Pub Date : 2023-04-05DOI: 10.30998/scope.v7i2.15361
Muhimatul Murtafi'ah, M. Muflihah, E. L. Zen
Most of previous studies conducted on the implementation of note-taking strategy, finding its effect and the students’ preferent on the note-taking strategies. However, this study investigates whether there is any difference in the students’ perception on note-taking based on the gender differences. This study was conducted on the sixth semester of university students who had experienced implementing note-taking during the learning process by collecting the students’ perception on note-taking by using questionnaire and semi-structured interview as the data collection techniques. As this study investigated the comparison of both male and female students’ perception, the researchers used the quantitative research design. The result of this study indicates the opposite of most the previous studies have found. This result is not in line with the previous studies which discussed more below. Both male and female have a positive respond to the effectiveness of note-taking
{"title":"Note-Taking: The Gender Difference on Students’ Perception","authors":"Muhimatul Murtafi'ah, M. Muflihah, E. L. Zen","doi":"10.30998/scope.v7i2.15361","DOIUrl":"https://doi.org/10.30998/scope.v7i2.15361","url":null,"abstract":"Most of previous studies conducted on the implementation of note-taking strategy, finding its effect and the students’ preferent on the note-taking strategies. However, this study investigates whether there is any difference in the students’ perception on note-taking based on the gender differences. This study was conducted on the sixth semester of university students who had experienced implementing note-taking during the learning process by collecting the students’ perception on note-taking by using questionnaire and semi-structured interview as the data collection techniques. As this study investigated the comparison of both male and female students’ perception, the researchers used the quantitative research design. The result of this study indicates the opposite of most the previous studies have found. This result is not in line with the previous studies which discussed more below. Both male and female have a positive respond to the effectiveness of note-taking","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121138416","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 : 2023-04-05DOI: 10.30998/scope.v7i2.16386
E. Kurniati, Devika Adelita, Utami Dewi
Keeping a teaching journal is one way that can be done to assist in the improvement of professional development. One approach that is becoming increasingly popular nowadays. Using a qualitative case study methodology, this research aims to explore the English teachers' perspectives on journal writing as a way of professional development. The study enlisted the participation of 21 English teachers to complete a demographic survey. In accordance with the aims of the study, participants were recruited using a technique of purposive sampling. In this case, the researcher selected the participant based on their experience in writing a teaching journal. The researcher utilized a questionnaire and an interview as instruments for data collection. The purpose of the questionnaire is to collect demographic information as well as respondents' perceptions about the benefit of keeping a teaching journal for professional development. The interview was then conducted to obtain further information regarding the participants' responses to the questionnaire. Five English teachers voluntarily participated in the interview process and in analyzing data, thematic content analysis was used in this study. The outcomes of the study revealed that English teachers got a range of benefits from strengthening their professional development, including encouraging a positive attitude toward teaching, enhancing English teachers' critical thinking, and improving teaching quality. This study suggested that keeping a teaching journal has a profound influence on English teacher development.
{"title":"English Teachers’ Perspective on Keeping a Teaching Journal as Their Professional Development","authors":"E. Kurniati, Devika Adelita, Utami Dewi","doi":"10.30998/scope.v7i2.16386","DOIUrl":"https://doi.org/10.30998/scope.v7i2.16386","url":null,"abstract":"Keeping a teaching journal is one way that can be done to assist in the improvement of professional development. One approach that is becoming increasingly popular nowadays. Using a qualitative case study methodology, this research aims to explore the English teachers' perspectives on journal writing as a way of professional development. The study enlisted the participation of 21 English teachers to complete a demographic survey. In accordance with the aims of the study, participants were recruited using a technique of purposive sampling. In this case, the researcher selected the participant based on their experience in writing a teaching journal. The researcher utilized a questionnaire and an interview as instruments for data collection. The purpose of the questionnaire is to collect demographic information as well as respondents' perceptions about the benefit of keeping a teaching journal for professional development. The interview was then conducted to obtain further information regarding the participants' responses to the questionnaire. Five English teachers voluntarily participated in the interview process and in analyzing data, thematic content analysis was used in this study. The outcomes of the study revealed that English teachers got a range of benefits from strengthening their professional development, including encouraging a positive attitude toward teaching, enhancing English teachers' critical thinking, and improving teaching quality. This study suggested that keeping a teaching journal has a profound influence on English teacher development.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121613138","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 : 2023-04-05DOI: 10.30998/scope.v7i2.15970
Anna Marietta Da Silva
As the interest for linguistic landscape research has grown a lot in the past few decades, and so is the enthusiasm for taking advantage of linguistic landscape in language and subject-content classrooms. This paper aims at providing informative and valuable summary of works that have promoted the linguistic landscape as one of the English teaching and learning resources. Hence, it includes only papers that have specifically focused on advocating the benefits of linguistic landscape for English teaching and learning within the last ten years. The review is divided into several sections that explain the targeted participants, goal, method, advantages and several critical notes concerning the implementation of linguistic landscape projects. Suggestions for future review and studies on linguistic landscape are also provided.
