Pub Date : 2022-09-30DOI: 10.30998/scope.v7i1.9978
Rahmarni Sawitri, R. Riyanto
The aim of this research is to examine the effect of grammar mastery on listening skills. Does someone’s mastery of grammar affect his listening skills? If it does, to what extent? To answer these questions, data, in a form of test answers were collected from students taking the IELTS Preparatory Class. The Listening section in IELTS consists of several types of questions including gap completion, matching and multiple choice questions. The focus of this research is on the gap completion questions as these types of questions require test takers to write down words/phrases/numbers as the answers; therefore, grammar mistakes are noticeable if there are any. Many students find the gap completion section quite challenging as they have to complete the blanks with a word or phrase used in a conversation accurately in terms of both spelling and grammar. Consequently, being able to get the right word or phrase to answer the question is important. The researchers tried to examine whether knowing some grammar can improve test takers’ possibility of getting correct answers. The finding show that students’ mastery of grammar, to some extent, has an effect on their listening skills. Knowing some grammar can help students get grammatically correct answers. As grammar is not a learning focus in most IELTS Preparatory classes, it is recommended that teachers select what grammar points should be addressed, to a certain degree, in order to improve test takers’ listening comprehension and accuracy.
{"title":"The Need to Teach Grammar in IELTS Listening Class","authors":"Rahmarni Sawitri, R. Riyanto","doi":"10.30998/scope.v7i1.9978","DOIUrl":"https://doi.org/10.30998/scope.v7i1.9978","url":null,"abstract":"The aim of this research is to examine the effect of grammar mastery on listening skills. Does someone’s mastery of grammar affect his listening skills? If it does, to what extent? To answer these questions, data, in a form of test answers were collected from students taking the IELTS Preparatory Class. The Listening section in IELTS consists of several types of questions including gap completion, matching and multiple choice questions. The focus of this research is on the gap completion questions as these types of questions require test takers to write down words/phrases/numbers as the answers; therefore, grammar mistakes are noticeable if there are any. Many students find the gap completion section quite challenging as they have to complete the blanks with a word or phrase used in a conversation accurately in terms of both spelling and grammar. Consequently, being able to get the right word or phrase to answer the question is important. The researchers tried to examine whether knowing some grammar can improve test takers’ possibility of getting correct answers. The finding show that students’ mastery of grammar, to some extent, has an effect on their listening skills. Knowing some grammar can help students get grammatically correct answers. As grammar is not a learning focus in most IELTS Preparatory classes, it is recommended that teachers select what grammar points should be addressed, to a certain degree, in order to improve test takers’ listening comprehension and accuracy.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"277 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":"116071064","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.v7i1.12917
Mildan Arsdan Fidinillah
The common problem in English teaching to a group of Indonesian speakers is that the group has difficulty understanding to an English topic. Such as in tenses, traditionally most teachers have done their best to explain in simple English and provide numerous examples. There's nothing wrong with this approach. However, as many Indonesian-speaking English teachers probably know, it can be helpful to quickly explain the concept in Indonesian. Then the lesson can turn back to English. Consequently, it wastes time and not effective, a solution should be found. One of the solutions is the Google Translate where Google Translate offers the most powerful, free online translation tools available. This English teaching article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to use Google Translate in class in lesson plans. This research tries to provide and share the strength and weaknesses of Google translate tool for writing learning. This research took some students from seventh semester of UNINDRA students as sample. The methodology used was descriptive. This research took time for about four (4) months. The findings of this research point out that many people are helped by the benefit of the Google Translate application. Despite the weaknesses of it, they believe that the results of the translation are accurate as long as they revise the translations manually.
