This study was aimed to describe how implement character building in language teaching (Indonesia and English) at Junior High School. An examination of relevant documents, in addition to observations and interviews, was used to compile the data. According to the findings of this research, the six different lesson plans that were analyzed contained a total of 12 different character values. The character values were reinforced upon by two different teachers throughout the various learning activities, and they were mentioned in a special sub-title as well. Based on the findings, it appears that only teacher A taught the character qualities by directly stating them to the students. The lessons on values were typically integrated into the activities that were being done by the other two teachers.
{"title":"Character Building in Language Teaching: An Analysis of the Learning Activities","authors":"M. Ilyas","doi":"10.24903/sj.v5i2.1080","DOIUrl":"https://doi.org/10.24903/sj.v5i2.1080","url":null,"abstract":"This study was aimed to describe how implement character building in language teaching (Indonesia and English) at Junior High School. An examination of relevant documents, in addition to observations and interviews, was used to compile the data. According to the findings of this research, the six different lesson plans that were analyzed contained a total of 12 different character values. The character values were reinforced upon by two different teachers throughout the various learning activities, and they were mentioned in a special sub-title as well. Based on the findings, it appears that only teacher A taught the character qualities by directly stating them to the students. The lessons on values were typically integrated into the activities that were being done by the other two teachers.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124625364","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}
Background: Universities must design post-pandemic online learning strategies and pay attention to the characteristics of students and lecturers in their learning. The learning process in higher education is also expected not only to hone students' abilities academically or vocationally but also to be able to produce students who have digital skills. Methodology: The method used in this study is the Confirmatory Factor Analysis method with 135 respondents and analyzed using the Structural Equation Model using Lisrel. Findings: The research findings illustrate that all the independent factors studied to determine the success of learning Indonesian. Conclusion: This research recommends that stakeholders are expected to evaluate the obstacles or obstacles faced so that all online learning activities innovate by producing better learning applications. For further research, it is advisable to use a mixed-method approach to triangulate the results using quantitative and qualitative methods and use a wider sample so that the results can be more generalized. Originality: This study examines post-pandemic language learning, as opposed to online language learning mentioned in earlier research. This research focuses mostly on significant topics such internet network, infrastructure, and lecturer quality.
{"title":"Problems of the Online-Based Curriculum of Language Learning in Higher Education in the post-Pandemic","authors":"Samsu Armadi","doi":"10.24903/sj.v7i01.1081","DOIUrl":"https://doi.org/10.24903/sj.v7i01.1081","url":null,"abstract":"Background: \u0000Universities must design post-pandemic online learning strategies and pay attention to the characteristics of students and lecturers in their learning. The learning process in higher education is also expected not only to hone students' abilities academically or vocationally but also to be able to produce students who have digital skills. \u0000Methodology: \u0000The method used in this study is the Confirmatory Factor Analysis method with 135 respondents and analyzed using the Structural Equation Model using Lisrel. \u0000Findings: \u0000The research findings illustrate that all the independent factors studied to determine the success of learning Indonesian. \u0000Conclusion: \u0000This research recommends that stakeholders are expected to evaluate the obstacles or obstacles faced so that all online learning activities innovate by producing better learning applications. For further research, it is advisable to use a mixed-method approach to triangulate the results using quantitative and qualitative methods and use a wider sample so that the results can be more generalized. \u0000Originality: \u0000This study examines post-pandemic language learning, as opposed to online language learning mentioned in earlier research. This research focuses mostly on significant topics such internet network, infrastructure, and lecturer quality.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127651134","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}
Background: The occurrence of the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at Islamic universities in Indonesia. Learning loss is a separate obstacle that must be faced after the COVID-19 pandemic. This study aims to describe lecturers' factors, strategies, and roles in dealing with learning loss in learning English at Islamic universities in Indonesia. Methodology: This study examines or interprets written materials based on the context of published records, textbooks, newspapers, periodicals, and articles. This paper's method guided the writing of research-based conclusions. These conclusions defined "learning loss" and examined the English learning problems at Islamic universities in Indonesia following the pandemic. Descriptive-qualitative methods get facts and interpretations. This method studies deductive and inductive reasoning up to the level of description. Findings: This study finds some factors of learning loss in English learning at Islamic universities, such as internet access, the quality of their distance education program, families, and engagement. Conclusion: This research concludes that in overcoming learning loss after the COVID-19 pandemic, learning recovery is carried out by all parties, including the university, lecturers, the entire campus academic community, and local and central governments, by designing the Independent Learning Curriculum. Originality: This research demonstrates that the COVID-19 pandemic significantly impacts English learning. In addition, this study identifies the causes of student learning loss at Islamic universities.