{"title":"Linguistic Landscape Projects as English Teaching and Learning Resources: A Review","authors":"Anna Marietta Da Silva","doi":"10.30998/scope.v7i2.15970","DOIUrl":"https://doi.org/10.30998/scope.v7i2.15970","url":null,"abstract":"As the interest for linguistic landscape research has grown a lot in the past few decades, and so is the enthusiasm for taking advantage of linguistic landscape in language and subject-content classrooms. This paper aims at providing informative and valuable summary of works that have promoted the linguistic landscape as one of the English teaching and learning resources. Hence, it includes only papers that have specifically focused on advocating the benefits of linguistic landscape for English teaching and learning within the last ten years. The review is divided into several sections that explain the targeted participants, goal, method, advantages and several critical notes concerning the implementation of linguistic landscape projects. Suggestions for future review and studies on linguistic landscape are also provided.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133893161","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 : 2023-04-05DOI: 10.30998/scope.v7i2.14882
Mufida Syahnaz, Rahmah Fithriani
This study aims to investigate students’ perception of QuillBot utilization in an EFL academic writingcourse. This phenomenological case study involved 20 sixth-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire. The results of the data analysis reveal that the students exhibited positive responses toward the utilization of QuillBot in academic writing. Furthermore, they also find QuillBot beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some difficulties encountered in writing academic papers, and consequently improve their writing products.This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly QuillBot.
{"title":"Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions","authors":"Mufida Syahnaz, Rahmah Fithriani","doi":"10.30998/scope.v7i2.14882","DOIUrl":"https://doi.org/10.30998/scope.v7i2.14882","url":null,"abstract":"<span>This </span><span lang=\"EN-US\">study aims to investigate students’ perception of <em>QuillBot</em> utilization in an EFL academic writing</span><span lang=\"EN-US\">course. This phenomenological case study involved </span><span>20</span><span lang=\"EN-US\"> s</span><span>ixth</span><span lang=\"EN-US\">-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire</span><span>. </span><span lang=\"EN-US\">The results of the data analysis reveal that the students exhibited positive responses toward the utilization of </span><em><span>QuillBot</span></em><span lang=\"EN-US\"> in academic writing.</span><span lang=\"EN-US\"> Furthermore, they also find <em>QuillBot</em> beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some </span><span lang=\"EN-US\">difficulties encountered in writing academic papers, and consequently improve their writing products.</span><span lang=\"EN-US\">This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly </span><em><span>QuillBot.</span></em><p> </p>","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"37 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120876232","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 : 2023-04-05DOI: 10.30998/scope.v7i2.16359
Nyimas Triyana Safitri, M. Melati
Levelling reading comprehension may help students learning and teacher course designing. This study attempts to portray the level of EFL reading comprehension in a public university in Jambi, Indonesia. The participants were 78 EFL learners who were registered in the academic year 2020-2021. The data were collected through administering a set of adapted reading test and calculated based on the indicator of the scoring system and criteria. These data were classified into each level of reading comprehension which is described in the form of percentage and presented through diagram and chart. The major findings of this study reveal that. 1) there were 77 or (99%) participants can complete most of the literal test items and they just achieved literal level of comprehension of reading skill. 2) there were 24 or (31%) participants were able to answer all inferential test items successfully and they just reach inferential level of reading comprehension. 3) there were 19 or (24%) participants can give their answer critically and they just obtained a critical level of reading comprehension. It is interpreted that numerous students were still in the position of the literal level which is regarded as a very low or basic level of reading comprehension. So, it is strongly recommended that EFL learners at Universitas Jambi require an intensive practice of reading to achieve a highest level of reading comprehension.