{"title":"Google Translate Application for Simple Writing","authors":"Mildan Arsdan Fidinillah","doi":"10.30998/scope.v7i1.12917","DOIUrl":"https://doi.org/10.30998/scope.v7i1.12917","url":null,"abstract":"The common problem in English teaching to a group of Indonesian speakers is that the group has difficulty understanding to an English topic. Such as in tenses, traditionally most teachers have done their best to explain in simple English and provide numerous examples. There's nothing wrong with this approach. However, as many Indonesian-speaking English teachers probably know, it can be helpful to quickly explain the concept in Indonesian. Then the lesson can turn back to English. Consequently, it wastes time and not effective, a solution should be found. One of the solutions is the Google Translate where Google Translate offers the most powerful, free online translation tools available. This English teaching article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to use Google Translate in class in lesson plans. This research tries to provide and share the strength and weaknesses of Google translate tool for writing learning. This research took some students from seventh semester of UNINDRA students as sample. The methodology used was descriptive. This research took time for about four (4) months. The findings of this research point out that many people are helped by the benefit of the Google Translate application. Despite the weaknesses of it, they believe that the results of the translation are accurate as long as they revise the translations manually.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"4 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":"125842451","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.v7i1.11979
Habizar Habizar
The present study aims to conduct an analysis of English course materials that is needed by students of Sendaratasik Study Program at Universitas Jambi. The participants of this study were seventy students of Sendratasik Study program who have taken the English course in the second semester. To collect the data, the researcher used questionnaires and interviews as the instruments. The results of the need analysis show that the English learning goals for the students of Sendratasik is to communicate using English actively. Most of them are interested in learning English because they want to improve their speaking skill in order to prepare themselves to fulfill their professional demand. Besides, there are also some of the students consider that the theoretical material such as grammar is also important to learn but the portion must be reduced. Learning grammar such as tenses, and so forth should be thought in the first two meetings only and then continued with practical activities such as writing, reading, listening, and speaking practice.
{"title":"The English Course Materials Needs for Sendratasik Study Program","authors":"Habizar Habizar","doi":"10.30998/scope.v7i1.11979","DOIUrl":"https://doi.org/10.30998/scope.v7i1.11979","url":null,"abstract":"The present study aims to conduct an analysis of English course materials that is needed by students of Sendaratasik Study Program at Universitas Jambi. The participants of this study were seventy students of Sendratasik Study program who have taken the English course in the second semester. To collect the data, the researcher used questionnaires and interviews as the instruments. The results of the need analysis show that the English learning goals for the students of Sendratasik is to communicate using English actively. Most of them are interested in learning English because they want to improve their speaking skill in order to prepare themselves to fulfill their professional demand. Besides, there are also some of the students consider that the theoretical material such as grammar is also important to learn but the portion must be reduced. Learning grammar such as tenses, and so forth should be thought in the first two meetings only and then continued with practical activities such as writing, reading, listening, and speaking practice.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"89 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":"125917795","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.v7i1.13793
Maslihatul Bisriyah
Research on foreign language writing has shown that most EFL students faced some difficulties to produce a good composition in English. However, attention has mainly been directed to explore errors found on students’ written work. Little is known about what difficulties students have in the writing process. The present study investigates difficulties students faced in the six steps of writing process, namely choosing a topic, gathering ideas, outlining or organizing ideas, writing the first draft, reviewing the content and structure, as well as revising and making final correction. This study applied a qualitative method by using questionnaire and interview to collect the data. The subjects were English Language Education students who were taking an Essay Writing course in the third semester. The findings indicate that students face difficulties in all steps of essay writing process. Among those six steps, outlining and gathering ideas are claimed as the most effortful steps students have to pass. Writing the first draft and revising are the next two steps considered as challenging. Lastly, choosing a topic and reviewing content and structure are also demanding for small part of students. The difficulties students have and suggestions they propose are presented in this study. Those could be a basis for doing some improvements at institutional as well as individual level.
