Pub Date : 2020-10-05DOI: 10.22460/ELTIN.V8I2.P91-102
D. Puspita, Dina Amelia
This paper explores the use of TED (technology, Entertainment, and Design) Talk in promoting students’ learning autonomy and enhancing English learners’ listening skill, especially in ESL. This research uses mixed method; qualitative descriptive to find out students learning autonomy and students’ perception on the use of TED-Talk, and quantitative descriptive to find out students’ listening score improvement. The respondents of the study are students who were taking the English for Business course even semester of the 2019/2020 academic year at the Indonesian Technocrat University (UTI).The data were gathered through questionnaires and test. The results show that students’ learning autonomy is increasing in terms of learner control, critical reflection, motivation, and information literacy. By using TED-Talk, it is also shown that students’ listening score is increasing even though just slightly. Furthermore, it is found that students’ perception toward the use of TED-Talk is also positive. It gives the good implication in the future that they will continue using it as their additional learning material in listening. The consistence of students’ autonomy in learning will significantly improve students’s comprehension level. Keywords: autonomy, listening, students’ perception, supplement materials, TED-talks
本文探讨了TED (technology, Entertainment, and Design)演讲在促进学生自主学习和提高英语学习者听力技能方面的应用，尤其是在ESL课程中。本研究采用混合方法;定性描述以了解学生的学习自主性和学生对TED-Talk使用的看法，定量描述以了解学生的听力成绩提高情况。该研究的受访者是在印度尼西亚技术官僚大学(UTI) 2019/2020学年学期学习商业英语课程的学生。通过问卷调查和测试收集数据。结果表明，学生的学习自主性在学习者控制、批判性反思、动机和信息素养方面都有所提高。通过使用TED-Talk，也表明学生的听力分数有所提高，即使只是轻微的提高。此外，我们发现学生对TED-Talk使用的认知也是积极的。这给了他们一个很好的暗示，他们将来会继续把它作为听力的额外学习材料。学生自主学习的一致性将显著提高学生的理解水平。关键词:自主，听力，学生感知，补充材料，ted演讲
{"title":"TED-TALK: A SUPPLEMENT MATERIAL TO PROMOTE STUDENTS’ AUTONOMY IN LISTENING","authors":"D. Puspita, Dina Amelia","doi":"10.22460/ELTIN.V8I2.P91-102","DOIUrl":"https://doi.org/10.22460/ELTIN.V8I2.P91-102","url":null,"abstract":"This paper explores the use of TED (technology, Entertainment, and Design) Talk in promoting students’ learning autonomy and enhancing English learners’ listening skill, especially in ESL. This research uses mixed method; qualitative descriptive to find out students learning autonomy and students’ perception on the use of TED-Talk, and quantitative descriptive to find out students’ listening score improvement. The respondents of the study are students who were taking the English for Business course even semester of the 2019/2020 academic year at the Indonesian Technocrat University (UTI).The data were gathered through questionnaires and test. The results show that students’ learning autonomy is increasing in terms of learner control, critical reflection, motivation, and information literacy. By using TED-Talk, it is also shown that students’ listening score is increasing even though just slightly. Furthermore, it is found that students’ perception toward the use of TED-Talk is also positive. It gives the good implication in the future that they will continue using it as their additional learning material in listening. The consistence of students’ autonomy in learning will significantly improve students’s comprehension level. Keywords: autonomy, listening, students’ perception, supplement materials, TED-talks","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126771170","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 : 2020-10-05DOI: 10.22460/ELTIN.V8I2.P123-131
K. Indriani
This study was to find out the extent to task planning duration is applicable and influenced students’ oral presentation in terms of fluency, complexity and accuracy in English as a second language learning process. This study is a qualitative research method. The data were gathered through observation and documentation. The data was analyzed qualitatively by investigating the level of fluency, complexity and accuracy on students’ speech after being given a specific duration of task planning. Then, analyzed data was presented formally and informally.The subjects in this study were 25 learners of an English course institution in Denpasar, at the level of basic-4. Based on the analysis, it was found that task planning duration affects the fluency and accuracy of oral presentation. The longer the duration of the task planning, the higher level of fluency and accuracy of the language will be used by learners. This is caused by the time owned by the learners to plan ideas that would be presented related to the given topic and to formulate these ideas into correct sentences. However, the length of task planning does not affect the complexity of the language used by learners because of the complexity of the language depends on language competence possessed by learners. Although the duration of task planning was increased, the level of complexity of the language used did not change. Keywords : task planning, oral presentation, language learning