{"title":"EFL Learners’ Reading Comprehension Level: What Do They Portray?","authors":"Nyimas Triyana Safitri, M. Melati","doi":"10.30998/scope.v7i2.16359","DOIUrl":"https://doi.org/10.30998/scope.v7i2.16359","url":null,"abstract":"Levelling reading comprehension may help students learning and teacher course designing. This study attempts to portray the level of EFL reading comprehension in a public university in Jambi, Indonesia. The participants were 78 EFL learners who were registered in the academic year 2020-2021. The data were collected through administering a set of adapted reading test and calculated based on the indicator of the scoring system and criteria. These data were classified into each level of reading comprehension which is described in the form of percentage and presented through diagram and chart. The major findings of this study reveal that. 1) there were 77 or (99%) participants can complete most of the literal test items and they just achieved literal level of comprehension of reading skill. 2) there were 24 or (31%) participants were able to answer all inferential test items successfully and they just reach inferential level of reading comprehension. 3) there were 19 or (24%) participants can give their answer critically and they just obtained a critical level of reading comprehension. It is interpreted that numerous students were still in the position of the literal level which is regarded as a very low or basic level of reading comprehension. So, it is strongly recommended that EFL learners at Universitas Jambi require an intensive practice of reading to achieve a highest level of reading comprehension.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127199190","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 : 2023-04-05DOI: 10.30998/scope.v7i2.14770
Asfi Aniuranti, M. Happy, Nur Tsani, Y. Wulandari
English structure is one of the principal elements considered problematic by many students. Therefore, every teacher is always encouraged to use the effective teaching ways. One of the proposed ways in teaching English grammar is using media like humour stories. As suggested teaching media, humour stories require an examination. Therefore, this research attempts at finding out the effectiveness of humour stories to teach grammar and maintaining students’ learning motivation. The method employed was quasi-experimental research. The instruments used were a test, questionnaire, and field note. The participants of this study were two classes of English Language Teaching Department. The students learnt some grammar topics such as past simple, present perfect, passive voice of past tense, passive voice of present perfect, passive voice of present simple, passive voice of present continuous, passive voice of present future, relative clause, and noun clause. The results reveal that humour is an effective teaching media for grammar. The significance of 2-tailed (0.035) was lower than 0.05. There is a significant difference between control and experimental group. Furthermore, the result of the questionnaire shows that the usage of humour positively influenced the learners’ motivation. The observation results also reveal that the teaching atmosphere in the experimental class is getting better in each meeting.