{"title":"EFL University Students’ Difficulties in the Essay Writing Process","authors":"Maslihatul Bisriyah","doi":"10.30998/scope.v7i1.13793","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13793","url":null,"abstract":"Research on foreign language writing has shown that most EFL students faced some difficulties to produce a good composition in English. However, attention has mainly been directed to explore errors found on students’ written work. Little is known about what difficulties students have in the writing process. The present study investigates difficulties students faced in the six steps of writing process, namely choosing a topic, gathering ideas, outlining or organizing ideas, writing the first draft, reviewing the content and structure, as well as revising and making final correction. This study applied a qualitative method by using questionnaire and interview to collect the data. The subjects were English Language Education students who were taking an Essay Writing course in the third semester. The findings indicate that students face difficulties in all steps of essay writing process. Among those six steps, outlining and gathering ideas are claimed as the most effortful steps students have to pass. Writing the first draft and revising are the next two steps considered as challenging. Lastly, choosing a topic and reviewing content and structure are also demanding for small part of students. The difficulties students have and suggestions they propose are presented in this study. Those could be a basis for doing some improvements at institutional as well as individual level.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"119 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":"132271652","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.v7i1.12036
A. Putri, B. Rahman Hz, S. Daulay
The point of this study is planned to research the ability of understudies in performing public speaking, in light of their personality: extrovert and introvert. This study utilized a qualitative approach where the scientist depicted the introvert and extrovert personalities of individual character of EFL students talking execution. The participants were 203 understudies from five classes of English. The data collection technique used was semi-structured. The data collected during this study was then examined using two different techniques: statistical counting for quantitative information about the introvert and extrovert traits of the students and analysis for qualitative information about the effectiveness of their public speaking. The findings show that on average, extrovert students’ accomplishments in talking are better than introverts, but not significant, however not huge. The thing that matters is simply 0.02 points among 0 to 5 in scoring. Students who are introverts or extroverts have different learning methods; introverts tend to study by themselves, while extroverts enjoy interacting with others and studying in groups.
{"title":"Does Personality Influence University Students’ Public Speaking?","authors":"A. Putri, B. Rahman Hz, S. Daulay","doi":"10.30998/scope.v7i1.12036","DOIUrl":"https://doi.org/10.30998/scope.v7i1.12036","url":null,"abstract":"The point of this study is planned to research the ability of understudies in performing public speaking, in light of their personality: extrovert and introvert. This study utilized a qualitative approach where the scientist depicted the introvert and extrovert personalities of individual character of EFL students talking execution. The participants were 203 understudies from five classes of English. The data collection technique used was semi-structured. The data collected during this study was then examined using two different techniques: statistical counting for quantitative information about the introvert and extrovert traits of the students and analysis for qualitative information about the effectiveness of their public speaking. The findings show that on average, extrovert students’ accomplishments in talking are better than introverts, but not significant, however not huge. The thing that matters is simply 0.02 points among 0 to 5 in scoring. Students who are introverts or extroverts have different learning methods; introverts tend to study by themselves, while extroverts enjoy interacting with others and studying in groups.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"69 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":"127160943","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.v7i1.13854
Dias Fatatin Birrina, I. Emaliana
While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.
{"title":"Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency","authors":"Dias Fatatin Birrina, I. Emaliana","doi":"10.30998/scope.v7i1.13854","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13854","url":null,"abstract":"While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.","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":"131201381","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.v7i1.12992
Ulfah Ridhwan Dirham
The research examines how Indonesian non-native English-speaking teachers (NNESTs) perceive various English accents including Indonesian English speakers around them and their English accents as well in terms of native or non-native viewed from the lens of English as a Lingua Franca (ELF). In addition, the research also investigates how they perceive pronunciation identity reflected in their English accents. Qualitative methods were employed by using written online interviews. The participants consisted of five (5) Indonesian NNESTs whose English teaching experiences range from 10 to 32 years in universities in Jakarta. They were asked about their perception of accents and their colleagues’ accents and EFL practice in Indonesian English language teaching, especially in their environment where English is expected as the lingua franca of communication. The data were collected using written semi-structured interviews through email and speaking tests recorded through WhatsApp and analyzed using interpretivism adapted from the approach of phenomenology in teaching English. The result reveals their acceptance of being identified as belonging to a particular ethnicity or nationality due to salient characteristics of their accents as part of pronunciation identity. In addition, the result also shows acceptance of varied accents worldwide, yet they also unconsciously show their preference for American and British accents if they could choose to do so.
