Pub Date : 2023-04-05DOI: 10.30998/scope.v7i2.14806
Muhammad Fahruddin Aziz, Herlandri Eka Jayaputri
The present research is designed to investigate the attitudes of EFL Learner concerning corrective feedback. This research additionally analyses students’ characteristics that tend to receive offline or online corrective feedback and analyses the approach of sending feedback adjusted to learners’ exact needs. 75 research respondents were enrolled from Biak’s High School of Law, Papua. The researchers handed out questionnaires directly to the 5th and 7th semester students during lectures. There were eight questions provided for students to choose regarding corrective feedback. The findings of this research indicate that online or offline corrective feedback is very important for students because it can help students determine the correct linguistic form. Most students feel that corrective feedback is quite helpful for them because it can encourage students’ desire to learn. In addition, they also feel that corrective feedback can improve the learning process. However, some students feel that they are not serious enough when receiving teacher’s feedback because they have not been able to realize which ones can hinder or improve the language learning process. It seems clear that most students like feedback both offline and online. Thus, the results of this research generally confirm that students feel corrective feedback provides benefits in improving the learning process.
{"title":"EFL Learners’ Perspective on Corrective Feedback","authors":"Muhammad Fahruddin Aziz, Herlandri Eka Jayaputri","doi":"10.30998/scope.v7i2.14806","DOIUrl":"https://doi.org/10.30998/scope.v7i2.14806","url":null,"abstract":"The present research is designed to investigate the attitudes of EFL Learner concerning corrective feedback. This research additionally analyses students’ characteristics that tend to receive offline or online corrective feedback and analyses the approach of sending feedback adjusted to learners’ exact needs. 75 research respondents were enrolled from Biak’s High School of Law, Papua. The researchers handed out questionnaires directly to the 5th and 7th semester students during lectures. There were eight questions provided for students to choose regarding corrective feedback. The findings of this research indicate that online or offline corrective feedback is very important for students because it can help students determine the correct linguistic form. Most students feel that corrective feedback is quite helpful for them because it can encourage students’ desire to learn. In addition, they also feel that corrective feedback can improve the learning process. However, some students feel that they are not serious enough when receiving teacher’s feedback because they have not been able to realize which ones can hinder or improve the language learning process. It seems clear that most students like feedback both offline and online. Thus, the results of this research generally confirm that students feel corrective feedback provides benefits in improving the learning process. ","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"83 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":"114833609","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.v7i2.14764
Adrefiza Adrefiza, Habizar Habizar
This study analyzes students’ preferences on the lecturer’s written corrective feedback (WCF) on their writing tasks. It looks at how the students want WCF to be written, delivered, and focused on to fulfill the students’ expectations. It also analyzes the students’ preferences on the use of English or Bahasa Indonesia in the WCF to accommodate their learning needs and styles. Through an internet survey delivered to 100 students’ emails, using 5 levels of Likert scales on preferences range, the results show that the students’ preferences varied in terms of types, focuses, and ways the WCF are provided and delivered. It is an evident that many students want the lecturers to provide the correct forms of the errors, to mark and to underline the errors with corrections, and to provide explanations for every single error in their writing tasks. A significant number of the students have a low preference for the use of indirect feedback through cues and prompts. Another interesting result is the fact that many students prefer WCF to be written in Bahasa Indonesia rather than in English. It is recommended that the lecturers flexibly provide WCF according to students’ preferences and expectations to increase their writing skills.