{"title":"Teaching English Grammar and Maintaining Students’ Learning Motivation through Humour Stories","authors":"Asfi Aniuranti, M. Happy, Nur Tsani, Y. Wulandari","doi":"10.30998/scope.v7i2.14770","DOIUrl":"https://doi.org/10.30998/scope.v7i2.14770","url":null,"abstract":"English structure is one of the principal elements considered problematic by many students. Therefore, every teacher is always encouraged to use the effective teaching ways. One of the proposed ways in teaching English grammar is using media like humour stories. As suggested teaching media, humour stories require an examination. Therefore, this research attempts at finding out the effectiveness of humour stories to teach grammar and maintaining students’ learning motivation. The method employed was quasi-experimental research. The instruments used were a test, questionnaire, and field note. The participants of this study were two classes of English Language Teaching Department. The students learnt some grammar topics such as past simple, present perfect, passive voice of past tense, passive voice of present perfect, passive voice of present simple, passive voice of present continuous, passive voice of present future, relative clause, and noun clause. The results reveal that humour is an effective teaching media for grammar. The significance of 2-tailed (0.035) was lower than 0.05. There is a significant difference between control and experimental group. Furthermore, the result of the questionnaire shows that the usage of humour positively influenced the learners’ motivation. The observation results also reveal that the teaching atmosphere in the experimental class is getting better in each meeting. ","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131130429","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 : 2023-04-05DOI: 10.30998/scope.v7i2.14879
Rendhi Fatrisna Yuniar
This conceptual paper provides a future study based on a strategy of utilizing Edmodo to teach writing with a genre based approach (GBA) in the blended learning platform. Innovation in English teaching and learning process, especially in writing skills in this rapid growth technology era becomes challenge for teachers. Lack of time allocation, students’ writing skill, and the attention of writing significance become the obstacles in teaching and learning process. However, teaching writing needs appropriate approach in order to have good capability in writing skills. This paper went on to analyze suitable approach in teaching writing. This paper consists of the stages of genre-based approach namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joining Construction of the Text (JCOT), and Independent Construction of the Text (ICOT) will be implemented through face to face activity and online by taking the advantage of Edmodo. The classroom activity was conducted to provide students with the basic concept of writing while the online activity was carried out in addressing the issues of limited time allotment for English writing, lack of students writing skill, and writing process significance in learning English. The conceptual paper signifies to supplement literatures for academics as reference for their research. The result of this future research may provide information about utilizing Edmodo to teach writing with a genre based approach. It will also be relevant to teachers who have difficulty in teaching writing.
{"title":"Utilizing Edmudo to Teach Writing with GBA in The Blended Learning Platform","authors":"Rendhi Fatrisna Yuniar","doi":"10.30998/scope.v7i2.14879","DOIUrl":"https://doi.org/10.30998/scope.v7i2.14879","url":null,"abstract":"This conceptual paper provides a future study based on a strategy of utilizing Edmodo to teach writing with a genre based approach (GBA) in the blended learning platform. Innovation in English teaching and learning process, especially in writing skills in this rapid growth technology era becomes challenge for teachers. Lack of time allocation, students’ writing skill, and the attention of writing significance become the obstacles in teaching and learning process. However, teaching writing needs appropriate approach in order to have good capability in writing skills. This paper went on to analyze suitable approach in teaching writing. This paper consists of the stages of genre-based approach namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joining Construction of the Text (JCOT), and Independent Construction of the Text (ICOT) will be implemented through face to face activity and online by taking the advantage of Edmodo. The classroom activity was conducted to provide students with the basic concept of writing while the online activity was carried out in addressing the issues of limited time allotment for English writing, lack of students writing skill, and writing process significance in learning English. The conceptual paper signifies to supplement literatures for academics as reference for their research. The result of this future research may provide information about utilizing Edmodo to teach writing with a genre based approach. It will also be relevant to teachers who have difficulty in teaching writing.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126302176","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 : 2023-04-05DOI: 10.30998/scope.v7i2.16413
W. Widyawati, H. Simanjuntak
The purpose of this research is to determine the students' of CIE fourth level achievement in reading skill by scanning and skimming strategies, as well as the effectiveness of scanning and skimming strategies at Institute of Technology Indonesia. The pre-experimental research technique was employed by using a one-group pretest-posttest design. The population of this research was a fourth level CIE class of 60 students, and the sample was a class of IV-A pupils of 20 students. The instrument was a 25-question of multiple-choice survey. The findings prior to utilizing the scanning and skimming method, pretest; the maximum score was 80, the lowest score was 56, the mean score was 70.6, the median score was 72; and the mode score was 72, the standard deviation was 8.13, and the variance was 66.15. The posttest findings of the scanning and skimming approach were as follows: the highest score was 100, the lowest score was 72, the mean score was 92, the median score was 96, the mode score was 96, the variance was 80.84, and the standard deviation was 8,99. Based on the findings of the research, the tcount was 4.352 with a significant threshold of 0.05 and the ttable was 2,086, and the scores were compared. As a result, tcount exceeds ttable (4.352 > 2,086). It signifies that the research hypothesis (H1) has been accepted. In conclusion, utilizing scanning and skimming strategies has a considerable influence on reading comprehension at the fourth level students of Institute of Technology Indonesia.