{"title":"English as a Lingua Franca: Perceptions of Indonesian Non-Native English-Speaking Teachers (NNESTs) on English Pronunciation and Accents Identity","authors":"Ulfah Ridhwan Dirham","doi":"10.30998/scope.v7i1.12992","DOIUrl":"https://doi.org/10.30998/scope.v7i1.12992","url":null,"abstract":"The research examines how Indonesian non-native English-speaking teachers (NNESTs) perceive various English accents including Indonesian English speakers around them and their English accents as well in terms of native or non-native viewed from the lens of English as a Lingua Franca (ELF). In addition, the research also investigates how they perceive pronunciation identity reflected in their English accents. Qualitative methods were employed by using written online interviews. The participants consisted of five (5) Indonesian NNESTs whose English teaching experiences range from 10 to 32 years in universities in Jakarta. They were asked about their perception of accents and their colleagues’ accents and EFL practice in Indonesian English language teaching, especially in their environment where English is expected as the lingua franca of communication. The data were collected using written semi-structured interviews through email and speaking tests recorded through WhatsApp and analyzed using interpretivism adapted from the approach of phenomenology in teaching English. The result reveals their acceptance of being identified as belonging to a particular ethnicity or nationality due to salient characteristics of their accents as part of pronunciation identity. In addition, the result also shows acceptance of varied accents worldwide, yet they also unconsciously show their preference for American and British accents if they could choose to do so.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"81 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":"123408575","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.v7i1.13570
Risna Saswati
This study investigates the employment of teachers questioning strategies in Speaking classes in an EFL setting. This study intends to find out how the teachers employ those questioning strategies as well as to investigate whether the type of questioning strategies and the way teachers apply those types of questioning strategies assist learners in engaging in classroom interaction. The participants were teachers teaching Speaking classes and learners attending the classes. This study employed descriptive qualitative research using videotaped class observations and transcription as the techniques of data collection. The teachers’ questioning strategies and learners’ responses are highlighted and analyzed. The referential and follow-up questions were applied in the while-speaking stage to gain information from the learners and the class. The questions were addressed to the class and individuals to assist learners getting involved in the interaction. The display and follow-up questions were addressed more in a post-speaking stage, used for an assessment for today’s lesson. The results reveal that teachers mostly use display questions in the pre-speaking stage to introduce the new lesson, set the class mood, as the motivating strategies, and attract the class’s attention to the new lesson. The type of questions employed by the teachers are effective to make the learners involved in classroom interaction must be based on the needs and time. The way teachers address questions should be started in the class, in small groups, and with individuals. Teacher wait-time is one of the facilities for teachers are expected to provide learners as a learning opportunity.
{"title":"Teacher Questioning Strategies Employed in Speaking Classes in EFL Setting: A Study of Classroom Interaction","authors":"Risna Saswati","doi":"10.30998/scope.v7i1.13570","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13570","url":null,"abstract":"This study investigates the employment of teachers questioning strategies in Speaking classes in an EFL setting. This study intends to find out how the teachers employ those questioning strategies as well as to investigate whether the type of questioning strategies and the way teachers apply those types of questioning strategies assist learners in engaging in classroom interaction. The participants were teachers teaching Speaking classes and learners attending the classes. This study employed descriptive qualitative research using videotaped class observations and transcription as the techniques of data collection. The teachers’ questioning strategies and learners’ responses are highlighted and analyzed. The referential and follow-up questions were applied in the while-speaking stage to gain information from the learners and the class. The questions were addressed to the class and individuals to assist learners getting involved in the interaction. The display and follow-up questions were addressed more in a post-speaking stage, used for an assessment for today’s lesson. The results reveal that teachers mostly use display questions in the pre-speaking stage to introduce the new lesson, set the class mood, as the motivating strategies, and attract the class’s attention to the new lesson. The type of questions employed by the teachers are effective to make the learners involved in classroom interaction must be based on the needs and time. The way teachers address questions should be started in the class, in small groups, and with individuals. Teacher wait-time is one of the facilities for teachers are expected to provide learners as a learning opportunity.","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":"13 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":"127651858","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.v7i1.13609
