Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.11929
A. Ridwan, Tera Athena
Classroom action research is one of the way pre-service and in-service teachers performed professional development in classroom research to gain better quality of teaching- with different portion and ways. This research deliberates the outcome of a case study involving an Indonesian in-service teacher in a collaborative action research with one pre-service teachers from a college of Education, STKIP PGRI Bangkalan, during an internship period. They worked on the classroom problems found during internship term and attempted to find the way to overcome them through technology integration in the instruction. Five open-ended questions were given to the in-service teacher and the pre-service teacher. With qualitative data analysis, the research found some significant results: 1) The in-service teacher felt more helped in utilizing technology, especially in the use and making of podcast for teaching listening. The teacher’s years of experience in handing teaching learning process in the class compiled the pre-service teacher’ competence as a novice teacher. (2) On the other side, the in-service teacher, felt more helped in getting fresh idea of teaching EFL, especially with the technology utilization. Challenges from both perspectives were also found in terms of workload, internship duration, feedbacks, digital literacy, pedagogical belief, and publication. Overall, professional development has been achieved by the two kinds teacher, and one of the means of doing that is through collaborative action research.
{"title":"Professional Development Altogether: Pre-Service and In-Service EFL Teacher Collaboration in Doing Classroom Action Research","authors":"A. Ridwan, Tera Athena","doi":"10.31849/elsya.v5i2.11929","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.11929","url":null,"abstract":"Classroom action research is one of the way pre-service and in-service teachers performed professional development in classroom research to gain better quality of teaching- with different portion and ways. This research deliberates the outcome of a case study involving an Indonesian in-service teacher in a collaborative action research with one pre-service teachers from a college of Education, STKIP PGRI Bangkalan, during an internship period. They worked on the classroom problems found during internship term and attempted to find the way to overcome them through technology integration in the instruction. Five open-ended questions were given to the in-service teacher and the pre-service teacher. With qualitative data analysis, the research found some significant results: 1) The in-service teacher felt more helped in utilizing technology, especially in the use and making of podcast for teaching listening. The teacher’s years of experience in handing teaching learning process in the class compiled the pre-service teacher’ competence as a novice teacher. (2) On the other side, the in-service teacher, felt more helped in getting fresh idea of teaching EFL, especially with the technology utilization. Challenges from both perspectives were also found in terms of workload, internship duration, feedbacks, digital literacy, pedagogical belief, and publication. Overall, professional development has been achieved by the two kinds teacher, and one of the means of doing that is through collaborative action research.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125022795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.13447
Lemohang Tjabaka-Mokapane
The development of grammatical forms and synchronic effects has captured a considerable interest of researchers across the globe. The research of this phenomenon is done to understand how certain linguistic forms arise and interact with other forms. Literature also discloses that a number of studies has addressed grammaticalisation of prepositions, which has somehow resulted in categorial conflict. However, there is dearth of literature that deals with /to/ to distinguish between phrasal-prepositional verbs and infinitives as a way of resolving the conflict. Again, some of the L2 students confuse complementation of /to/ in the phrasal-prepositional verb look forward to with that of the infinitives. They fail to draw a line of demarcation between the two constructions. Therefore, this qualitative study seeks to explore the status of /to/ in the phrasal-prepositional verb and infinitive clauses. It also identifies the category label of /to/ and describes its complementation. The study purposively and conveniently extracted data from Scott’s (2022) compilation of both application and cover letters. Following the Minimalist Program, the study reveals that /to/ in both the phrasal-prepositional verb and infinitives have gone through the process of grammaticalisation. It is noted that in the phrasal-prepositional verb, /to/ is still a preposition while in the infinitive clauses, it has gone through the great complementation shift known as decategorisation and extension, hence variation in category labelling. The study also presents that the structures of the phrasal-prepositional verb and the infinitive clauses vary based on the theory and concepts adopted. As a result, it is concluded that due to grammaticalisation of /to/ in both phrasal-prepositional verb and infinitive, their complementation differs.