{"title":"The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic","authors":"S. Susanto","doi":"10.24903/sj.v7i01.1076","DOIUrl":"https://doi.org/10.24903/sj.v7i01.1076","url":null,"abstract":"Background: \u0000The occurrence of the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at Islamic universities in Indonesia. Learning loss is a separate obstacle that must be faced after the COVID-19 pandemic. This study aims to describe lecturers' factors, strategies, and roles in dealing with learning loss in learning English at Islamic universities in Indonesia. \u0000Methodology: \u0000This study examines or interprets written materials based on the context of published records, textbooks, newspapers, periodicals, and articles. This paper's method guided the writing of research-based conclusions. These conclusions defined \"learning loss\" and examined the English learning problems at Islamic universities in Indonesia following the pandemic. Descriptive-qualitative methods get facts and interpretations. This method studies deductive and inductive reasoning up to the level of description. \u0000Findings: \u0000This study finds some factors of learning loss in English learning at Islamic universities, such as internet access, the quality of their distance education program, families, and engagement. \u0000Conclusion: \u0000This research concludes that in overcoming learning loss after the COVID-19 pandemic, learning recovery is carried out by all parties, including the university, lecturers, the entire campus academic community, and local and central governments, by designing the Independent Learning Curriculum. \u0000Originality: \u0000This research demonstrates that the COVID-19 pandemic significantly impacts English learning. In addition, this study identifies the causes of student learning loss at Islamic universities.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126465350","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}
P. Astuti, Nunun Tri Widarwati, Ratih Wijayava, M. Muamaroh
Background: Dubbing is an interesting translation for movie viewers because viewers do not need to be constrained by reading the subtitling on the monitor. However, with all its limitations dubbing is a challenge for a translator. Frozen: Party is over is an intriguing film to investigate. Methodology: All utterances of the characters in the film are becoming the research data. The numbers of data were 62 for words, phrases and sentences and analyzed using Molina & Albir's translation theory. The interactive model of Miles and Huberman analyzed all the data. Findings: The result of the research is that the translation techniques used by the translator were modulation, established equivalent and literal. The most dominant technique used by the translator was literal. This is because children consume the film, so most of the sentences are simple sentences. Conclusion: The translation techniques used by the translator were modulation, established equivalent and literal. Originality: This research focused on the dubbing translation technique for the animated film Frozen: Party is over. In comparison, other research with the same object discussed topics such as deixis, language styles, illocutionary act and subtitling.
{"title":"Dubbing Translation Technique in the Animated Film of Frozen: Party is Over","authors":"P. Astuti, Nunun Tri Widarwati, Ratih Wijayava, M. Muamaroh","doi":"10.24903/sj.v7i01.1075","DOIUrl":"https://doi.org/10.24903/sj.v7i01.1075","url":null,"abstract":"Background: \u0000Dubbing is an interesting translation for movie viewers because viewers do not need to be constrained by reading the subtitling on the monitor. However, with all its limitations dubbing is a challenge for a translator. Frozen: Party is over is an intriguing film to investigate. \u0000Methodology: \u0000All utterances of the characters in the film are becoming the research data. The numbers of data were 62 for words, phrases and sentences and analyzed using Molina & Albir's translation theory. The interactive model of Miles and Huberman analyzed all the data. \u0000Findings: \u0000The result of the research is that the translation techniques used by the translator were modulation, established equivalent and literal. The most dominant technique used by the translator was literal. This is because children consume the film, so most of the sentences are simple sentences. \u0000Conclusion: \u0000The translation techniques used by the translator were modulation, established equivalent and literal. \u0000Originality: \u0000This research focused on the dubbing translation technique for the animated film Frozen: Party is over. In comparison, other research with the same object discussed topics such as deixis, language styles, illocutionary act and subtitling.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133987110","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}
Background: As student teachers shift to preservice teachers during teaching practice, it is necessary to find out how teaching practice could shape their identity and position, especially in the EFL context where English is taught as a foreign language. Based on this purpose, this study seeks information on preservice teacher identity and position during teaching practice by taking discourse analysis lenses. Methodology: This study used descriptive research to describe EFL preservice teachers’ identity construction and position. Adopting Fairclough's (2013) theory relationship between language, power and social used as data analysis. An interview transcript was used to investigate the meaning behind the spoken text of two EFL preservice teachers. Findings: The finding found they shared similar identity construction across two different contexts where preservice teachers conduct their teaching practice. Starting as a student at university and transferring to school as a teacher made them construct a new identity after several times teaching students and positioned themselves in school by participating in several activities. Conclusion: It found that positioning oneself could influence the identity development of preservice teachers. However, the unexpected condition that forced them to teach online made them feel less than a teacher and try to get an identity recognized by the environment by positioning themselves in the school context. Originality: In contrast to earlier studies that investigated the anxiety of preservice EFL students, this study focused on describing how EFL preservice teachers' identity construction related to the position assigned to them in the real classroom setting.