Imam Suseno, Tarmizi Rasul, Supadi Supadi
There are some problems being faced by English teachers especially at SMK Kesuma Bangsa Depok to teach English. Enriching their students’ vocabulary and teaching parts of speech especially tenses are the two most challenging efforts. The appropriate methods to teach both of them were an Oral Questioning and Guiding in L1 (OQIGIL) methods. This study used an online action research implemented in SMK Kesuma Bangsa Depok grade XII, taking three months started in October to December 2021. This study involved 54 students of the Office Management Automation Program (OTKP) selected by simple random sampling. There were some activities to do during this action reseach cycle: 1) an action planning setting, 2) an action, 3) an observation, an evaluation, and 4) a reflection. The result of this study show that the OQIGIL method used in this classroom action research has made the students speak English confidently and appropriately since the average of the students’ English speaking scores are 74,54 at the first cycle and becomes 74,54 at the second cycles and the average of the third cycles is 79,63. The data indicate that there are four students (7%) at the first cycle, 23 students (43%) at the second cycles, and 33 students (61,11 %) at the third cycles to speak English confidently since the students are challenged to think English appropriately from the English materials directed in L1 by their English teachers and group captains during online learning
英语教师面临着一些问题，特别是在SMK Kesuma Bangsa Depok教英语。丰富学生的词汇量和教授词性尤其是时态是最具挑战性的两项工作。口语提问与L1引导(OQIGIL)教学法是两种教学方法的适当选择。本研究采用了在SMK Kesuma Bangsa Depok 12年级实施的在线行动研究，从2021年10月到12月为期三个月。本研究采用简单随机抽样的方法，选取办公室管理自动化专业(OTKP)的54名学生作为研究对象。在这个行动研究周期中有一些活动要做:1)行动计划设置，2)行动，3)观察，评估，4)反思。本研究的结果表明，在本次课堂行动研究中使用的OQIGIL方法使学生的英语口语表达更加自信和得体，因为学生的英语口语分数在第一轮的平均值为74,54分，在第二轮的平均值为74,54分，在第三轮的平均值为79,63分。数据表明，在第一个周期中有4名学生(7%)，在第二个周期中有23名学生(43%)，在第三个周期中有33名学生(61,11%)自信地说英语，因为学生在在线学习期间受到英语老师和小组组长指导的L1英语材料的挑战，以正确地思考英语
{"title":"Improving The Students’ Speaking Confidence by Online Learning","authors":"Imam Suseno, Tarmizi Rasul, Supadi Supadi","doi":"10.30998/scope.v7i1.13609","DOIUrl":"https://doi.org/10.30998/scope.v7i1.13609","url":null,"abstract":"There are some problems being faced by English teachers especially at SMK Kesuma Bangsa Depok to teach English. Enriching their students’ vocabulary and teaching parts of speech especially tenses are the two most challenging efforts. The appropriate methods to teach both of them were an Oral Questioning and Guiding in L1 (OQIGIL) methods. This study used an online action research implemented in SMK Kesuma Bangsa Depok grade XII, taking three months started in October to December 2021. This study involved 54 students of the Office Management Automation Program (OTKP) selected by simple random sampling. There were some activities to do during this action reseach cycle: 1) an action planning setting, 2) an action, 3) an observation, an evaluation, and 4) a reflection. The result of this study show that the OQIGIL method used in this classroom action research has made the students speak English confidently and appropriately since the average of the students’ English speaking scores are 74,54 at the first cycle and becomes 74,54 at the second cycles and the average of the third cycles is 79,63. The data indicate that there are four students (7%) at the first cycle, 23 students (43%) at the second cycles, and 33 students (61,11 %) at the third cycles to speak English confidently since the students are challenged to think English appropriately from the English materials directed in L1 by their English teachers and group captains during online learning","PeriodicalId":229988,"journal":{"name":"Scope : Journal of English Language Teaching","volume":" 873","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120829167","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.v7i1.13283
Paramita Kusumawardhani, S. Syihabuddin
The research aims to analyze the use of chaining activity on teaching writing of affixes on legal document. Language is used to communicate each other, both written and spoken, to ease the audiences so it can be understood when the first time they read or hear it. On legal document, it should be simplified in written, used appropriate words and sentences structures, and presented clearly and logically. Language is also related to writing, of Morphology and Syntax that is in line with affixes. The right form of writing in Morphosyntax on legal document can ease both the readers and hearers when they have legal problems, so the appropriate actions can be taken. Morphosyntax is the combination of Morphology and Syntax. Morphosyntax studies about how words are formed and combined with structures into a good sentence. The method used was qualitative method to give the understanding about chaining the words in improving the writing skill and connecting the affixes to the base word especially in English legal document. The legal document was used as the research instrument. The participants of the research were the 1st semester of accounting students at University of Bina Sarana Informatika. The result of the research is there are some affixes, as the Morphology aspects, commonly used on the legal document, the affixes are: -ance, -al, -ence, -er, -ing, -ment, -or, etc. For Syntax aspects, there are grammar, noun, verb, adjective, adverb and preposition found on the legal document.
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