{"title":"Students’ Preferences on the Lecturers’ Written Corrective Feedback (WCF) on Their Writing Tasks: A Study at the English Language Education Study Program (ELESP), Faculty of Education, Universitas Jambi","authors":"Adrefiza Adrefiza, Habizar Habizar","doi":"10.30998/scope.v7i2.14764","DOIUrl":"https://doi.org/10.30998/scope.v7i2.14764","url":null,"abstract":"This study analyzes students’ preferences on the lecturer’s written corrective feedback (WCF) on their writing tasks. It looks at how the students want WCF to be written, delivered, and focused on to fulfill the students’ expectations. It also analyzes the students’ preferences on the use of English or Bahasa Indonesia in the WCF to accommodate their learning needs and styles. Through an internet survey delivered to 100 students’ emails, using 5 levels of Likert scales on preferences range, the results show that the students’ preferences varied in terms of types, focuses, and ways the WCF are provided and delivered. It is an evident that many students want the lecturers to provide the correct forms of the errors, to mark and to underline the errors with corrections, and to provide explanations for every single error in their writing tasks. A significant number of the students have a low preference for the use of indirect feedback through cues and prompts. Another interesting result is the fact that many students prefer WCF to be written in Bahasa Indonesia rather than in English. It is recommended that the lecturers flexibly provide WCF according to students’ preferences and expectations to increase their writing skills. ","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":"128588441","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.v7i2.15843
A. Aziz, Hari Sugianto
The Covid-19 pandemic has also been felt by the world of education, especially in Indonesia. All parties involved in schooling are unprepared to handle this rapid outbreak. Distance learning in the network (online) is a new thing for both teachers and students themselves. Through the use of online applications, university lecturers in Indonesia continue to carry out their teaching duties by interacting online with students. The interactions are by uploading lecture material into the online application, giving assignments, online discussions, and reviewing the learning process. This research presents the results of an interview study with three English language education students from university in Indonesia about how their perceptions of their online learning experiences during the Covid-19 pandemic. This research presented as an inquiry case study that looks at how participants position themselves in connection to the phenomena. The results of this research show that online learning carried out in an effort to prevent the spread of Covid-19 is good to do as an alternative during social distancing. The Covid-19 outbreak makes us have to limit social interaction to break the chain of transmission. In addition to the learning process and maintaining the interaction between lectures and students, online learning is a good idea because it gives students new knowledge and experience about technology, particularly online learning applications. Technology has been crucial in the teaching of English since it makes the creation and the use of electronic learning tools considerably simpler where students can get to know various online applications and how to use them. However, there are some issues that need to receive special attention, such as the instability of the internet network and economic factors. The result of this research will become as an input11 for lecturers and institutions in carrying out this online learning process so that it continues to run optimally.
{"title":"The Stories of Three EFL College Students in East Java Universities amid the Covid-19: EFL Online Learning Process","authors":"A. Aziz, Hari Sugianto","doi":"10.30998/scope.v7i2.15843","DOIUrl":"https://doi.org/10.30998/scope.v7i2.15843","url":null,"abstract":"The Covid-19 pandemic has also been felt by the world of education, especially in Indonesia. All parties involved in schooling are unprepared to handle this rapid outbreak. Distance learning in the network (online) is a new thing for both teachers and students themselves. Through the use of online applications, university lecturers in Indonesia continue to carry out their teaching duties by interacting online with students. The interactions are by uploading lecture material into the online application, giving assignments, online discussions, and reviewing the learning process. This research presents the results of an interview study with three English language education students from university in Indonesia about how their perceptions of their online learning experiences during the Covid-19 pandemic. This research presented as an inquiry case study that looks at how participants position themselves in connection to the phenomena. The results of this research show that online learning carried out in an effort to prevent the spread of Covid-19 is good to do as an alternative during social distancing. The Covid-19 outbreak makes us have to limit social interaction to break the chain of transmission. In addition to the learning process and maintaining the interaction between lectures and students, online learning is a good idea because it gives students new knowledge and experience about technology, particularly online learning applications. Technology has been crucial in the teaching of English since it makes the creation and the use of electronic learning tools considerably simpler where students can get to know various online applications and how to use them. However, there are some issues that need to receive special attention, such as the instability of the internet network and economic factors. The result of this research will become as an input11 for lecturers and institutions in carrying out this online learning process so that it continues to run optimally.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"281 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":"122945057","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.v7i2.15030
Khaulia Hanifa, Ilzamudin Ma’mur, A. Anita
This research is aimed to find out the influence of picture strip story towards student’s speaking skill at the second grade students of SMP Negeri 1 Cisoka Kab. Tangerang. The purposes of the research are: 1) to identify students’ speaking skill at the second grade student in SMP Negeri 1 Cisoka; 2) to define the appropriate technique to influence students’ speaking skill at SMP Negeri 1 Cisoka; and 3) to identify the effectiveness of picture strip story on students’ speaking skill at the second grade students in SMP Negeri 1 Cisoka. This research used a quantitative method with quasi experiment design, with 73 students as samples and divided into two classes, namely the control class and the experiment class. The results show the mean of posttest the experiment class is higher than control class 63, 3. Based on the statistical calculation the value of t_o (5, 77), and df (71) in significance 5% (t_table= 2, 38) and significance 1% (t_table = 1, 66). From comparing the t_o and t_table the result is t_o > t_table= 5, 77 > 1, 66 and to > t_table= 5, 77 > 2, 38. It means that t_observation (t_o) is higher than t_table (t_t), so Null Hypothesis (H_o) is rejected and Alternative Hypothesis (H_a) is accepted. It can be concluded that picture story can influence students’ speaking skills by improving several aspects including students’ fluency, vocabulary, pronunciation, grammar, and comprehension.