{"title":"THE EFFECT OF TASK PLANNING DURATION ON THE STUDENTS ABILITY OF SPEAKING IN ENGLISH AS A FOREIGN LANGUAGE LEARNING PROCESS","authors":"K. Indriani","doi":"10.22460/ELTIN.V8I2.P123-131","DOIUrl":"https://doi.org/10.22460/ELTIN.V8I2.P123-131","url":null,"abstract":"This study was to find out the extent to task planning duration is applicable and influenced students’ oral presentation in terms of fluency, complexity and accuracy in English as a second language learning process. This study is a qualitative research method. The data were gathered through observation and documentation. The data was analyzed qualitatively by investigating the level of fluency, complexity and accuracy on students’ speech after being given a specific duration of task planning. Then, analyzed data was presented formally and informally.The subjects in this study were 25 learners of an English course institution in Denpasar, at the level of basic-4. Based on the analysis, it was found that task planning duration affects the fluency and accuracy of oral presentation. The longer the duration of the task planning, the higher level of fluency and accuracy of the language will be used by learners. This is caused by the time owned by the learners to plan ideas that would be presented related to the given topic and to formulate these ideas into correct sentences. However, the length of task planning does not affect the complexity of the language used by learners because of the complexity of the language depends on language competence possessed by learners. Although the duration of task planning was increased, the level of complexity of the language used did not change. Keywords : task planning, oral presentation, language learning","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123824275","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 : 2020-10-05DOI: 10.22460/ELTIN.V8I2.P103-111
Aseptiana Parmawati, Iman Santoso, Yana Yana
In Writing for General Communication course, students are expected to be able to write using several genres of text. In reality, most of the students in second semester at IKIP Siliwangi face some problems related to writing skill. To improve the students’ writing skill, the lecturers need to find out an appropriate technique for the students. This research used Classroom Action Research (CAR). The objectives of the study are: 1) finding out whether or not Round Table can improve the students’ writing skill 2) finding out classroom situation when Round Table implemented in writing for general communication course. The finding was supported by the result of students’ writing scores. The average score of pre test was 68.31. After the implementation of Round Table Technique in every cycle, the students’ speaking score were getting better. It can be seen from the result of students’ average score 75.15 in cycle 1 and 81.5 in cycle 2. It can be concluded that Round Table Technique can improve students’ speaking skill and improve speaking classroom into a better situation. Keywords : Writing Skill, Round Table Technique, CAR
{"title":"IMPROVING STUDENTS’ WRITING SKILL THROUGH ROUND TABLE TECHNIQUE","authors":"Aseptiana Parmawati, Iman Santoso, Yana Yana","doi":"10.22460/ELTIN.V8I2.P103-111","DOIUrl":"https://doi.org/10.22460/ELTIN.V8I2.P103-111","url":null,"abstract":"In Writing for General Communication course, students are expected to be able to write using several genres of text. In reality, most of the students in second semester at IKIP Siliwangi face some problems related to writing skill. To improve the students’ writing skill, the lecturers need to find out an appropriate technique for the students. This research used Classroom Action Research (CAR). The objectives of the study are: 1) finding out whether or not Round Table can improve the students’ writing skill 2) finding out classroom situation when Round Table implemented in writing for general communication course. The finding was supported by the result of students’ writing scores. The average score of pre test was 68.31. After the implementation of Round Table Technique in every cycle, the students’ speaking score were getting better. It can be seen from the result of students’ average score 75.15 in cycle 1 and 81.5 in cycle 2. It can be concluded that Round Table Technique can improve students’ speaking skill and improve speaking classroom into a better situation. Keywords : Writing Skill, Round Table Technique, CAR","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123939185","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 : 2020-10-05DOI: 10.22460/ELTIN.V8I2.P75-90
K. Wijaya
