This study aims to ascertain whether using the Quizizz application affects students' reading comprehension abilities in seventh-grade junior high school. The researchers used a pre-experiment design with a single group design to conduct this quantitative study. Seventh graders at one of Surabaya's public junior high schools served as the study's sample. Pre-test and post-test were utilized in this study to gather data. This study examined a paired sample t-test to collect the information. The t-test indicates that the student's scores after receiving the treatment are higher than the students' scores before, as evidenced by the average score's increase from 64.41 to 81.12. The Alternative hypothesis is accepted as there is a substantial impact of utilizing Quizizz on students' reading comprehension abilities, according to the findings of the paired sample t-test, which revealed that the Sig (2-tailed) score is 0.000 <0.05. It has implied that Quizizz could improve students' reading comprehension since the teacher provides valuable knowledge for students. They are motivated to read English text using Quizizz. It is recommended for future research to explore the application of Quizizz for other skills.
{"title":"EFFECT OF QUIZIZZ APPLICATION ON THE STUDENTS’ READING COMPREHENSION","authors":"Niscaya Annisa, Arik Susanti","doi":"10.31943/wej.v8i1.244","DOIUrl":"https://doi.org/10.31943/wej.v8i1.244","url":null,"abstract":"This study aims to ascertain whether using the Quizizz application affects students' reading comprehension abilities in seventh-grade junior high school. The researchers used a pre-experiment design with a single group design to conduct this quantitative study. Seventh graders at one of Surabaya's public junior high schools served as the study's sample. Pre-test and post-test were utilized in this study to gather data. This study examined a paired sample t-test to collect the information. The t-test indicates that the student's scores after receiving the treatment are higher than the students' scores before, as evidenced by the average score's increase from 64.41 to 81.12. The Alternative hypothesis is accepted as there is a substantial impact of utilizing Quizizz on students' reading comprehension abilities, according to the findings of the paired sample t-test, which revealed that the Sig (2-tailed) score is 0.000 <0.05. It has implied that Quizizz could improve students' reading comprehension since the teacher provides valuable knowledge for students. They are motivated to read English text using Quizizz. It is recommended for future research to explore the application of Quizizz for other skills.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"2 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241255","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}
A. Aisyah, Ferri Hidayad, Muhammad Bambang Purwanto
The current study looked into the grammar learning techniques (GLS) employed by SMK Negeri 6 Palembang students. In particular, it looked at the mean variations in the GLS dependent on the students' competence levels. The data was gathered through a survey-based quantitative research design. Undergraduate grammar course students at SMK Negeri 6 Palembang were randomly given a set of surveys via Google Forms. Forty students answered the questionnaire, making them research participants. To evaluate the data, both descriptive and inferential analysis were performed. The results showed that the most frequently employed cognitive, metacognitive, affective, and social strategies were, in that order, taking notes while listening to their teacher's explanations, figuring out why they made mistakes, pushing themselves to practice grammar, and asking friends for assistance. It was discovered that students most frequently employed social strategy. The study also showed that more high proficient students than low proficient students employed all strategies. For future research, teachers might adapt their teaching strategy to align with students' grammar learning strategies by using the research findings. Less skilled students can also pick up the strategy employed by the more skilled students, allowing them to gain from using the strategies in their own learning grammar.