{"title":"The Influence of Picture Strip Story towards Students’ Speaking Skill","authors":"Khaulia Hanifa, Ilzamudin Ma’mur, A. Anita","doi":"10.30998/scope.v7i2.15030","DOIUrl":"https://doi.org/10.30998/scope.v7i2.15030","url":null,"abstract":"This research is aimed to find out the influence of picture strip story towards student’s speaking skill at the second grade students of SMP Negeri 1 Cisoka Kab. Tangerang. The purposes of the research are: 1) to identify students’ speaking skill at the second grade student in SMP Negeri 1 Cisoka; 2) to define the appropriate technique to influence students’ speaking skill at SMP Negeri 1 Cisoka; and 3) to identify the effectiveness of picture strip story on students’ speaking skill at the second grade students in SMP Negeri 1 Cisoka. This research used a quantitative method with quasi experiment design, with 73 students as samples and divided into two classes, namely the control class and the experiment class. The results show the mean of posttest the experiment class is higher than control class 63, 3. Based on the statistical calculation the value of t_o (5, 77), and df (71) in significance 5% (t_table= 2, 38) and significance 1% (t_table = 1, 66). From comparing the t_o and t_table the result is t_o > t_table= 5, 77 > 1, 66 and to > t_table= 5, 77 > 2, 38. It means that t_observation (t_o) is higher than t_table (t_t), so Null Hypothesis (H_o) is rejected and Alternative Hypothesis (H_a) is accepted. It can be concluded that picture story can influence students’ speaking skills by improving several aspects including students’ fluency, vocabulary, pronunciation, grammar, and comprehension. ","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":"129769695","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.v7i2.16364
Hanna Sundari, Rina Husnaini Febriyanti
Writing English argumentative essays has brought suffering and constraints for EFL university students since it requires relevant argumentativeness and knowledge of text genre knowledge and grammar and vocabulary mastery. Mentor text can be an effective scaffold for them to understand the essay. Little is known about university students' perspectives on writing an argumentative essay and the mentor texts given to them. To fill the void, this present study was carried out in a qualitative framework. Twenty-nine university students who attended and were exposed to four selected mentor texts during the virtual writing course voluntarily took part in this study by filling out the online questionnaire. The findings show that the students experienced and felt various positive and negative emotional expressions, such as challenge, difficulty, and enjoyment. The students perceived that the selected mentor texts were beneficial and very helpful for learning, understanding, and producing argumentative essays. Those mentor texts contain clear structure, effective thesis, and good writer's delivery so that the students can easily emulate and adapt them into their writing.