ABSTRACT To enable all EFL learners to engage in teacher-course experiences to be high-quality educators in the future, outcome-based education needs to be implemented by all lecturers in charge of improving the future national educational systems through hands-on, enjoyable, and cooperative learning experiences. Therefore, outcome-based education had been assumed as one of the best answers to rejuvenate the whole educational policies nowadays since the learners will be able to engage more proactively in portraying their status as future educators through mutual cognitive and affective engagement. This study employed a qualitative method to investigate whether outcome-based education had successfully promoted learning autonomy for EFL learners engaging in the introduction to education class. Furthermore, two researcher instruments were also utilized to obtain a higher degree of trustworthiness in this study namely classroom observation and classroom survey. In accord with the gathered data, the findings suggest all EFL lecturers teaching in teacher-course experiences to apply outcome-based education fully to promote a higher degree of enjoyment in learning, engage all learners to be more highly participative in disseminating a wide array of knowledge, and raise more intriguing awareness for the lecturers to be more self-evaluative on their applied teaching-learning practices. Keywords: outcome-based education, EFL learners’ learning autonomy, introduction to education class
{"title":"The Impacts of Outcome Based Education for EFL Learners Learning Autonomy in the Introduction to Education Class","authors":"K. Wijaya","doi":"10.22460/ELTIN.V8I2.P75-90","DOIUrl":"https://doi.org/10.22460/ELTIN.V8I2.P75-90","url":null,"abstract":"ABSTRACT To enable all EFL learners to engage in teacher-course experiences to be high-quality educators in the future, outcome-based education needs to be implemented by all lecturers in charge of improving the future national educational systems through hands-on, enjoyable, and cooperative learning experiences. Therefore, outcome-based education had been assumed as one of the best answers to rejuvenate the whole educational policies nowadays since the learners will be able to engage more proactively in portraying their status as future educators through mutual cognitive and affective engagement. This study employed a qualitative method to investigate whether outcome-based education had successfully promoted learning autonomy for EFL learners engaging in the introduction to education class. Furthermore, two researcher instruments were also utilized to obtain a higher degree of trustworthiness in this study namely classroom observation and classroom survey. In accord with the gathered data, the findings suggest all EFL lecturers teaching in teacher-course experiences to apply outcome-based education fully to promote a higher degree of enjoyment in learning, engage all learners to be more highly participative in disseminating a wide array of knowledge, and raise more intriguing awareness for the lecturers to be more self-evaluative on their applied teaching-learning practices. Keywords: outcome-based education, EFL learners’ learning autonomy, introduction to education class","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123091321","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 : 2020-10-05DOI: 10.22460/ELTIN.V8I2.P112-122
M. Shabir, A. Umam
The growth of digital technology has significantly shaped the way students learn. Surrounded by web-enhanced learning sources, various learning activities are available that have contributed to the change in students’ learning. Based on an interpretative approach of the Complexity Theory, the current qualitative case study aims to investigate how students learn English in the digital era. The sample consists of 42 students of a university in Bogor, West Java, Indonesia. The instrument used for collecting the data includes (a) questionnaire used to examine the accessibility to the digital based learning of the students selected for the sample and (b) narrative frames to explore the students’ learning experiences in the digital era. The study reveals that students’ learning in the digital age is self-organizing which offers the tendency for the students to be autonomous. The study also affirms that the current in-class teaching and learning practices do not align with students’ learning experiences in the digital age. The students felt what they got in classes has failed to satisfy and enrich their understanding of the subject taught. It is thus, as an implication the study has, the integration of learning sources into digital learning sources is encouraged. Keywords : Digital age, Learning experiences, Complexity theory