{"title":"EFL Pre-Service Teachers’ Identity and Position During Teaching Practice","authors":"Yosieka Maharani, Y. Asih, Bibit Suhatmady","doi":"10.24903/sj.v7i01.1025","DOIUrl":"https://doi.org/10.24903/sj.v7i01.1025","url":null,"abstract":"Background: As student teachers shift to preservice teachers during teaching practice, it is necessary to find out how teaching practice could shape their identity and position, especially in the EFL context where English is taught as a foreign language. Based on this purpose, this study seeks information on preservice teacher identity and position during teaching practice by taking discourse analysis lenses. Methodology: This study used descriptive research to describe EFL preservice teachers’ identity construction and position. Adopting Fairclough's (2013) theory relationship between language, power and social used as data analysis. An interview transcript was used to investigate the meaning behind the spoken text of two EFL preservice teachers. Findings: The finding found they shared similar identity construction across two different contexts where preservice teachers conduct their teaching practice. Starting as a student at university and transferring to school as a teacher made them construct a new identity after several times teaching students and positioned themselves in school by participating in several activities. Conclusion: It found that positioning oneself could influence the identity development of preservice teachers. However, the unexpected condition that forced them to teach online made them feel less than a teacher and try to get an identity recognized by the environment by positioning themselves in the school context. Originality: In contrast to earlier studies that investigated the anxiety of preservice EFL students, this study focused on describing how EFL preservice teachers' identity construction related to the position assigned to them in the real classroom setting.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"125 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124665319","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}
Rizky Anugrah Putra, A. Ashadi, Muhammad Fahruddin Aziz
Smartphones and gadgets are considered as one of the main factors in children's speech delays, especially those under three years. This delay is also accompanied by a child's social impairment like the symptoms of the autism spectrum. This article attempts to demonstrate the statistical correlation between smartphone usage and children's speech delay. Employing a mixed method design by combining statistical inference and qualitative descriptive methods with 70 respondents who were parents of children 1 - 5 years old in Indonesia, the researchers collected data using questionnaires and interviews and further thematically analyzed the responses. This article could show a negatively significant correlation between the duration of gadget use and speech habits, which means that the longer a child spends time playing with gadgets, the worse his/her early-stage language proficiency will be. Thus, it can be concluded that the excessive usage of gadgets has a detrimental impact on children's cognitive and verbal growth. In addition, the researcher found that children with autism spectrum attributes had a relationship with the duration of gadget usage. Further implications on parenting and language teaching are discussed to examine the novelty of the findings.
{"title":"Excessive Gadget Exposure and Children Speech Delay: The Case of Autism Spectrum Risk Factor","authors":"Rizky Anugrah Putra, A. Ashadi, Muhammad Fahruddin Aziz","doi":"10.24903/sj.v7i01.1077","DOIUrl":"https://doi.org/10.24903/sj.v7i01.1077","url":null,"abstract":"Smartphones and gadgets are considered as one of the main factors in children's speech delays, especially those under three years. This delay is also accompanied by a child's social impairment like the symptoms of the autism spectrum. This article attempts to demonstrate the statistical correlation between smartphone usage and children's speech delay. Employing a mixed method design by combining statistical inference and qualitative descriptive methods with 70 respondents who were parents of children 1 - 5 years old in Indonesia, the researchers collected data using questionnaires and interviews and further thematically analyzed the responses. This article could show a negatively significant correlation between the duration of gadget use and speech habits, which means that the longer a child spends time playing with gadgets, the worse his/her early-stage language proficiency will be. Thus, it can be concluded that the excessive usage of gadgets has a detrimental impact on children's cognitive and verbal growth. In addition, the researcher found that children with autism spectrum attributes had a relationship with the duration of gadget usage. Further implications on parenting and language teaching are discussed to examine the novelty of the findings.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123474338","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}
Noor Rachmawaty, Aridah Aridah, Weningtyas P. Iswari, Syamdianita Syamdianita
Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology: This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings: Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion: The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.