本研究调查了巴伦邦第六中学（SMK Negeri 6 Palembang）学生使用的语法学习技巧（GLS）。特别是，它考察了语法学习技巧的平均差异与学生的能力水平之间的关系。数据是通过基于调查的定量研究设计收集的。通过谷歌表格随机向巴伦邦第六中学语法课程的本科生发放了一组调查问卷。40 名学生回答了问卷，成为研究参与者。为了评估数据，研究人员进行了描述性和推论性分析。结果显示，最常使用的认知策略、元认知策略、情感策略和社交策略依次为：听老师讲解时做笔记、找出自己犯错的原因、督促自己练习语法、向朋友寻求帮助。研究发现，学生最常使用的是社交策略。研究还显示，采用所有策略的高水平学生多于低水平学生。在今后的研究中，教师可根据研究结果调整教学策略，以配合学生的语法学习策略。语法水平较低的学生也可以学习语法水平较高的学生所使用的策略，让他们在自己的语法学习中也能从中受益。
{"title":"EFFECT OF GRAMMAR LEARNING STRATEGIES (GLS) IN LANGUAGE LEARNING: CASE STUDY ON VOCATIONAL HIGH SCHOOL STUDENTS IN DETERMINING PROFICIENCY LEVELS","authors":"A. Aisyah, Ferri Hidayad, Muhammad Bambang Purwanto","doi":"10.31943/wej.v8i1.281","DOIUrl":"https://doi.org/10.31943/wej.v8i1.281","url":null,"abstract":"The current study looked into the grammar learning techniques (GLS) employed by SMK Negeri 6 Palembang students. In particular, it looked at the mean variations in the GLS dependent on the students' competence levels. The data was gathered through a survey-based quantitative research design. Undergraduate grammar course students at SMK Negeri 6 Palembang were randomly given a set of surveys via Google Forms. Forty students answered the questionnaire, making them research participants. To evaluate the data, both descriptive and inferential analysis were performed. The results showed that the most frequently employed cognitive, metacognitive, affective, and social strategies were, in that order, taking notes while listening to their teacher's explanations, figuring out why they made mistakes, pushing themselves to practice grammar, and asking friends for assistance. It was discovered that students most frequently employed social strategy. The study also showed that more high proficient students than low proficient students employed all strategies. For future research, teachers might adapt their teaching strategy to align with students' grammar learning strategies by using the research findings. Less skilled students can also pick up the strategy employed by the more skilled students, allowing them to gain from using the strategies in their own learning grammar.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"49 213","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237003","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}
Pre-experimental design with one group pre-test and post-test was used in this study to determine whether there is any positive or negative effect on students' vocabulary mastery after they are taught using English songs. This study's instruments were a written vocabulary test and a field note. The researchers employed English songs combined with a Vocabulary self-collection (VSS) technique in the treatment to improve students' vocabulary acquisition. The mean pre-test score for 39 students in the eighth grade at an Islamic junior high school was 48,71, and the mean post-test score was 80, 89. The mean results of the pre-test and post-test demonstrated a significant improvement in students' vocabulary mastery. The t-test's p-value (sig-2-tailed) was 0.00, which is less than 0.05. This outcome indicated that Ho was refused but Ha was authorized. It was able to prove that gaining vocabulary in the eighth grade of an Islamic junior high school utilizing an English song and VSS had a positive impact on students' vocabulary mastery. The main teaching implication of this study is that when an English song is combined with specific teaching and learning objectives and supported by learning assessment through VSS, it might assist students in learning English vocabulary effectively.
{"title":"IMPACT OF ENGLISH SONG IN VOCABULARY LEARNING : A PRE-EXPERIMENTAL STUDY AT A JUNIOR ISLAMIC BOARDING SCHOOL","authors":"Hikmah Pravitasari, Amila Yashila Rahmah","doi":"10.31943/wej.v8i1.262","DOIUrl":"https://doi.org/10.31943/wej.v8i1.262","url":null,"abstract":"Pre-experimental design with one group pre-test and post-test was used in this study to determine whether there is any positive or negative effect on students' vocabulary mastery after they are taught using English songs. This study's instruments were a written vocabulary test and a field note. The researchers employed English songs combined with a Vocabulary self-collection (VSS) technique in the treatment to improve students' vocabulary acquisition. The mean pre-test score for 39 students in the eighth grade at an Islamic junior high school was 48,71, and the mean post-test score was 80, 89. The mean results of the pre-test and post-test demonstrated a significant improvement in students' vocabulary mastery. The t-test's p-value (sig-2-tailed) was 0.00, which is less than 0.05. This outcome indicated that Ho was refused but Ha was authorized. It was able to prove that gaining vocabulary in the eighth grade of an Islamic junior high school utilizing an English song and VSS had a positive impact on students' vocabulary mastery. The main teaching implication of this study is that when an English song is combined with specific teaching and learning objectives and supported by learning assessment through VSS, it might assist students in learning English vocabulary effectively.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"65 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's educational landscape, digital literacy has emerged as a critical skill for pre-service teachers, enabling them to effectively utilize technology in classrooms and provide students with valuable information technology resources. This study aims to investigate the digital literacy levels of pre-service teachers participating in a teaching assistance program at school. Employing descriptive statistics, the research analyzed data collected from pre-service teachers enrolled in the Teaching Assistance Program, using a framework designed to assess teacher digital literacy across five key dimensions: information management, team-based learning, information processing and presentation, digital integrity, and social responsibility. The findings reveal that pre-service teachers demonstrated a high level of digital literacy across all dimensions. While highlighting their readiness to employ information and communications technology (ICT) for educational purposes, the results also underscore an ongoing need for further development in digital literacy skills. Importantly, these findings contribute significantly to providing insightful data regarding the level of digital literacy of pre-service teachers. Next, future research endeavors should address the limitations of this study by employing diversified methodologies and ensuring broader sample representations.