{"title":"UNDERSTANDING STUDENTS’ LEARNING EXPERIENCES IN THE DIGITAL AGE","authors":"M. Shabir, A. Umam","doi":"10.22460/ELTIN.V8I2.P112-122","DOIUrl":"https://doi.org/10.22460/ELTIN.V8I2.P112-122","url":null,"abstract":"The growth of digital technology has significantly shaped the way students learn. Surrounded by web-enhanced learning sources, various learning activities are available that have contributed to the change in students’ learning. Based on an interpretative approach of the Complexity Theory, the current qualitative case study aims to investigate how students learn English in the digital era. The sample consists of 42 students of a university in Bogor, West Java, Indonesia. The instrument used for collecting the data includes (a) questionnaire used to examine the accessibility to the digital based learning of the students selected for the sample and (b) narrative frames to explore the students’ learning experiences in the digital era. The study reveals that students’ learning in the digital age is self-organizing which offers the tendency for the students to be autonomous. The study also affirms that the current in-class teaching and learning practices do not align with students’ learning experiences in the digital age. The students felt what they got in classes has failed to satisfy and enrich their understanding of the subject taught. It is thus, as an implication the study has, the integration of learning sources into digital learning sources is encouraged. Keywords : Digital age, Learning experiences, Complexity theory","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121017837","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}
Students in a public higher learning institution in Selangor, Malaysia (a HND program in Electronics Engineering) had low self-confidence level in the English Language. Although they were excellent in their Engineering subjects and managed to get scholarships to further their studies overseas, they always turned down the offers due to their lack of self-confidence communicating in the English Language. Lecturer had incorporated public speaking lessons in the English Language syllabus from 2007 until 2010 as an effort to instill confidence in every student. There were 32 hours of lessons with two hours duration for each class. 385 students experienced the public speaking components and 100 students answered the questionnaire. The quantitative data have been collected at the end of the research. Some of the findings are 96% of the students stated that speaking ability was their main weakness compared to Listening, Reading and Writing abilities, 85% believed that being able to converse in the English Language was crucial for their better future. 87% agreed that Public Speaking component boosted up their confidence level. The number of students studying overseas increased since they had gained enough confidence communicating in the English Language. Article visualizations:
{"title":"THE USE OF PUBLIC SPEAKING TO PROMOTE CONFIDENCE IN LEARNING ENGLISH AS A SECOND LANGUAGE","authors":"I. W. Ibrahim, Nor Syahiza Shahabani","doi":"10.46827/EJEL.V6I1.3346","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3346","url":null,"abstract":"Students in a public higher learning institution in Selangor, Malaysia (a HND program in Electronics Engineering) had low self-confidence level in the English Language. Although they were excellent in their Engineering subjects and managed to get scholarships to further their studies overseas, they always turned down the offers due to their lack of self-confidence communicating in the English Language. Lecturer had incorporated public speaking lessons in the English Language syllabus from 2007 until 2010 as an effort to instill confidence in every student. There were 32 hours of lessons with two hours duration for each class. 385 students experienced the public speaking components and 100 students answered the questionnaire. The quantitative data have been collected at the end of the research. Some of the findings are 96% of the students stated that speaking ability was their main weakness compared to Listening, Reading and Writing abilities, 85% believed that being able to converse in the English Language was crucial for their better future. 87% agreed that Public Speaking component boosted up their confidence level. The number of students studying overseas increased since they had gained enough confidence communicating in the English Language. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133058777","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}
