Pub Date : 2020-11-15DOI: 10.30998/SCOPE.V5I1.6628
Dwi Irnawati, Erfina Rodiah Saputri, Lusia Linda Bili
Writing is one of the abilities that students must have in learning English. But in reality, it is not as easy as we imagined, many students who still have difficulty in writing. They also make some errors in writing, such as errors in grammar. In this research, the formulation of the problem is about types of grammatical errors that students often make in writing descriptive text. The purpose of this study is to determine the grammatical errors that students make in writing descriptive text. The method used in this study was qualitative descriptive and the subjects of the study were all 7th-grade students of SMPN 05 Tamansari. The data collection techniques used were interviews and documentation. Based on the data analysis, findings have shown that the highest grammatical errors that students often make is in accordance to verb-verb groups (33.98%), the second is about sentence structure (12.11%), the third is noun-noun groups (10.15%), and the last is on the errors of preposition (7.17 %).
{"title":"An Analysis of Students’ Grammatical Errors in Writing Descriptive Text by Using Picture of 7th-Grade SMPN 05 Tamansari","authors":"Dwi Irnawati, Erfina Rodiah Saputri, Lusia Linda Bili","doi":"10.30998/SCOPE.V5I1.6628","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I1.6628","url":null,"abstract":"Writing is one of the abilities that students must have in learning English. But in reality, it is not as easy as we imagined, many students who still have difficulty in writing. They also make some errors in writing, such as errors in grammar. In this research, the formulation of the problem is about types of grammatical errors that students often make in writing descriptive text. The purpose of this study is to determine the grammatical errors that students make in writing descriptive text. The method used in this study was qualitative descriptive and the subjects of the study were all 7th-grade students of SMPN 05 Tamansari. The data collection techniques used were interviews and documentation. Based on the data analysis, findings have shown that the highest grammatical errors that students often make is in accordance to verb-verb groups (33.98%), the second is about sentence structure (12.11%), the third is noun-noun groups (10.15%), and the last is on the errors of preposition (7.17 %).","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131995480","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 : 2020-11-15DOI: 10.30998/SCOPE.V5I1.6717
Andri Purwanto
This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory. The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning. In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.
{"title":"Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation","authors":"Andri Purwanto","doi":"10.30998/SCOPE.V5I1.6717","DOIUrl":"https://doi.org/10.30998/SCOPE.V5I1.6717","url":null,"abstract":"This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory. The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning. In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115017859","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}
One of the main aims of language learning is developing communicative competence, or the ability to communicate effectively in everyday situations. In order to achieve that, besides grammar knowledge, learners need to acquire enough vocabulary knowledge that would enable them to use the language outside the classroom, which requires acquiring significant receptive and productive word knowledge in order to be able to participate in various communicative situations. Research shows that the most frequent 2000 words comprise about 85% of the words in any text regardless of the topic, and that learners need to know at least 3000 word families in order to be able to use the language successfully and to be able to read authentic texts with understanding. However, experience shows that acquiring a large vocabulary is one of the biggest obstacles that language learners face in the process of language acquisition. Nevertheless, since vocabulary knowledge is the key component of the overall communicative competence, is it necessary to invest time and effort to learn the most frequent words in the language. The aim of this study is to determine the vocabulary size of language learners at four stages of language development. In addition, the study attempts to determine the difference between receptive and productive knowledge of vocabulary, as well as the difference between knowledge of words seen in isolation and in context. The participants were four groups of learners, of whom three groups comprised elementary and secondary school students and one group were university students. The results showed that during the first five years of learning the vocabulary knowledge increases at a greater rate, that learners have better receptive than productive knowledge of words, and that seeing words in context helps learners demonstrate greater receptive and productive vocabulary knowledge. Article visualizations:
{"title":"VOCABULARY SIZE AT FOUR STAGES OF LANGUAGE DEVELOPMENT","authors":"Nina Daskalovska","doi":"10.46827/EJEL.V6I2.3392","DOIUrl":"https://doi.org/10.46827/EJEL.V6I2.3392","url":null,"abstract":"One of the main aims of language learning is developing communicative competence, or the ability to communicate effectively in everyday situations. In order to achieve that, besides grammar knowledge, learners need to acquire enough vocabulary knowledge that would enable them to use the language outside the classroom, which requires acquiring significant receptive and productive word knowledge in order to be able to participate in various communicative situations. Research shows that the most frequent 2000 words comprise about 85% of the words in any text regardless of the topic, and that learners need to know at least 3000 word families in order to be able to use the language successfully and to be able to read authentic texts with understanding. However, experience shows that acquiring a large vocabulary is one of the biggest obstacles that language learners face in the process of language acquisition. Nevertheless, since vocabulary knowledge is the key component of the overall communicative competence, is it necessary to invest time and effort to learn the most frequent words in the language. The aim of this study is to determine the vocabulary size of language learners at four stages of language development. In addition, the study attempts to determine the difference between receptive and productive knowledge of vocabulary, as well as the difference between knowledge of words seen in isolation and in context. The participants were four groups of learners, of whom three groups comprised elementary and secondary school students and one group were university students. The results showed that during the first five years of learning the vocabulary knowledge increases at a greater rate, that learners have better receptive than productive knowledge of words, and that seeing words in context helps learners demonstrate greater receptive and productive vocabulary knowledge. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134343056","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 Kenya, English language is a compulsory subject from primary school level of education. It is also a medium of instruction from upper primary school and beyond and an official language in the country. However, despite the position that English language (EL) holds, reports from the Kenya National Examination Council (KNEC) from the year 2014 to 2018 indicate that the performance in composition writing in Kenya's Certificate of Primary Education (KCPE), has been deteriorating. Teacher planning for instruction contributes to learner competency in language learning. This paper is a report of a study that examined the implications of teacher planning for instruction on competencies of upper primary school learners in composition writing in English language. The study was conducted in Bomet County, Kenya, in the year 2019 and was guided by Communicative Language Theory (CLT) advanced by Hymes and Wilkins. A mixed-methods approach was utilised and adopted a sequential mixed-method design. The respondents of the study consisted of teachers of English in upper primary classes in public schools. Data were collected using questionnaires, document analyses, and teachers' interviews. The findings revealed that teacher planning for instruction had great influence and statistical significance in contributing to learner competencies in composition writing (B= -.585, p˂ 0.05). Teachers prepared schemes of work frequently but did not frequently prepare lesson plans, and hardly prepared lesson notes. The study recommends that teachers of English should immediately allocate lessons to teach composition writing every week. They should also be consistent in the preparation and the effective use of professional documents for instruction. This study makes a significant contribution to the teaching of composition writing for learner competency in upper primary school nationally and globally. Article visualizations:
{"title":"IMPLICATIONS OF TEACHER PLANNING ON THE COMPETENCY OF UPPER PRIMARY SCHOOL LEARNERS IN COMPOSITION WRITING IN BOMET COUNTY IN KENYA","authors":"C. Kurgatt, Anne Syomwene","doi":"10.46827/EJEL.V6I2.3393","DOIUrl":"https://doi.org/10.46827/EJEL.V6I2.3393","url":null,"abstract":"In Kenya, English language is a compulsory subject from primary school level of education. It is also a medium of instruction from upper primary school and beyond and an official language in the country. However, despite the position that English language (EL) holds, reports from the Kenya National Examination Council (KNEC) from the year 2014 to 2018 indicate that the performance in composition writing in Kenya's Certificate of Primary Education (KCPE), has been deteriorating. Teacher planning for instruction contributes to learner competency in language learning. This paper is a report of a study that examined the implications of teacher planning for instruction on competencies of upper primary school learners in composition writing in English language. The study was conducted in Bomet County, Kenya, in the year 2019 and was guided by Communicative Language Theory (CLT) advanced by Hymes and Wilkins. A mixed-methods approach was utilised and adopted a sequential mixed-method design. The respondents of the study consisted of teachers of English in upper primary classes in public schools. Data were collected using questionnaires, document analyses, and teachers' interviews. The findings revealed that teacher planning for instruction had great influence and statistical significance in contributing to learner competencies in composition writing (B= -.585, p˂ 0.05). Teachers prepared schemes of work frequently but did not frequently prepare lesson plans, and hardly prepared lesson notes. The study recommends that teachers of English should immediately allocate lessons to teach composition writing every week. They should also be consistent in the preparation and the effective use of professional documents for instruction. This study makes a significant contribution to the teaching of composition writing for learner competency in upper primary school nationally and globally. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115002951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research entitled “A study on the difficulties in writing argumentative essays of English-majored sophomores at Tay Do University” was conducted with the purpose of pointing out some common difficulties of sophomores in writing argumentative essays. The participants of this study were 90 English-majored sophomores of course 13, and two teachers who teach English language at Tay Do University. In this study process, questionnaire and interview were used as two instruments to collect the data. The results of the research would show that English majored sophomores met difficulties in term of linguistic competence (vocabulary, grammar and coherence), organization and development of an argumentative essay, and the lack of critical thinking. Article visualizations:
{"title":"A STUDY ON THE DIFFICULTIES IN WRITING ARGUMENTATIVE ESSAYS OF ENGLISH-MAJORED SOPHOMORES AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Hanh Dang, T. Châu, To Quyen Tra","doi":"10.46827/EJEL.V6I1.3389","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3389","url":null,"abstract":"The research entitled “A study on the difficulties in writing argumentative essays of English-majored sophomores at Tay Do University” was conducted with the purpose of pointing out some common difficulties of sophomores in writing argumentative essays. The participants of this study were 90 English-majored sophomores of course 13, and two teachers who teach English language at Tay Do University. In this study process, questionnaire and interview were used as two instruments to collect the data. The results of the research would show that English majored sophomores met difficulties in term of linguistic competence (vocabulary, grammar and coherence), organization and development of an argumentative essay, and the lack of critical thinking. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125526457","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 Tra My Ly, Thi My Hang Nguyen, N. Nguyen
Among the many factors that increase students’ achievement in the mastery of foreign languages, including English, are motivation and use of language learning strategies. Previous studies by a range of researchers have identified these two elements as the most important in obtaining success in language learning. This study carried out on 152 university students, roughly equal in gender, studying at a university in Can Tho, Vietnam, sought to discover the relationships between these two factors within the Vietnamese language learning context. In particular, the study sought to 1) discover which of two types of motivation, intrinsic and extrinsic, is most prevalent among the students studied; 2) their use of language learning strategies; 3) reveals the relationship between students' motivation and use of language learning strategies; and 4) describe the differences in their use of language learning strategies based on whether their motivation was high, medium or low. Research instruments included Schmidt et al.'s Questionnaire on Motivation in Learning English, and Oxford's Strategy Inventory for Language Learning (both modified for the Vietnamese language learning context and translated into Vietnamese), plus an interview with 18 of the students to gain greater insight into the answers they gave on the questionnaires. Results were obtained using standard deviations and t-tests. They showed that Vietnamese university students are mainly extrinsically motivated; that all strategies were used at least at a medium level, amidst other fluctuations; and that those metacognitive strategies are most prevalent among medium and high motivated students but affective strategies are most common among low motivation students. Recommendations flowing from these results are that teachers should prioritize the formal teaching of learning strategies and should attempt to increase intrinsic motivation by putting greater emphasis on making language learning fun and relevant to the students' interests and passions. Article visualizations:
{"title":"THE RELATIONSHIP BETWEEN LEARNING STRATEGY USE IN ENGLISH AND MOTIVATION OF STUDENTS AT A COLLEAGUE IN CAN THO CITY, VIETNAM","authors":"Thi Minh Uyen Phan, Thi Tra My Ly, Thi My Hang Nguyen, N. Nguyen","doi":"10.46827/EJEL.V6I1.3374","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3374","url":null,"abstract":"Among the many factors that increase students’ achievement in the mastery of foreign languages, including English, are motivation and use of language learning strategies. Previous studies by a range of researchers have identified these two elements as the most important in obtaining success in language learning. This study carried out on 152 university students, roughly equal in gender, studying at a university in Can Tho, Vietnam, sought to discover the relationships between these two factors within the Vietnamese language learning context. In particular, the study sought to 1) discover which of two types of motivation, intrinsic and extrinsic, is most prevalent among the students studied; 2) their use of language learning strategies; 