{"title":"Scrutinizing Mentor Text in Virtual EFL Writing Course: A Text Modeling Approach during ERT in Indonesia","authors":"Hanna Sundari, Rina Husnaini Febriyanti","doi":"10.30998/scope.v7i2.16364","DOIUrl":"https://doi.org/10.30998/scope.v7i2.16364","url":null,"abstract":"Writing English argumentative essays has brought suffering and constraints for EFL university students since it requires relevant argumentativeness and knowledge of text genre knowledge and grammar and vocabulary mastery. Mentor text can be an effective scaffold for them to understand the essay. Little is known about university students' perspectives on writing an argumentative essay and the mentor texts given to them. To fill the void, this present study was carried out in a qualitative framework. Twenty-nine university students who attended and were exposed to four selected mentor texts during the virtual writing course voluntarily took part in this study by filling out the online questionnaire. The findings show that the students experienced and felt various positive and negative emotional expressions, such as challenge, difficulty, and enjoyment. The students perceived that the selected mentor texts were beneficial and very helpful for learning, understanding, and producing argumentative essays. Those mentor texts contain clear structure, effective thesis, and good writer's delivery so that the students can easily emulate and adapt them into their writing. ","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"4193 3 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":"127571785","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 : 2022-09-30DOI: 10.30998/scope.v7i1.13287
Nela Yuningsih, Tatu Siti Rohbiah, Apud Apud
The objectives of the study are: 1) to identify how to develop Pop-Up book learning media on descriptive text material; 2) to determine the feasibility of Pop-Up book learning media on descriptive text material; and 3) to identify the students’ responses to the learning media on the descriptive text material. This study used Research and Development methods (Research and Development) using the ADDIE model. The subjects in this study were students at MTs Al-Khairiyah Pontang. The data were obtained from observations, interviews, and questionnaires. The results of this study focus on the use of the Pop-Up book learning media on descriptive text material. The quality of the Pop-Up book learning media based on the results of the media expert’s assessment is in an average score of 4.50, from material experts, it obtains an average score of 4.83, and from educators’ experts, the average score is 4.65. All the results of the questionnaire recapitulation at the product validation stage have very feasible criteria, as well as students’ responses in the very attractive category, and students’ responses in the field trials obtain an average percentage of 90.8% with a very attractive category. Based on the assessments of media experts, material experts, educator experts, and students’ responses, it can be concluded that the Pop-Up book on descriptive text material is feasible to be used as a learning medium
本研究的目的是:1)确定如何开发基于描述性文本材料的Pop-Up书本学习媒体;2)确定基于描述性文本材料的Pop-Up书本学习媒体的可行性;3)识别学生在描述性文本材料上对学习媒体的反应。本研究采用研究开发方法(Research and Development)，采用ADDIE模型。本研究的对象是MTs Al-Khairiyah Pontang的学生。数据来自观察、访谈和问卷调查。本研究的结果集中在使用Pop-Up书本学习媒体的描述性文字材料。根据媒体专家的评估结果，Pop-Up书本学习媒体的质量平均得分为4.50分，材料专家的平均得分为4.83分，教育专家的平均得分为4.65分。在产品验证阶段问卷重述的所有结果都具有非常可行的标准，学生的反应在非常吸引的类别中，学生在现场试验中的反应平均百分比为90.8%，具有非常吸引的类别。根据媒体专家、材料专家、教育专家的评价和学生的反馈，可以得出结论，关于描述性文本材料的Pop-Up书作为学习媒介是可行的
{"title":"Designing Pop-Up Book Media in Developing English Reading","authors":"Nela Yuningsih, Tatu Siti Rohbiah, Apud Apud","doi":"10.30998/scope.v7i1.13287","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13287","url":null,"abstract":"The objectives of the study are: 1) to identify how to develop Pop-Up book learning media on descriptive text material; 2) to determine the feasibility of Pop-Up book learning media on descriptive text material; and 3) to identify the students’ responses to the learning media on the descriptive text material. This study used Research and Development methods (Research and Development) using the ADDIE model. The subjects in this study were students at MTs Al-Khairiyah Pontang. The data were obtained from observations, interviews, and questionnaires. The results of this study focus on the use of the Pop-Up book learning media on descriptive text material. The quality of the Pop-Up book learning media based on the results of the media expert’s assessment is in an average score of 4.50, from material experts, it obtains an average score of 4.83, and from educators’ experts, the average score is 4.65. All the results of the questionnaire recapitulation at the product validation stage have very feasible criteria, as well as students’ responses in the very attractive category, and students’ responses in the field trials obtain an average percentage of 90.8% with a very attractive category. Based on the assessments of media experts, material experts, educator experts, and students’ responses, it can be concluded that the Pop-Up book on descriptive text material is feasible to be used as a learning medium ","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114175448","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 : 2022-09-30DOI: 10.30998/scope.v7i1.13892
Asfi Aniuranti, Y. Wulandari, M. N. Tsani
This research aims to enhance students’ English vocabulary mastery through explicit morphological instructions as well as to investigate students’ perceptions of its usage during online learning. This research was a classroom action research consisting of two cycles. The researchers employed a test, observation sheet, and questionnaire to obtain the data. Furthermore, the data gathered was analysed using simple statistical analysis such as average score, percentage, and percentage enhancement. After implementing explicit morphological instructions, there was an enhancement in students’ vocabulary mastery. In cycle 1, the enhancement of the average score from pre-test to post-test was 7.9%. Therefore, the team concurred to conduct cycle 2. In cycle 2, the improvement of students’ vocabulary mastery achieved 27%. This percentage surpassed the success criteria of this action research (15%). Therefore, the team ended the action research. In addition, the students also responded to the usage of explicit morphological instructions positively. Most of the students agreed or strongly agreed with each item in the questionnaire. These results indicate positive responses. In short, explicit morphological instructions could promote students’ vocabulary mastery, and this strategy receives positive feedback from the students.
