in EFL classroom interactions. The study employed qualitative descriptive research with the three teachers of SMP Negeri 10 Batam and also students for grade seven, eight and nine as the participants. Observation and Stimulated Recall Interview (SIR) were used to conduct the data, and the data were analysed by using thematic analysis (Braun & Clarke, 2006). The result of this research showed that the teachers used 6 types of oral feedback, namely correction, recast, clarificationrequest, metalinguistic feedback, elicitation and repetitionfrom the theory of (Lightbown and Spada, 1999). However, the average of teachers’ oral feedback use showed a low percen teachers employed oral feedback because of teachers’ responsibility and obligation to provide it, the effective and efficient feedback mode, the utility of oral feedback, positive effect to students, and consequences of none of oral feedback.Through a stimulated recall interview, the teachers admitted that they are still not optimal in providing input to the students. Mostly, the perceived positively to oral feedback. Some students found felt sensitive to oral feedback. Nevertheless, they still realized to its positive effect on the result of their work or performance
本研究旨在弄清楚(1)教师在英语课堂互动中使用的口头反馈类型(2)教师在英语课堂互动中使用口头反馈的原因，以及(2)学生对教师在英语课堂互动中使用口头反馈的看法。本研究采用定性描述性研究，以巴淡岛SMP Negeri 10的三位教师和七、八、九年级的学生为研究对象。数据采用观察法和刺激回忆访谈法(SIR)进行，数据采用主题分析法进行分析(Braun & Clarke, 2006)。本研究结果表明，教师使用了6种类型的口头反馈，即纠正、重铸、澄清请求、元语言反馈、启发和重复(Lightbown和Spada, 1999)。然而，教师使用口头反馈的平均比例显示，由于教师有责任和义务提供口头反馈，反馈模式有效和高效，口头反馈的效用，对学生的积极影响以及没有口头反馈的后果，教师使用口头反馈的比例较低。通过刺激回忆访谈，教师承认他们在为学生提供输入方面仍然不是最佳的。大多数情况下，他们对口头反馈的感知是积极的。一些学生发现他们对口头反馈很敏感。然而，他们仍然意识到它对他们的工作或表现的结果的积极影响
{"title":"An Analysis of Teachers’ Oral Feedback in EFL Classroom Interaction at SMP Negeri 10 Batam","authors":"Mega Yulia, Y. Zainil","doi":"10.24036/JELT.V10I1.111373","DOIUrl":"https://doi.org/10.24036/JELT.V10I1.111373","url":null,"abstract":"The present research aims to figure out (1) types of oral feedback used by teachers’ in EFL classroom interaction (2) teachers’ reasons for using oral feedback in EFL classroom interaction, and (2) students’ perceptions about teachers’ oral feedback in EFL classroom interactions. The study employed qualitative descriptive research with the three teachers of SMP Negeri 10 Batam and also students for grade seven, eight and nine as the participants. Observation and Stimulated Recall Interview (SIR) were used to conduct the data, and the data were analysed by using thematic analysis (Braun & Clarke, 2006). The result of this research showed that the teachers used 6 types of oral feedback, namely correction, recast, clarificationrequest, metalinguistic feedback, elicitation and repetitionfrom the theory of (Lightbown and Spada, 1999). However, the average of teachers’ oral feedback use showed a low percen teachers employed oral feedback because of teachers’ responsibility and obligation to provide it, the effective and efficient feedback mode, the utility of oral feedback, positive effect to students, and consequences of none of oral feedback.Through a stimulated recall interview, the teachers admitted that they are still not optimal in providing input to the students. Mostly, the perceived positively to oral feedback. Some students found felt sensitive to oral feedback. Nevertheless, they still realized to its positive effect on the result of their work or performance","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121557737","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 : 2021-03-02DOI: 10.24036/JELT.V10I1.111713
Rizkiah Nadiroh Nasution, Zul Amri
This research aimed at identifying the subject-verb agreement errors in students’ speaking performance, finding out mostly the types of errors in applying the subject-verb agreement also finding out the source of errors made by the second-year students of English department of UNP. This research applied a descriptive qualitative research design with 28 students who participated in this study. The data of the research were collected through a test instrument. The test instrument covers a speaking test in a report form. All of the errors that were identified in subject-verb agreement were analyzing by using Surface Strategy Taxonomy introduced by Dulay et,al. the result of data analysis showed that the students contributed into four types of errors in subject-verb agreement’s term, they are (1) omission (38 errors / 25 %), (2) addition (47 errors / 27%). (3) misformation ( 76 / 45%), (4) misordering (10 errors / 6%). Furthermore, the research also found the sources of errors made by the students during his/her speaking report test, the frequent sources of errors are Intralingual transfer there are totally (100 errors / 57%), Interlingual transfer (45 errors / 25%), communication strategy ( 17 errors / 10 %) and the last one is context of learning ( 14 errors / 8%)
{"title":"An Analysis on the Subject-Verb Agreement Errors in Speaking Performance Made by the Second Year Students of English Department Students of UNP","authors":"Rizkiah Nadiroh Nasution, Zul Amri","doi":"10.24036/JELT.V10I1.111713","DOIUrl":"https://doi.org/10.24036/JELT.V10I1.111713","url":null,"abstract":"This research aimed at identifying the subject-verb agreement errors in students’ speaking performance, finding out mostly the types of errors in applying the subject-verb agreement also finding out the source of errors made by the second-year students of English department of UNP. This research applied a descriptive qualitative research design with 28 students who participated in this study. The data of the research were collected through a test instrument. The test instrument covers a speaking test in a report form. All of the errors that were identified in subject-verb agreement were analyzing by using Surface Strategy Taxonomy introduced by Dulay et,al. the result of data analysis showed that the students contributed into four types of errors in subject-verb agreement’s term, they are (1) omission (38 errors / 25 %), (2) addition (47 errors / 27%). (3) misformation ( 76 / 45%), (4) misordering (10 errors / 6%). Furthermore, the research also found the sources of errors made by the students during his/her speaking report test, the frequent sources of errors are Intralingual transfer there are totally (100 errors / 57%), Interlingual transfer (45 errors / 25%), communication strategy ( 17 errors / 10 %) and the last one is context of learning ( 14 errors / 8%)","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122642776","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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