{"title":"EXPLORING THE DIGITAL LITERACY OF PRE-SERVICE TEACHERS: A STUDY ON THE TEACHING ASSISTANCE PROGRAM","authors":"Nur Hafizhah, Nanik Mariani, Fahmi Hidayat","doi":"10.31943/wej.v8i1.280","DOIUrl":"https://doi.org/10.31943/wej.v8i1.280","url":null,"abstract":"In today's educational landscape, digital literacy has emerged as a critical skill for pre-service teachers, enabling them to effectively utilize technology in classrooms and provide students with valuable information technology resources. This study aims to investigate the digital literacy levels of pre-service teachers participating in a teaching assistance program at school. Employing descriptive statistics, the research analyzed data collected from pre-service teachers enrolled in the Teaching Assistance Program, using a framework designed to assess teacher digital literacy across five key dimensions: information management, team-based learning, information processing and presentation, digital integrity, and social responsibility. The findings reveal that pre-service teachers demonstrated a high level of digital literacy across all dimensions. While highlighting their readiness to employ information and communications technology (ICT) for educational purposes, the results also underscore an ongoing need for further development in digital literacy skills. Importantly, these findings contribute significantly to providing insightful data regarding the level of digital literacy of pre-service teachers. Next, future research endeavors should address the limitations of this study by employing diversified methodologies and ensuring broader sample representations.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"24 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240242","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}
Style in translation can be a parameter in translation quality assessment (TQA). The style in translation refers to the translation having the same perspective as the source text. In assessing style in translation, translation does not only focus on the meaning but also the relevance of utterance. The article discusses the translation style based on pragmatic studies. The study used the utterances in the tourism text Solo Calendar of Event 2018 as data since the text has a communication function. The function of the text should be represented in the translation to achieve the same perspective of translation. The style in translation also considers the translator's effort to achieve the equivalence in meaning and relevance of utterance. The style in translation of a pragmatic perspective requires a relevance of communication. The study indicates that the there are two relevance degree, namely translation with strong and weak relevance. Translation with strong relevance indicates that translation can preserve the style of source text. The maintaining of style of source text contribute to the high quality of translation.
翻译风格可以作为翻译质量评估（TQA）的一个参数。翻译风格是指译文与原文具有相同的视角。在评估翻译风格时，翻译不仅要关注意义，还要关注语篇的相关性。本文在语用学研究的基础上讨论了翻译风格。研究以旅游文本《Solo Calendar of Event 2018》中的语篇为数据，因为文本具有传播功能。文本的功能应在译文中得到体现，以达到相同的翻译视角。翻译风格还考虑译者为实现语篇意义对等和相关性所做的努力。语用角度的翻译风格要求交流的相关性。研究表明，有两种相关性程度，即强相关性翻译和弱相关性翻译。相关性强的翻译表明翻译能够保持源文本的风格。 保持源文本的风格有助于提高翻译质量。
{"title":"STYLE IN TRANSLATION AS A PARAMETER IN TQA: A PRAGMATIC PERSPECTIVE","authors":"Rahmat Wisudawanto","doi":"10.31943/wej.v8i1.261","DOIUrl":"https://doi.org/10.31943/wej.v8i1.261","url":null,"abstract":"Style in translation can be a parameter in translation quality assessment (TQA). The style in translation refers to the translation having the same perspective as the source text. In assessing style in translation, translation does not only focus on the meaning but also the relevance of utterance. The article discusses the translation style based on pragmatic studies. The study used the utterances in the tourism text Solo Calendar of Event 2018 as data since the text has a communication function. The function of the text should be represented in the translation to achieve the same perspective of translation. The style in translation also considers the translator's effort to achieve the equivalence in meaning and relevance of utterance. The style in translation of a pragmatic perspective requires a relevance of communication. The study indicates that the there are two relevance degree, namely translation with strong and weak relevance. Translation with strong relevance indicates that translation can preserve the style of source text. The maintaining of style of source text contribute to the high quality of translation. ","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"23 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240387","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}