{"title":"Promoting Students’ English Vocabulary through Explicit Morphological Instructions and Exploring Students’ Perceptions","authors":"Asfi Aniuranti, Y. Wulandari, M. N. Tsani","doi":"10.30998/scope.v7i1.13892","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13892","url":null,"abstract":"This research aims to enhance students’ English vocabulary mastery through explicit morphological instructions as well as to investigate students’ perceptions of its usage during online learning. This research was a classroom action research consisting of two cycles. The researchers employed a test, observation sheet, and questionnaire to obtain the data. Furthermore, the data gathered was analysed using simple statistical analysis such as average score, percentage, and percentage enhancement. After implementing explicit morphological instructions, there was an enhancement in students’ vocabulary mastery. In cycle 1, the enhancement of the average score from pre-test to post-test was 7.9%. Therefore, the team concurred to conduct cycle 2. In cycle 2, the improvement of students’ vocabulary mastery achieved 27%. This percentage surpassed the success criteria of this action research (15%). Therefore, the team ended the action research. In addition, the students also responded to the usage of explicit morphological instructions positively. Most of the students agreed or strongly agreed with each item in the questionnaire. These results indicate positive responses. In short, explicit morphological instructions could promote students’ vocabulary mastery, and this strategy receives positive feedback from the students.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124412939","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}
Developing Moodle-based flipped learning model and integrating it with collaborative i-tool SmartCAT is one of the greatest challenges in Translation courses. Product validation is carried out by translation, Flipped Learning, instructional design and Learning Management System experts. To obtain expert consensus regarding the validity of the developed hypothetical model, the Delphi technique is used, namely the conclusion of the results of various expert opinions that are collected, searched for points of similarity, and summarized so that it becomes a common consensus. The consensus of experts includes the following aspects: 1) identification of problems through needs analysis, 2) priority determination, namely determining the type and manufacture of the product, 3) determining program objectives, and 4) determining solutions to solve problems. The next stage is to try it out on 10 lecturers and 60 students in the Translation course in the English Education Study Program. This trial was used to determine the impact of Flipped Learning and the subject’s perception of the application of the product in a lecture activity. The conclusion of the consensus results of the validity of the experts and the perception of the subject in this study were analyzed by the percentage method, while the determination of the impact of learning with the average difference test of the subject’s value. This research is expected to have a positive impact on Moodle-based Flipped Learning through the developed product, which can significantly improve students’ Basic Translation Skills and Twenty-First Century Skills.