{"title":"Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia","authors":"Noor Rachmawaty, Aridah Aridah, Weningtyas P. Iswari, Syamdianita Syamdianita","doi":"10.24903/sj.v6i2.799","DOIUrl":"https://doi.org/10.24903/sj.v6i2.799","url":null,"abstract":"Background: \u0000Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. \u0000Methodology: \u0000This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems \u0000Findings: \u0000Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. \u0000Conclusion: \u0000The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"865 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127901331","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}
Background: The implementation of media in the learning process can be a crucial thing to support students’ competence. Meanwhile, teacher also has a role to utilize creative media in honing students’ English skill especially in speaking. This study showed that the use of song media especially Disney movies soundtrack has a significant effect for eleventh grade students’ speaking skill. However, there are several steps which should be done before applied the treatment. Methodology: This study used quasi-experimental with non-equivalent control group design. The object of this study was two classes which divided as experimental group and control group on the eleventh grade at Islamic boarding school. Furthermore, the data were collected from students’ pre-test and post-test scores. The score of test in the experimental group showed the results based on the implementation of treatment using Disney movies soundtrack, while the control group only used conventional learning. Findings: The report of finding in this study revealed that there is a significant effect toward students’ speaking skill after the researcher applied the use of English song especially Disney movies soundtrack as the media during the learning activities. Moreover, it also showed the difference between score of students in experimental group which increased than the results of students’ scores in control group. In addition, the learners still have to practice their speaking skill in daily life. Conclusion: The effect of Disney movies soundtrack becomes an effective media for eleventh grade students’ speaking skill at Islamic boarding school. Keywords: Speaking Skill, English Song, Disney Song
{"title":"Disney Movie Soundtrack: Does It Give Effect to Students’ Speaking Skill?","authors":"Alda Indah Permana, F. Megawati","doi":"10.24903/sj.v6i2.767","DOIUrl":"https://doi.org/10.24903/sj.v6i2.767","url":null,"abstract":"Background: \u0000The implementation of media in the learning process can be a crucial thing to support students’ competence. Meanwhile, teacher also has a role to utilize creative media in honing students’ English skill especially in speaking. This study showed that the use of song media especially Disney movies soundtrack has a significant effect for eleventh grade students’ speaking skill. However, there are several steps which should be done before applied the treatment. \u0000Methodology: \u0000This study used quasi-experimental with non-equivalent control group design. The object of this study was two classes which divided as experimental group and control group on the eleventh grade at Islamic boarding school. Furthermore, the data were collected from students’ pre-test and post-test scores. The score of test in the experimental group showed the results based on the implementation of treatment using Disney movies soundtrack, while the control group only used conventional learning. \u0000Findings: \u0000The report of finding in this study revealed that there is a significant effect toward students’ speaking skill after the researcher applied the use of English song especially Disney movies soundtrack as the media during the learning activities. Moreover, it also showed the difference between score of students in experimental group which increased than the results of students’ scores in control group. In addition, the learners still have to practice their speaking skill in daily life. \u0000Conclusion: \u0000The effect of Disney movies soundtrack becomes an effective media for eleventh grade students’ speaking skill at Islamic boarding school. \u0000 \u0000Keywords: Speaking Skill, English Song, Disney Song","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128984297","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}
Katharina Rustipa, Yulistiyanti Yulistiyanti, S. Mulatsih
Abstract Background: To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic. Methodology: This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call. Findings: The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching. Conclusion: The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.