Pricilia Tupalessy, M. Ferdinandus, Hellien J. Loppies
The study focuses on the dynamics and types of teacher and student talks in EFL classrooms. It highlights whether teacher or student talk dominates class and impacts students' language acquisition. It was conducted in an Eastern Indonesian secondary school and employed exploratory sequential mixed methods. The data were collected from an English teacher and 32 students through interviews and observations. Thematic analysis and relative frequency distribution table were used for data analysis. The findings showed that teacher talk dominated classroom activities and made student-centred learning lacking, thus affecting students' language acquisition. Various teacher and student talk categories were identified using the Flander Interaction Analysis Category (FIAC) framework. Teacher Talk (TT) involved indirect influences such as accepting feelings, praises or encourages, using students' ideas, and asking questions. The direct influence includes lecture, giving directions, and criticizing students' behaviour. While Student Talk (ST) had students' responses, students-initiated silence and confusion. Implications suggest enhancing teachers' conversation management skills and fostering a more student-centred approach to facilitate students' language practice and participation. Additionally, future researchers who wish to conduct similar research can develop deeper by looking at other aspects that positively impact interaction in the English language classroom.
{"title":"TEACHER TALK AND STUDENTS TALK IN EFL CLASS ACTIVITY: SECONDARY SCHOOL CONTEXT","authors":"Pricilia Tupalessy, M. Ferdinandus, Hellien J. Loppies","doi":"10.31943/wej.v8i1.266","DOIUrl":"https://doi.org/10.31943/wej.v8i1.266","url":null,"abstract":"The study focuses on the dynamics and types of teacher and student talks in EFL classrooms. It highlights whether teacher or student talk dominates class and impacts students' language acquisition. It was conducted in an Eastern Indonesian secondary school and employed exploratory sequential mixed methods. The data were collected from an English teacher and 32 students through interviews and observations. Thematic analysis and relative frequency distribution table were used for data analysis. The findings showed that teacher talk dominated classroom activities and made student-centred learning lacking, thus affecting students' language acquisition. Various teacher and student talk categories were identified using the Flander Interaction Analysis Category (FIAC) framework. Teacher Talk (TT) involved indirect influences such as accepting feelings, praises or encourages, using students' ideas, and asking questions. The direct influence includes lecture, giving directions, and criticizing students' behaviour. While Student Talk (ST) had students' responses, students-initiated silence and confusion. Implications suggest enhancing teachers' conversation management skills and fostering a more student-centred approach to facilitate students' language practice and participation. Additionally, future researchers who wish to conduct similar research can develop deeper by looking at other aspects that positively impact interaction in the English language classroom.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"15 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240615","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}
Eka Agustina, Mega Utami, Nanda Aprilia, Epita Sari, Ramadhoni Ramadhoni
This study focused on the most dominant way of Students' Pronunciation of the English Inflectional “-S” Ending at the Tenth Grade of SMA Pangudi Luhur. The writer used the quantitative content analysis method to know the dominant way students pronounce the Inflectional “-S” Ending that was produced by 43 respondents. The technique of collecting the data was an instrument test consisting of 30 words of inflectional “-S” endings of two paragraphs and observation. Techniques for analyzing the data are coding category, coding material, data display, and analyzing and interpreting the result. Moreover, from the Pronunciation of inflectional “-S” endings, there were three possible inflectional “-S” endings such as /s/, /z/, and/iz/. Based on the findings, the dominant error in students' Pronunciation of inflectional test was uninflected with /iz/ endings 1.131 (37%) words, /z/ endings 1.129 (33%) words, and /s/ 1.057 (30%) words. The most uninflected words made by the students were/iz/ and the “-S” in the third person singular present tense.