{"title":"Enhancing Reading Comprehension by Using the Strategies of Scanning and Skimming for Institute of Technology Indonesia CIE's Fourth Level Students","authors":"W. Widyawati, H. Simanjuntak","doi":"10.30998/scope.v7i2.16413","DOIUrl":"https://doi.org/10.30998/scope.v7i2.16413","url":null,"abstract":"The purpose of this research is to determine the students' of CIE fourth level achievement in reading skill by scanning and skimming strategies, as well as the effectiveness of scanning and skimming strategies at Institute of Technology Indonesia. The pre-experimental research technique was employed by using a one-group pretest-posttest design. The population of this research was a fourth level CIE class of 60 students, and the sample was a class of IV-A pupils of 20 students. The instrument was a 25-question of multiple-choice survey. The findings prior to utilizing the scanning and skimming method, pretest; the maximum score was 80, the lowest score was 56, the mean score was 70.6, the median score was 72; and the mode score was 72, the standard deviation was 8.13, and the variance was 66.15. The posttest findings of the scanning and skimming approach were as follows: the highest score was 100, the lowest score was 72, the mean score was 92, the median score was 96, the mode score was 96, the variance was 80.84, and the standard deviation was 8,99. Based on the findings of the research, the tcount was 4.352 with a significant threshold of 0.05 and the ttable was 2,086, and the scores were compared. As a result, tcount exceeds ttable (4.352 > 2,086). It signifies that the research hypothesis (H1) has been accepted. In conclusion, utilizing scanning and skimming strategies has a considerable influence on reading comprehension at the fourth level students of Institute of Technology Indonesia.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128501213","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 COVID-19 pandemic has changed the learning process from face-to-face to online. The socialization of Android as online learning media has been increasing during the pandemic. The implementation of educational technology makes Android an innovative and effective online learning media so that teachers and students can access it anywhere and anytime. Therefore, the research aims to socialize the use of Android phones as online learning media. The selections of works of literature are from several databases, including Garuda, Science Direct, Google Scholar, Research Gate, Web of Science, and Crossref. There are 30 articles selected and reviewed through a systematic review used as the research methodology. The journals were analyzed using a content analysis method; the diagrams and tables presented the data. The findings reveal that the Android application is user-friendly, innovative, and adaptive to the teaching and learning process; however, it faces challenges because a few students need help with the unstable signal, internet data and unsupported mobile phones. Nevertheless, Android is an applicable and effective online learning media for teachers and students.
2019冠状病毒病大流行将学习过程从面对面转变为在线学习。在疫情期间，Android作为在线学习媒体的社会化程度不断提高。教育技术的实施使Android成为一种创新有效的在线学习媒体，让教师和学生随时随地都可以使用它。因此，本研究旨在将Android手机作为在线学习媒体的使用社会化。文献选择来自多个数据库，包括Garuda、Science Direct、b谷歌Scholar、Research Gate、Web of Science和Crossref。选取了30篇文章，并通过系统评价作为研究方法进行了回顾。采用内容分析法对期刊进行分析;图表和表格展示了数据。研究结果表明，Android应用程序具有用户友好性、创新性和适应性强的特点;然而，它面临着挑战，因为一些学生需要帮助来处理不稳定的信号、网络数据和不支持的手机。然而，对于教师和学生来说，Android是一种适用且有效的在线学习媒体。
{"title":"The Socialization of Android as Online Learning Media: A Systematic Review","authors":"Nurmala Hendrawaty, Muli Yani, Dian Suherman, Casmiati Casmiati","doi":"10.30998/scope.v7i2.14291","DOIUrl":"https://doi.org/10.30998/scope.v7i2.14291","url":null,"abstract":"The COVID-19 pandemic has changed the learning process from face-to-face to online. The socialization of Android as online learning media has been increasing during the pandemic. The implementation of educational technology makes Android an innovative and effective online learning media so that teachers and students can access it anywhere and anytime. Therefore, the research aims to socialize the