{"title":"Text-Based Language Teaching in the New-Normal Era to Achieve Communicative Competence: Challenges for EFL Teachers","authors":"Katharina Rustipa, Yulistiyanti Yulistiyanti, S. Mulatsih","doi":"10.24903/sj.v6i2.763","DOIUrl":"https://doi.org/10.24903/sj.v6i2.763","url":null,"abstract":"Abstract \u0000Background: \u0000To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic. \u0000Methodology: \u0000This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call. \u0000Findings: \u0000The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching. \u0000Conclusion: \u0000The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129457142","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}
Background: Machine translation has been proved to be a favourable style to execute. However, some research evidence difficulties indicates that its focus is on students' difficulties in academic writing, not on how to overcome them by using machine translation. As a result, this research aims to determine how machine translation might be optimized to help mechanical engineering vocational education students with academic writing difficulties. Methodology: The data was collected from 27 second-semester mechanical engineering vocational education students currently enrolled in an English college course at one of the Universities in Jakarta. Questionnaires online were used to obtain the data, which was analyzed and interpreted descriptively. Questionnaire 1 is used to determine whether or not the subject utilized machine translation and, if so, what type of machine translation they used most frequently. Question 2 was split into two sections. PART A was modified from Xiao & Chen (2015), who described students' challenges with academic writing. It comprises 12 items that were delivered to 27 students via Google Form. Meanwhile, the findings of Lee (2020) have been adapted into PART B. Findings: The result of this study revealed that 27 students of mechanical engineering vocational education in one of the Universities in Jakarta encountered several academic writing difficulties such as grammar (construct grammatically correct sentences, the use of appropriate tenses), expressions (discourse markers, part of speech), and vocabulary (proper vocabulary choices and finding synonyms). Grammar problems are the most challenging, followed by vocabulary and phrases. The optimization of machine translation was also discovered to be the most effective way of overcoming vocabulary issues followed by grammar and expression. Conclusion: Academic writing issues emerge in the classroom. According to the findings, the most difficulties students encountered fell into the grammar aspect. On the other hand, the students considered that machine translation would be the most helpful in overcoming their vocabulary challenges. Although machine translation helps deal with academic writing difficulties like developing vocabulary skills, increasing knowledge of grammar rules in context, and finding more authentic expression, teachers should also guide them in writing academically. Keywords: optimizing machine translation; academic writing difficulties; grammar; vocabulary; expressions.
{"title":"Optimizing Machine Translation to Overcome Mechanical Engineering Vocational Education Students Difficulties in Academic Writing","authors":"S. Sulistyaningrum, Trisya Avianka","doi":"10.24903/sj.v6i2.714","DOIUrl":"https://doi.org/10.24903/sj.v6i2.714","url":null,"abstract":"Background: \u0000Machine translation has been proved to be a favourable style to execute. However, some research evidence difficulties indicates that its focus is on students' difficulties in academic writing, not on how to overcome them by using machine translation. As a result, this research aims to determine how machine translation might be optimized to help mechanical engineering vocational education students with academic writing difficulties. \u0000Methodology: \u0000The data was collected from 27 second-semester mechanical engineering vocational education students currently enrolled in an English college course at one of the Universities in Jakarta. Questionnaires online were used to obtain the data, which was analyzed and interpreted descriptively. Questionnaire 1 is used to determine whether or not the subject utilized machine translation and, if so, what type of machine translation they used most frequently. Question 2 was split into two sections. PART A was modified from Xiao & Chen (2015), who described students' challenges with academic writing. It comprises 12 items that were delivered to 27 students via Google Form. Meanwhile, the findings of Lee (2020) have been adapted into PART B. \u0000Findings: \u0000The result of this study revealed that 27 students of mechanical engineering vocational education in one of the Universities in Jakarta encountered several academic writing difficulties such as grammar (construct grammatically correct sentences, the use of appropriate tenses), expressions (discourse markers, part of speech), and vocabulary (proper vocabulary choices and finding synonyms). Grammar problems are the most challenging, followed by vocabulary and phrases. The optimization of machine translation was also discovered to be the most effective way of overcoming vocabulary issues followed by grammar and expression. \u0000Conclusion: \u0000Academic writing issues emerge in the classroom. According to the findings, the most difficulties students encountered fell into the grammar aspect. On the other hand, the students considered that machine translation would be the most helpful in overcoming their vocabulary challenges. Although machine translation helps deal with academic writing difficulties like developing vocabulary skills, increasing knowledge of grammar rules in context, and finding more authentic expression, teachers should also guide them in writing academically. \u0000Keywords: optimizing machine translation; academic writing difficulties; grammar; vocabulary; expressions.","PeriodicalId":250621,"journal":{"name":"Script Journal: Journal of Linguistics and English Teaching","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133345167","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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