{"title":"Categorial Conflict between Phrasal-Prepositional Verbs and Infinitives: The Great Complement Shift","authors":"Lemohang Tjabaka-Mokapane","doi":"10.31849/elsya.v5i2.13447","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.13447","url":null,"abstract":"The development of grammatical forms and synchronic effects has captured a considerable interest of researchers across the globe. The research of this phenomenon is done to understand how certain linguistic forms arise and interact with other forms. Literature also discloses that a number of studies has addressed grammaticalisation of prepositions, which has somehow resulted in categorial conflict. However, there is dearth of literature that deals with /to/ to distinguish between phrasal-prepositional verbs and infinitives as a way of resolving the conflict. Again, some of the L2 students confuse complementation of /to/ in the phrasal-prepositional verb look forward to with that of the infinitives. They fail to draw a line of demarcation between the two constructions. Therefore, this qualitative study seeks to explore the status of /to/ in the phrasal-prepositional verb and infinitive clauses. It also identifies the category label of /to/ and describes its complementation. The study purposively and conveniently extracted data from Scott’s (2022) compilation of both application and cover letters. Following the Minimalist Program, the study reveals that /to/ in both the phrasal-prepositional verb and infinitives have gone through the process of grammaticalisation. It is noted that in the phrasal-prepositional verb, /to/ is still a preposition while in the infinitive clauses, it has gone through the great complementation shift known as decategorisation and extension, hence variation in category labelling. The study also presents that the structures of the phrasal-prepositional verb and the infinitive clauses vary based on the theory and concepts adopted. As a result, it is concluded that due to grammaticalisation of /to/ in both phrasal-prepositional verb and infinitive, their complementation differs.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128874641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.13535
Jihad Muhammad Syaiful
Skimming and scanning are important reading strategies that allow individuals to quickly gather information from written materials. With the advance of digital communication platforms, like Telegram improving students' scanning and skimming skills has become increasingly relevant. While the utilization of technological resources in reading and teaching English has been examined in different settings, there is a need to investigate the potential of Telegram as a specific tool for enhancing skimming and scanning abilities. This research uses both quantitative and qualitative data collection methods. The respondents in the research are 40 English major learners. The protocols to gather the data were questionnaires and interviews. The study suggests that utilizing Telegram can help students to improve their motivation and engagement, which can further enhance the learning process. Exploring the future implications of employing Telegram requires more investigation, especially for skimming as well as scanning development, as well as its incorporation across different age groups and academic contexts. Nonetheless, the results of the research offer insightful information into the integration of digital communication platforms as effective tools for improving reading strategies, paving the way for innovative approaches to enhance literacy skills in the digital era.
{"title":"The Implementation of Telegram in Reading Class to Improve Students’ Skimming and Scanning Skills","authors":"Jihad Muhammad Syaiful","doi":"10.31849/elsya.v5i2.13535","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.13535","url":null,"abstract":"Skimming and scanning are important reading strategies that allow individuals to quickly gather information from written materials. With the advance of digital communication platforms, like Telegram improving students' scanning and skimming skills has become increasingly relevant. While the utilization of technological resources in reading and teaching English has been examined in different settings, there is a need to investigate the potential of Telegram as a specific tool for enhancing skimming and scanning abilities. This research uses both quantitative and qualitative data collection methods. The respondents in the research are 40 English major learners. The protocols to gather the data were questionnaires and interviews. The study suggests that utilizing Telegram can help students to improve their motivation and engagement, which can further enhance the learning process. Exploring the future implications of employing Telegram requires more investigation, especially for skimming as well as scanning development, as well as its incorporation across different age groups and academic contexts. Nonetheless, the results of the research offer insightful information into the integration of digital communication platforms as effective tools for improving reading strategies, paving the way for innovative approaches to enhance literacy skills in the digital era.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128849145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.14082
Melisa Marlinton, Indawan Syahri, S. Mayasari
This study explores the impact of Task-Based Learning (TBL) and student motivation on the reading comprehension abilities of eighth-grade students with a moderate level of English proficiency. The research aims to assess the effectiveness of TBL in improving reading comprehension outcomes and investigate the relationship between TBL, student motivation, and reading comprehension performance. The study includes sixty-four participants aged 12-14 from a public junior high school in Palembang, Indonesia. The control group receives traditional instruction, while the experimental group is taught using TBL. Pretests and posttests evaluate reading comprehension, and a questionnaire measures student motivation levels. The results reveal significant improvements in reading comprehension scores for both groups. The experimental group demonstrates an average post-test score increase of 69.88%, indicating the efficacy of TBL. While student motivation influences outcomes, no significant interaction with TBL is observed. These findings emphasize the effectiveness of TBL in enhancing reading comprehension for students with moderate English proficiency and underscore the importance of considering motivation in instructional practices. Educators can utilize these insights to enhance instructional strategies and optimize reading comprehension outcomes for similar student populations.
{"title":"The Efficacy of Task-Based Learning and Learning Motivation on Student’s Reading Comprehension: A Wholistic Study","authors":"Melisa Marlinton, Indawan Syahri, S. Mayasari","doi":"10.31849/elsya.v5i2.14082","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.14082","url":null,"abstract":"This study explores the impact of Task-Based Learning (TBL) and student motivation on the reading comprehension abilities of eighth-grade students with a moderate level of English proficiency. The research aims to assess the effectiveness of TBL in improving reading comprehension outcomes and investigate the relationship between TBL, student motivation, and reading comprehension performance. The study includes sixty-four participants aged 12-14 from a public junior high school in Palembang, Indonesia. The control group receives traditional instruction, while the experimental group is taught using TBL. Pretests and posttests evaluate reading comprehension, and a questionnaire measures student motivation levels. The results reveal significant improvements in reading comprehension scores for both groups. The experimental group demonstrates an average post-test score increase of 69.88%, indicating the efficacy of TBL. While student motivation influences outcomes, no significant interaction with TBL is observed. These findings emphasize the effectiveness of TBL in enhancing reading comprehension for students with moderate English proficiency and underscore the importance of considering motivation in instructional practices. Educators can utilize these insights to enhance instructional strategies and optimize reading comprehension outcomes for similar student populations.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120959228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.11911
R. Rusdin, D. Purwati
This study aims to explore the problems encountered by EFL secondary students in learning speaking skills in the context of Islamic schools in Indonesia. The study employed a descriptive qualitative method and used observation, interview, and questionnaire as data collection instruments. The findings revealed that the problems encountered by students in speaking skills can be categorized into fourgroups: language problems, mental problems, personal problems, and education problems. Language problems included mother tongue interference, poor pronunciation, poor grammar, unnatural spoken English, slow speech, and limited vocabulary. Mental problems included nervousness, shame, low confidence, and lack of ideas. Personal problems consisted of attitude, laziness, environmental effects, and cultural gaps. Finally, education problems included the technique and method of teaching, facilities in teaching-learning, and limited use of media. The results of the study underscore the importance of speaking instruction for EFL learners and the need for teachers and researchers to consider language learners' speaking needs in the context of teaching and learning English. This study contributes to the ongoing discussion on EFL speaking instruction and provides implications for teachers and researchers in designing effective language teaching programs.