{"title":"STUDENTS’ PRONUNCIATION ANALYSIS OF ENGLISH INFLECTIONAL –S ENDING AT SMA PANGUDI LUHUR","authors":"Eka Agustina, Mega Utami, Nanda Aprilia, Epita Sari, Ramadhoni Ramadhoni","doi":"10.31943/wej.v8i1.270","DOIUrl":"https://doi.org/10.31943/wej.v8i1.270","url":null,"abstract":"This study focused on the most dominant way of Students' Pronunciation of the English Inflectional “-S” Ending at the Tenth Grade of SMA Pangudi Luhur. The writer used the quantitative content analysis method to know the dominant way students pronounce the Inflectional “-S” Ending that was produced by 43 respondents. The technique of collecting the data was an instrument test consisting of 30 words of inflectional “-S” endings of two paragraphs and observation. Techniques for analyzing the data are coding category, coding material, data display, and analyzing and interpreting the result. Moreover, from the Pronunciation of inflectional “-S” endings, there were three possible inflectional “-S” endings such as /s/, /z/, and/iz/. Based on the findings, the dominant error in students' Pronunciation of inflectional test was uninflected with /iz/ endings 1.131 (37%) words, /z/ endings 1.129 (33%) words, and /s/ 1.057 (30%) words. The most uninflected words made by the students were/iz/ and the “-S” in the third person singular present tense.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240831","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}
Sari Rejeki, Imani Satriani, Qoute Nuraini Cahyaningrum
Studies on tourism in Bogor have focussed on community-based tourism, natural and outdoor tourism, the preservation of natural environment and culture of its people. This research in particular focuses on specifically combining local culture and language learning.The aim of this study is to shed light on how lesson plans can be incorporated in developing existing tour packages of a tourist attraction that promotes local culture. It proposes lesson plan by Brown and the notion of Engage-Study-Activate by Harmer. Using qualitative approach, Kampoeng Wisata Cinangneng located in Bogor Regency is chosen as case study. As the tour packages in Kampung Wisata Cinangneng are popular amongst elementary school students to teenagers, the lesson plans are limited to these age groups. Data collection techniques applied in this study were literature studies, observations, interview and documentation. The findings also support the use of six stages for analysis to design and develop an itinerary as part of a tour package. The stages involve determining a tourist attraction that promote local culture, studying its tour packages or programs to seek the target market and what it advertises, identifying unique local culture advocated from the tourist destination, determining local culture which can be incorporated with language learning, researching further the local culture selected. The last stage entails, applying Browns’ lesson plan and Harmers’ Engage-Study-Activate in the procedure. The stages of analysis proposed is seen crucial to make tour packages not only entertaining but also have educational value. In this case, preserving and promoting local culture. Drawing on the results, this study gives an advantage in the applicability of writing a lesson plan that focuses on local culture and language learning for an itinerary.
{"title":"INCORPORATING LESSON PLAN IN DEVELOPING AN ITINERARY FOR A TOUR PACKAGE TO PROMOTE LOCAL CULTURE: A CASE STUDY IN KAMPOENG WISATA CINANGNENG, BOGOR REGENCY","authors":"Sari Rejeki, Imani Satriani, Qoute Nuraini Cahyaningrum","doi":"10.31943/wej.v8i1.265","DOIUrl":"https://doi.org/10.31943/wej.v8i1.265","url":null,"abstract":"Studies on tourism in Bogor have focussed on community-based tourism, natural and outdoor tourism, the preservation of natural environment and culture of its people. This research in particular focuses on specifically combining local culture and language learning.The aim of this study is to shed light on how lesson plans can be incorporated in developing existing tour packages of a tourist attraction that promotes local culture. It proposes lesson plan by Brown and the notion of Engage-Study-Activate by Harmer. Using qualitative approach, Kampoeng Wisata Cinangneng located in Bogor Regency is chosen as case study. As the tour packages in Kampung Wisata Cinangneng are popular amongst elementary school students to teenagers, the lesson plans are limited to these age groups. Data collection techniques applied in this study were literature studies, observations, interview and documentation. The findings also support the use of six stages for analysis to design and develop an itinerary as part of a tour package. The stages involve determining a tourist attraction that promote local culture, studying its tour packages or programs to seek the target market and what it advertises, identifying unique local culture advocated from the tourist destination, determining local culture which can be incorporated with language learning, researching further the local culture selected. The last stage entails, applying Browns’ lesson plan and Harmers’ Engage-Study-Activate in the procedure. The stages of analysis proposed is seen crucial to make tour packages not only entertaining but also have educational value. In this case, preserving and promoting local culture. Drawing on the results, this study gives an advantage in the applicability of writing a lesson plan that focuses on local culture and language learning for an itinerary.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to investigates Bantenese students' perceptions of integrating digital technologies in collaborative learning. A descriptive qualitative approach was engaged, employing questionnaires as the primary means of data collection. Subsequently, the data underwent a comprehensive analysis involving data reduction, presentation, and the formulation of conclusions. The research revealed that the integration of technology in collaborative learning, from the viewpoint of Bantenese’ students, offers substantial support and benefits to both educators and learners. It provides convenient access to comprehensive information from various reputable sources, thereby reducing the time needed for assignments. Nonetheless, a drawback associated with the incorporation of technology in education is the risk of fostering passivity in students, as they may opt for immediate solutions through artificial intelligence or turn to assignment service websites, raising concerns about their authenticity and data security. This research also underscores the necessity for additional exploration into the difficulties encountered by students in Banten when engaging in collaborative learning approaches that incorporate technology.