use of Android phones as online learning media. The selections of works of literature are from several databases, including Garuda, Science Direct, Google Scholar, Research Gate, Web of Science, and Crossref. There are 30 articles selected and reviewed through a systematic review used as the research methodology. The journals were analyzed using a content analysis method; the diagrams and tables presented the data. The findings reveal that the Android application is user-friendly, innovative, and adaptive to the teaching and learning process; however, it faces challenges because a few students need help with the unstable signal, internet data and unsupported mobile phones. Nevertheless, Android is an applicable and effective online learning media for teachers and students. ","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128732239","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 purpose of the study is to analyze the representation of self-confidence in the song lyrics in the album Alessia Cara Know-It-All by using the denotative meaning and connotative meaning in Roland Barthes' Semiotics and Lindenfield’s theory. In this research, the writers used Semiotic theory put forward by Roland Barthes which divides Semiotics into three parts, namely denotative meaning, connotative meaning and myth as well as to represent self-confidence, the writers used Lindenfield's theory which states that there are four characteristics of self-confidence, namely: (1) Self-love, (2) Self-understanding, (3) Clear goals, and (4) Positive mind. In the three parts of Roland Barthes' Semiotics, the discussion is limited by representing self-confidence through denotative and connotative meanings according to the data the writer found in the album Alessia Cara Know-It-All. Based on the results of the analysis, the representation of self-confidence in the Know-It-All album is 30 data altogether consisting of self-love 2 data or 6.7%, self-understanding is 5 data or 16.7%, clear goals is 13 data or 43.3% and being positive is 10 data or 33.3%. So it can be concluded that the most dominant representation is a clear goal.
本研究的目的是运用罗兰·巴特符号学和林登菲尔德理论中的外延意义和内涵意义来分析《Alessia Cara Know-It-All》专辑歌词中自信的表征。在本研究中，作者采用了罗兰·巴特提出的符号学理论，将符号学分为外指意义、内指意义和神话三部分来代表自信，作者采用了林登菲尔德的理论，认为自信有四个特征，即:(1)自爱，(2)自我理解，(3)明确的目标，(4)积极的心态。在罗兰·巴特的符号学的三个部分中，根据作者在Alessia Cara Know-It-All专辑中找到的数据，通过外延和内蕴的意义来代表自信，这是讨论的局限。根据分析结果，无所不知相册中自信的表现为30个数据，其中自爱2个数据占6.7%，自我理解5个数据占16.7%，目标明确13个数据占43.3%，积极向上10个数据占33.3%。因此可以得出结论，最主要的代表是一个明确的目标。
{"title":"Self-Confidence Representation Analysis in The Album Alassia Cara Know-It-All","authors":"Luthfiansyah Luthfiansyah, Mildan Arsdan Fidinillah","doi":"10.30998/scope.v7i2.16402","DOIUrl":"https://doi.org/10.30998/scope.v7i2.16402","url":null,"abstract":"The purpose of the study is to analyze the representation of self-confidence in the song lyrics in the album Alessia Cara Know-It-All by using the denotative meaning and connotative meaning in Roland Barthes' Semiotics and Lindenfield’s theory. In this research, the writers used Semiotic theory put forward by Roland Barthes which divides Semiotics into three parts, namely denotative meaning, connotative meaning and myth as well as to represent self-confidence, the writers used Lindenfield's theory which states that there are four characteristics of self-confidence, namely: (1) Self-love, (2) Self-understanding, (3) Clear goals, and (4) Positive mind. In the three parts of Roland Barthes' Semiotics, the discussion is limited by representing self-confidence through denotative and connotative meanings according to the data the writer found in the album Alessia Cara Know-It-All. Based on the results of the analysis, the representation of self-confidence in the Know-It-All album is 30 data altogether consisting of self-love 2 data or 6.7%, self-understanding is 5 data or 16.7%, clear goals is 13 data or 43.3% and being positive is 10 data or 33.3%. So it can be concluded that the most dominant representation is a clear goal.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125702198","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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