{"title":"Moodle-Based Flipped Learning-Model to Increase Basic Translation Skills and 21st Century Skills","authors":"Andri Purwanto, Yumna Rasyid, Miftahulkhairah Anwar, Ilza Mayuni","doi":"10.30998/scope.v7i1.13891","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13891","url":null,"abstract":"Developing Moodle-based flipped learning model and integrating it with collaborative i-tool SmartCAT is one of the greatest challenges in Translation courses. Product validation is carried out by translation, Flipped Learning, instructional design and Learning Management System experts. To obtain expert consensus regarding the validity of the developed hypothetical model, the Delphi technique is used, namely the conclusion of the results of various expert opinions that are collected, searched for points of similarity, and summarized so that it becomes a common consensus. The consensus of experts includes the following aspects: 1) identification of problems through needs analysis, 2) priority determination, namely determining the type and manufacture of the product, 3) determining program objectives, and 4) determining solutions to solve problems. The next stage is to try it out on 10 lecturers and 60 students in the Translation course in the English Education Study Program. This trial was used to determine the impact of Flipped Learning and the subject’s perception of the application of the product in a lecture activity. The conclusion of the consensus results of the validity of the experts and the perception of the subject in this study were analyzed by the percentage method, while the determination of the impact of learning with the average difference test of the subject’s value. This research is expected to have a positive impact on Moodle-based Flipped Learning through the developed product, which can significantly improve students’ Basic Translation Skills and Twenty-First Century Skills.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114618186","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 : 2022-09-30DOI: 10.30998/scope.v7i1.13837
M. Manar, S. Mulyati
This SFL study attempts to scrutinise the process-type switching and its underlying meanings in the cyber-based interactive responses towards an issue of transgender. The issue is confined to the suspected genital reconstruction surgery of an Indonesian celebrity that becomes viral and triggers public debate on social media. 254 Indonesian clauses of interactive comments addressing the issue of transgender identity on a YouTube video of more than 2 million views were analysed. Prompting and replying responses were investigated for their categorization of process types by employing the tables of analysis adapted from the experiential meaning framework of Halliday and Matthiessen (2004). The analysis reveals some occurrences of process type switching in the interactive responses among responders in addressing the Indonesian sensitive and viral issue of transgender identity. In responding to the prompting comments, responders tended to employ relational and material clauses to establish values, evidences, and impacts in objective ways while they also used mental and verbal processes to affect one another in subjective ways. This Hallidayan study hints that the process switching among responders in addressing the issue of transgender is associated with the strategies for maintaining and spreading their ideology by confirming, strengthening, adding, and even arguing.
{"title":"Process Switching and Its Meaning towards Transgender Identity: An SFL Perspective","authors":"M. Manar, S. Mulyati","doi":"10.30998/scope.v7i1.13837","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13837","url":null,"abstract":"This SFL study attempts to scrutinise the process-type switching and its underlying meanings in the cyber-based interactive responses towards an issue of transgender. The issue is confined to the suspected genital reconstruction surgery of an Indonesian celebrity that becomes viral and triggers public debate on social media. 254 Indonesian clauses of interactive comments addressing the issue of transgender identity on a YouTube video of more than 2 million views were analysed. Prompting and replying responses were investigated for their categorization of process types by employing the tables of analysis adapted from the experiential meaning framework of Halliday and Matthiessen (2004). The analysis reveals some occurrences of process type switching in the interactive responses among responders in addressing the Indonesian sensitive and viral issue of transgender identity. In responding to the prompting comments, responders tended to employ relational and material clauses to establish values, evidences, and impacts in objective ways while they also used mental and verbal processes to affect one another in subjective ways. This Hallidayan study hints that the process switching among responders in addressing the issue of transgender is associated with the strategies for maintaining and spreading their ideology by confirming, strengthening, adding, and even arguing.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133753151","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 : 2022-09-30DOI: 10.30998/scope.v7i1.12825
A. Retnomurti, Nurmala Hendrawaty
The research aims to describe the personality and the personality development of Theodore Decker through psychosocial development perspectives in the main character of The Goldfinch novel. His personality becomes an example of how family and social environment contribute to the development of one’s personality. The research method used in understanding and in analysing the novel was descriptive qualitative. The research results are: According to Erik Erikson’s eight stages in psychosocial development theory, Theo has passed four major stages they are the stages of initiative vs guilt (14%), industry vs inferiority (14%), identity vs role confusion (46%), and intimacy vs isolation (29%). Theo struggles to pass the stage of identity vs role confusion. It has led him to the situation where he faces difficulties on understanding his identity and role within society. Theo is grown up as a person with less empathy for others, struggles with his drug addiction, and has trouble making commitments; Erik Erikson’s psychosocial development of the personality emphasizes the social influences in the development of the ego. Erikson’s theory of psychosocial development has eight distinct stages. Completing each step results in a healthy personality and the acquisition of the ego to resolve subsequent crises. Conversely, failure to complete a set will lead to ability reduction in completing further stages and an unhealthier personality and sense of self. Instead of focusing on sexual development, this theory is interesting in how children socialize and how social environment affects their senses.
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