3) reveals the relationship between students' motivation and use of language learning strategies; and 4) describe the differences in their use of language learning strategies based on whether their motivation was high, medium or low. Research instruments included Schmidt et al.'s Questionnaire on Motivation in Learning English, and Oxford's Strategy Inventory for Language Learning (both modified for the Vietnamese language learning context and translated into Vietnamese), plus an interview with 18 of the students to gain greater insight into the answers they gave on the questionnaires. Results were obtained using standard deviations and t-tests. They showed that Vietnamese university students are mainly extrinsically motivated; that all strategies were used at least at a medium level, amidst other fluctuations; and that those metacognitive strategies are most prevalent among medium and high motivated students but affective strategies are most common among low motivation students. Recommendations flowing from these results are that teachers should prioritize the formal teaching of learning strategies and should attempt to increase intrinsic motivation by putting greater emphasis on making language learning fun and relevant to the students' interests and passions. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"396 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121256859","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 this study, it is aimed to analyse, evaluate and define the Turkish and English communication skills and vocabulary levels of a bilingual Turkish child. According to Houwer (2007), although they are grown in a bilingual environment, in some cases, the process of acquiring two languages is not successful. It is quite interesting why the language skills of children who grew up in similar environments in a natural process such as language acquisition sometimes differ, and why some children are not bilingual while others are. In this study, communication skills in both languages of a child who grew up in a bilingual home environment and successfully learned both Turkish and English, were examined and receptive language levels in both languages were defined. Within the scope of the research, the language development process and the vocabulary levels in the two languages are assumed to be in the normal development characteristics of the individual and similar qualities with his peers. The child lives in Turkey in a big city. This study sought to answer the following questions: 1. How is the productive language level of the individual who grew up bilingual? a) How is the child's productive language ability in English? b) How is the child's productive language ability in Turkish? 2. How is the receptive language level of the individual who grew up bilingual? a) How is the English receptive language level? b) How is the Turkish receptive language level?
{"title":"LANGUAGE PROFICIENCY OF A BILINGUAL CHILD: A CASE STUDY","authors":"Cavide Demirci, A. Güven","doi":"10.46827/ejel.v6i1.3373","DOIUrl":"https://doi.org/10.46827/ejel.v6i1.3373","url":null,"abstract":"In this study, it is aimed to analyse, evaluate and define the Turkish and English communication skills and vocabulary levels of a bilingual Turkish child. According to Houwer (2007), although they are grown in a bilingual environment, in some cases, the process of acquiring two languages is not successful. It is quite interesting why the language skills of children who grew up in similar environments in a natural process such as language acquisition sometimes differ, and why some children are not bilingual while others are. In this study, communication skills in both languages of a child who grew up in a bilingual home environment and successfully learned both Turkish and English, were examined and receptive language levels in both languages were defined. Within the scope of the research, the language development process and the vocabulary levels in the two languages are assumed to be in the normal development characteristics of the individual and similar qualities with his peers. The child lives in Turkey in a big city. This study sought to answer the following questions: 1. How is the productive language level of the individual who grew up bilingual? a) How is the child's productive language ability in English? b) How is the child's productive language ability in Turkish? 2. How is the receptive language level of the individual who grew up bilingual? a) How is the English receptive language level? b) How is the Turkish receptive language level?","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121520512","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}
Moon H. Otoluwa, Firmansyah Blongkod, Novriyanto Napu
The objective of this research was particularly to find out the correlation between the students’ risk-taking and their public speaking ability. This study focused on the ILC’s speaker in public speaking. This research was examined by using a quantitative method conducted at the international students' conference on students of the English Educational Department in Gorontalo Indonesia in the academic year 2016. In collecting the data were obtained from a questionnaire to measure their risk-taking and oral test to measure their speaking ability further used an adaptation of the formula conducted by Sigit (1999, as cited in Fhonna, 2014) to see the correlation between 2 variable. As the result, the hypothesis of the research was accepted. It had been proved there was a strong correlation between students’ risk-taking personality and students’ public speaking ability in the presenter of international students’ conference. It appropriates with criteria testing the tcount as big as 4,3593 whereas table distribution ttable obtained 2,0932. The value tcount bigger than ttable (4,3593>2,0932). As a result, the hypothesis H0 is accepted, and H1 is rejected. While based on the result of calculation of r Pearson product-moment correlation formula between variable X and variable Y are obtained r= 0,81 and determination coefficient of risk-taking towards students’ public speaking ability was r² = 0,7768 or 77,68 %. Article visualizations:
{"title":"EXAMINING THE RISK-TAKING PERSONALITY EFFECT ON STUDENTS ENGLISH PUBLIC SPEAKING ABILITY","authors":"Moon H. Otoluwa, Firmansyah Blongkod, Novriyanto Napu","doi":"10.46827/EJEL.V6I1.3364","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3364","url":null,"abstract":"The objective of this research was particularly to find out the correlation between the students’ risk-taking and their public speaking ability. This study focused on the ILC’s speaker in public speaking. This research was examined by using a quantitative method conducted at the international students' conference on students of the English Educational Department in Gorontalo Indonesia in the academic year 2016. In collecting the data were obtained from a questionnaire to measure their risk-taking and oral test to measure their speaking ability further used an adaptation of the formula conducted by Sigit (1999, as cited in Fhonna, 2014) to see the correlation between 2 variable. As the result, the hypothesis of the research was accepted. It had been proved there was a strong correlation between students’ risk-taking personality and students’ public speaking ability in the presenter of international students’ conference. It appropriates with criteria testing the tcount as big as 4,3593 whereas table distribution ttable obtained 2,0932. The value tcount bigger than ttable (4,3593>2,0932). As a result, the hypothesis H0 is accepted, and H1 is rejected. While based on the result of calculation of r Pearson product-moment correlation formula between variable X and variable Y are obtained r= 0,81 and determination coefficient of risk-taking towards students’ public speaking ability was r² = 0,7768 or 77,68 %. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115505868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This present study aims to find out how an English teacher carries out Edmodo in summative assessment and to find out students’ perceptions doing online assessment through Edmodo in EFL classroom. This basic interpretive study involved thirty students of one of senior high schools in Karawang. The data were collected from the subject of this research directly even via google form and whatsapp by using some instruments, such as: observation sheet, interview guideline, and questionnaire. The present study used semi-structured interview for three interviewees via whatsapp. The researchers also distributed close-ended questionnaire via google form to thirty students. Then, it was analyzed by using Miles and Huberman’s method of data analysis. The finding indicated that the teacher conducts an online assessment using Edmodo with appropriate procedures. Edmodo leads teacher and students’ technological knowledge and Edmodo renders the test practical and motivating. The students perceived Edmodo well as summative assessment although there was a few negative assumption. Most students would prefer to be evaluated through Edmodo instead of the traditional test or paper-based test. Keywords : keyword Edmodo, online assessment, summative assessment
{"title":"INCORPORATING EDMODO AS LEARNING MANAGEMENT SYSTEM OF SUMMATIVE ASSESSMENT IN EFL CLASSROOM","authors":"Nadia Fauzatus Sabila, M. Pahlevi, Fauzi Miftakh","doi":"10.22460/ELTIN.V8I2.P%P","DOIUrl":"https://doi.org/10.22460/ELTIN.V8I2.P%P","url":null,"abstract":"This present study aims to find out how an English teacher carries out Edmodo in summative assessment and to find out students’ perceptions doing online assessment through Edmodo in EFL classroom. This basic interpretive study involved thirty students of one of senior high schools in Karawang. The data were collected from the subject of this research directly even via google form and whatsapp by using some instruments, such as: observation sheet, interview guideline, and questionnaire. The present study used semi-structured interview for three interviewees via whatsapp. The researchers also distributed close-ended questionnaire via google form to thirty students. Then, it was analyzed by using Miles and Huberman’s method of data analysis. The finding indicated that the teacher conducts an online assessment using Edmodo with appropriate procedures. Edmodo leads teacher and students’ technological knowledge and Edmodo renders the test practical and motivating. The students perceived Edmodo well as summative assessment although there was a few negative assumption. Most students would prefer to be evaluated through Edmodo instead of the traditional test or paper-based test. Keywords : keyword Edmodo, online assessment, summative assessment","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115658154","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}
Noor Hanim Rahmat, Nor Syahiza Shahabani, I. W. Ibrahim
Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. Article visualizations:
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