{"title":"DIGITAL LITERACY WITH EFL STUDENTS: DISCOVERING BANTEN’S STUDENTS' PERCEPTION ABOUT INTEGRATING DIGITAL TECHNOLOGIES IN COLLABORATIVE LEARNING","authors":"Azra Nur Izzati Aziz, Kheryadi Kheryadi","doi":"10.31943/wej.v8i1.264","DOIUrl":"https://doi.org/10.31943/wej.v8i1.264","url":null,"abstract":"This research aims to investigates Bantenese students' perceptions of integrating digital technologies in collaborative learning. A descriptive qualitative approach was engaged, employing questionnaires as the primary means of data collection. Subsequently, the data underwent a comprehensive analysis involving data reduction, presentation, and the formulation of conclusions. The research revealed that the integration of technology in collaborative learning, from the viewpoint of Bantenese’ students, offers substantial support and benefits to both educators and learners. It provides convenient access to comprehensive information from various reputable sources, thereby reducing the time needed for assignments. Nonetheless, a drawback associated with the incorporation of technology in education is the risk of fostering passivity in students, as they may opt for immediate solutions through artificial intelligence or turn to assignment service websites, raising concerns about their authenticity and data security. This research also underscores the necessity for additional exploration into the difficulties encountered by students in Banten when engaging in collaborative learning approaches that incorporate technology.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"6 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239852","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}
Muhammad Muklas, Revina Yuliana, Evi Nurkhasanah, Lilis Nur Fahriza, Sefti Zhintia Yulianda
English includes common skills such as listening, reading, speaking, and writing. Many students focus on speaking skills and complain that English is a difficult language to use or pronounce. This is not easy when we are born with students whose everyday language is not English, which can make it difficult for these students. There are quite a few students today whose ability to speak English is still not good. Of course, there must be a solution to the problem. Therefore, this research aimed to find out what factors affect students English speaking proficiency. This research uses qualitative methods. Among them, in this research the process of identifying, classifying, and analyzing data according to the data analysis procedures in this study. There were 24 students sampled in this research. The results of this research are; the factors affecting students English speaking proficiency. These two factors are affective factors (risk-taking and motivation) and linguistic factors (grammar and vocabulary); (2) the oral performance test results of 24 students currently explain that their oral performance results are at the 5th-grade level or higher with a total average of 5.0.
{"title":"ANALYSIS OF THE FACTORS AFFECTING STUDENTS’ ENGLISH SPEAKING PROFICIENCY","authors":"Muhammad Muklas, Revina Yuliana, Evi Nurkhasanah, Lilis Nur Fahriza, Sefti Zhintia Yulianda","doi":"10.31943/wej.v8i1.275","DOIUrl":"https://doi.org/10.31943/wej.v8i1.275","url":null,"abstract":"English includes common skills such as listening, reading, speaking, and writing. Many students focus on speaking skills and complain that English is a difficult language to use or pronounce. This is not easy when we are born with students whose everyday language is not English, which can make it difficult for these students. There are quite a few students today whose ability to speak English is still not good. Of course, there must be a solution to the problem. Therefore, this research aimed to find out what factors affect students English speaking proficiency. This research uses qualitative methods. Among them, in this research the process of identifying, classifying, and analyzing data according to the data analysis procedures in this study. There were 24 students sampled in this research. The results of this research are; the factors affecting students English speaking proficiency. These two factors are affective factors (risk-taking and motivation) and linguistic factors (grammar and vocabulary); (2) the oral performance test results of 24 students currently explain that their oral performance results are at the 5th-grade level or higher with a total average of 5.0.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241268","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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