Learning activities play a crucial role in the instructional process. The use of efficient teaching and learning activities enhances the teaching and learning of English language. However, performance of English language among secondary school students in Kenya has remained poor over the years (2013-2018) as depicted by poor Kenya Certificate of Secondary Education (KCSE) examination results. This can partly be attributed to failure of teachers to adopt appropriate learning activities. Therefore, this study investigated the influence of learning activities used on students’ achievement in English grammar in secondary schools in Kenya. This study was guided by Vygotsky’s Sociocultural Theory and anchored on pragmatic philosophical paradigm. The study employed an exploratory sequential mixed methods approach utilizing quasi-experimental design of non-randomized control group, pre-test-post-test. The target population involved 3399 Form Two students and 84 teachers of English from Teso North Sub-County, Kenya. Stratified and simple random sampling were used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using interview schedule, observation schedule, questionnaire and English Grammar Achievement Tests. Validity was determined by expert judgment and piloting. Reliability of the pre-test and post-test were established by test-retest which yielded a coefficient of 0.94 and 0.76 respectively. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a coefficient of 0.85. Quantitative data was analyzed using descriptive and inferential statistics. Descriptive data was presented through tables of frequencies, percentages, means and standard deviation. Inferential statistics involved t-test and Pearson correlation. Qualitative data was analyzed using narrative analysis technique and presented through narration and direct quotes. The findings revealed that teachers predominantly used individual activities when teaching grammar, language games and group work had a positive influence on students’ achievement in grammar. Pearson Correlation results revealed that there existed statistically significant relationship between learning activities and achievement in grammar (r = .723, n = 509, p = .001). The study concluded that learning activities used influenced students’ achievement in grammar. Language games and group work are effective to be used in enhancing students’ achievement in English grammar than individual activities. This study recommends that teachers of English language should adopt language games and group work activities when teaching English grammar. Article visualizations:
学习活动在教学过程中起着至关重要的作用。运用高效的教与学活动，提高英语的教与学。然而，从肯尼亚中学教育证书(KCSE)考试成绩来看，肯尼亚中学生的英语水平多年来(2013-2018年)一直很差。这可以部分归因于教师未能采取适当的学习活动。因此，本研究调查了学习活动对肯尼亚中学学生英语语法成绩的影响。本研究以维果茨基的社会文化理论为指导，以语用哲学范式为基础。本研究采用探索性序贯混合方法，采用非随机对照组准实验设计，前测后测。目标人群包括3399名中二学生和84名来自肯尼亚特索北部副县的英语教师。采用分层、简单随机抽样的方法，选取10所学校。采用简单随机抽样的方法抽取509名学生。采用有目的、简单随机的方法抽取10名教师。数据采用访谈表、观察表、问卷调查和英语语法成绩测试生成。效度由专家判断和引航确定。前测和后测的信度通过重测确定，信度系数分别为0.94和0.76。采用Cronbach Alpha来确定问卷的信度，其信度系数为0.85。定量数据采用描述性统计和推理统计进行分析。描述性数据通过频率、百分比、均值和标准差表呈现。推论统计包括t检验和Pearson相关。定性数据采用叙事分析技术进行分析，通过叙述和直接引用的方式呈现。研究发现，教师在语法教学中以个体活动为主，语言游戏和小组活动对学生的语法成绩有积极的影响。Pearson相关结果显示，学习活动与语法成绩之间存在显著的统计学关系(r = .723, n = 509, p = .001)。该研究得出的结论是，学习活动的使用影响了学生的语法成绩。语言游戏和小组活动比个别活动更能有效地提高学生的英语语法成绩。本研究建议英语教师在进行英语语法教学时应采用语言游戏和小组活动的形式。可视化条
{"title":"EFFECTIVENESS OF LEARNING ACTIVITIES USED ON STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SECONDARY SCHOOLS IN KENYA","authors":"Macdonald Omuse Omuna, Mak’obila Laban Adero","doi":"10.46827/EJEL.V6I1.3326","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3326","url":null,"abstract":"Learning activities play a crucial role in the instructional process. The use of efficient teaching and learning activities enhances the teaching and learning of English language. However, performance of English language among secondary school students in Kenya has remained poor over the years (2013-2018) as depicted by poor Kenya Certificate of Secondary Education (KCSE) examination results. This can partly be attributed to failure of teachers to adopt appropriate learning activities. Therefore, this study investigated the influence of learning activities used on students’ achievement in English grammar in secondary schools in Kenya. This study was guided by Vygotsky’s Sociocultural Theory and anchored on pragmatic philosophical paradigm. The study employed an exploratory sequential mixed methods approach utilizing quasi-experimental design of non-randomized control group, pre-test-post-test. The target population involved 3399 Form Two students and 84 teachers of English from Teso North Sub-County, Kenya. Stratified and simple random sampling were used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using interview schedule, observation schedule, questionnaire and English Grammar Achievement Tests. Validity was determined by expert judgment and piloting. Reliability of the pre-test and post-test were established by test-retest which yielded a coefficient of 0.94 and 0.76 respectively. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a coefficient of 0.85. Quantitative data was analyzed using descriptive and inferential statistics. Descriptive data was presented through tables of frequencies, percentages, means and standard deviation. Inferential statistics involved t-test and Pearson correlation. Qualitative data was analyzed using narrative analysis technique and presented through narration and direct quotes. The findings revealed that teachers predominantly used individual activities when teaching grammar, language games and group work had a positive influence on students’ achievement in grammar. Pearson Correlation results revealed that there existed statistically significant relationship between learning activities and achievement in grammar (r = .723, n = 509, p = .001). The study concluded that learning activities used influenced students’ achievement in grammar. Language games and group work are effective to be used in enhancing students’ achievement in English grammar than individual activities. This study recommends that teachers of English language should adopt language games and group work activities when teaching English grammar. \u0000 \u0000 Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918554","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 countries where learning English as a Second Language (ESL) is made compulsory, yet it is actually a foreign language to many learners, problems occur among learners. Language is the reflection of culture itself as the language can shape the society. Problems in language learning may occur due to several barriers. Firstly, cultural barrier is one of the barriers that is difficult to resolve. The barriers may influence the motivations to learn. The aim of this study is to investigate cultural barriers and motivation issues that might influence the process of learning English. 69 respondents participated in this quantitative study. The instrument used is a survey and it has 3 parts; 1) demographic profile, 2) culture and language learning and 3) motivation and language learning. Findings reveal that cultural barriers and motivational issues do have influence on learners’ language learning. Findings of this study bear interesting implications towards the teaching and learning of English as second language. Article visualizations:
{"title":"BARRIERS AND MOTIVATION FOR LEARNING ENGLISH: A CASE STUDY","authors":"Nurul Izzati Mat Razi, Noor Hanim Rahmat","doi":"10.46827/EJEL.V6I1.3301","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3301","url":null,"abstract":"In countries where learning English as a Second Language (ESL) is made compulsory, yet it is actually a foreign language to many learners, problems occur among learners. Language is the reflection of culture itself as the language can shape the society. Problems in language learning may occur due to several barriers. Firstly, cultural barrier is one of the barriers that is difficult to resolve. The barriers may influence the motivations to learn. The aim of this study is to investigate cultural barriers and motivation issues that might influence the process of learning English. 69 respondents participated in this quantitative study. The instrument used is a survey and it has 3 parts; 1) demographic profile, 2) culture and language learning and 3) motivation and language learning. Findings reveal that cultural barriers and motivational issues do have influence on learners’ language learning. Findings of this study bear interesting implications towards the teaching and learning of English as second language. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"467 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131919773","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}
Hiep Thanh Nga Nguyen, Thi Minh Uyen Phan, Thi My Duyen Huynh, Thị Hương Trần
TOEIC Certificate is becoming more and more popular all over the world in general and in particular, Vietnam. It is considered as one of the most compulsory demands for graduating university, especially at Tay Do university. Listening seems to be a skill that many students usually face difficulties in learning. Therefore, the survey research “Difficulties in studying TOEIC Listening Comprehension of non – English majored freshmen at Tay Do University” was conducted to figure out common difficulties in studying TOEIC listening of non-English majored students. Freshmen of Bachelor of Tourism and Travel Management class at Tay Do university were chosen as the participants. Questionnaire and interview were used as instruments to collect the data. The findings of the study would point out learners’ difficulties consisting of general difficulties (vocabulary, pronunciation, background knowledge and psychological) and difficulties in each part in the TOEIC listening test. Thanks to the results, some solutions would be suggested for students’ improvement. Article visualizations:
{"title":"DIFFICULTIES IN STUDYING TOEIC LISTENING COMPREHENSION OF NON–ENGLISH MAJORED FRESHMEN AT TAY DO UNIVERSITY, VIETNAM","authors":"Hiep Thanh Nga Nguyen, Thi Minh Uyen Phan, Thi My Duyen Huynh, Thị Hương Trần","doi":"10.46827/EJEL.V6I1.3297","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3297","url":null,"abstract":"TOEIC Certificate is becoming more and more popular all over the world in general and in particular, Vietnam. It is considered as one of the most compulsory demands for graduating university, especially at Tay Do university. Listening seems to be a skill that many students usually face difficulties in learning. Therefore, the survey research “Difficulties in studying TOEIC Listening Comprehension of non – English majored freshmen at Tay Do University” was conducted to figure out common difficulties in studying TOEIC listening of non-English majored students. Freshmen of Bachelor of Tourism and Travel Management class at Tay Do university were chosen as the participants. Questionnaire and interview were used as instruments to collect the data. The findings of the study would point out learners’ difficulties consisting of general difficulties (vocabulary, pronunciation, background knowledge and psychological) and difficulties in each part in the TOEIC listening test. Thanks to the results, some solutions would be suggested for students’ improvement. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123464752","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 study aims at uncovering on how a language skill could properly be embedded to import another skill’s impact. The effectiveness of GOs with patterned structures and their functions can facilitate English spoken proficiency in class presentation. In order to obtain the formulated research purpose, non-participation observation had been carried out in support with video-recording. The positive effectiveness of GOs could be varying towards certain English proficiency levels; however, the negative impacts produced by the elementary learners indicate the psychological problems and the technical problems. GOs could worthily be as recommended ELL media, since they can effectively stimulate EFL intermediate learners’ intrinsic elements of learning achievement. Those therefore could effectively scaffold the intermediate learners through questioning technique in form of guided-Graphic Organizers (GOs). GOs could dynamically be incorporated into multimodal ways; by re-writing, chronological overview, and note-taking which would be employed by the upper intermediate learners. There are three situations which must be required for advanced learners; experiences-associated learning, topic-based selection, and the comprehensive understanding of GOs concepts and the topics of reading passages. Thereby, GOs can be regarded as marvelous strategies that can positively contribute to induce EFL learners’ psychological achievements and effectively promote English speaking performance.
{"title":"The Graphic Organizers (GOs) in the Development of Communicative Skills in Class Presentation","authors":"Dedi Aprianto, Ikang Murapi","doi":"10.21462/JELTL.V5I2.421","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.421","url":null,"abstract":"This study aims at uncovering on how a language skill could properly be embedded to import another skill’s impact. The effectiveness of GOs with patterned structures and their functions can facilitate English spoken proficiency in class presentation. In order to obtain the formulated research purpose, non-participation observation had been carried out in support with video-recording. The positive effectiveness of GOs could be varying towards certain English proficiency levels; however, the negative impacts produced by the elementary learners indicate the psychological problems and the technical problems. GOs could worthily be as recommended ELL media, since they can effectively stimulate EFL intermediate learners’ intrinsic elements of learning achievement. Those therefore could effectively scaffold the intermediate learners through questioning technique in form of guided-Graphic Organizers (GOs). GOs could dynamically be incorporated into multimodal ways; by re-writing, chronological overview, and note-taking which would be employed by the upper intermediate learners. There are three situations which must be required for advanced learners; experiences-associated learning, topic-based selection, and the comprehensive understanding of GOs concepts and the topics of reading passages. Thereby, GOs can be regarded as marvelous strategies that can positively contribute to induce EFL learners’ psychological achievements and effectively promote English speaking performance.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127151859","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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