{"title":"Speaking Up: A Comprehensive Investigation of EFL Secondary Students' Speaking Skill Problems in Indonesia's Islamic School Context","authors":"R. Rusdin, D. Purwati","doi":"10.31849/elsya.v5i2.11911","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.11911","url":null,"abstract":"This study aims to explore the problems encountered by EFL secondary students in learning speaking skills in the context of Islamic schools in Indonesia. The study employed a descriptive qualitative method and used observation, interview, and questionnaire as data collection instruments. The findings revealed that the problems encountered by students in speaking skills can be categorized into fourgroups: language problems, mental problems, personal problems, and education problems. Language problems included mother tongue interference, poor pronunciation, poor grammar, unnatural spoken English, slow speech, and limited vocabulary. Mental problems included nervousness, shame, low confidence, and lack of ideas. Personal problems consisted of attitude, laziness, environmental effects, and cultural gaps. Finally, education problems included the technique and method of teaching, facilities in teaching-learning, and limited use of media. The results of the study underscore the importance of speaking instruction for EFL learners and the need for teachers and researchers to consider language learners' speaking needs in the context of teaching and learning English. This study contributes to the ongoing discussion on EFL speaking instruction and provides implications for teachers and researchers in designing effective language teaching programs.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"701 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122984688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.13148
Putu Sri, Made Suci Ningsih, H. Santosa, I. Putu, I. Kusuma, Article Info
This study aims to identify students' satisfaction with online learning and their expectations of blended learning in the post-pandemic era in a senior high public school in North Bali, Indonesia. The research employed an explanatory sequential mixed-method design using questionnaires and interviews, to gather data from 179 grade 12 senior high school students. The questionnaire and interview guide were validated with face, content, empirical validity, and reliability. The interview session involved 5 students with high satisfaction scores and 5 students with low satisfaction scores from the result of the questionnaire. The results showed that students had a mode score of 4, indicating students feel satisfied with online learning during COVID-19. Based on the four factors, the result of students’ satisfaction in online learning such as the teacher factor having neutral scores, the interaction factor having satisfied scores, the technology factor having satisfied scores, and the course management factor having satisfied scores. The interview session shows that students expressed their expectations for direct interaction with teachers and classmates and had expectations for factors, such as teaching methods, ease of materials, direct communication with teachers, interaction with classmates, technology use, and variety in learning resources. This research provides insights for teachers to improve student satisfaction with online learning and blended learning practices.
{"title":"EFL High School Students’ Satisfaction in Online Learning and Expectations Towards Blended Learning: An Investigation","authors":"Putu Sri, Made Suci Ningsih, H. Santosa, I. Putu, I. Kusuma, Article Info","doi":"10.31849/elsya.v5i2.13148","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.13148","url":null,"abstract":"This study aims to identify students' satisfaction with online learning and their expectations of blended learning in the post-pandemic era in a senior high public school in North Bali, Indonesia. The research employed an explanatory sequential mixed-method design using questionnaires and interviews, to gather data from 179 grade 12 senior high school students. The questionnaire and interview guide were validated with face, content, empirical validity, and reliability. The interview session involved 5 students with high satisfaction scores and 5 students with low satisfaction scores from the result of the questionnaire. The results showed that students had a mode score of 4, indicating students feel satisfied with online learning during COVID-19. Based on the four factors, the result of students’ satisfaction in online learning such as the teacher factor having neutral scores, the interaction factor having satisfied scores, the technology factor having satisfied scores, and the course management factor having satisfied scores. The interview session shows that students expressed their expectations for direct interaction with teachers and classmates and had expectations for factors, such as teaching methods, ease of materials, direct communication with teachers, interaction with classmates, technology use, and variety in learning resources. This research provides insights for teachers to improve student satisfaction with online learning and blended learning practices.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131860396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.31849/elsya.v5i2.13856
A. A. A. Abdely
This study examined the realization of English vowel length by EFL Iraqi learners. The study was basically interested in identifying whether Iraqi EFL learners are able to realize variations in vowel length based on following sounds. To this end, 20 male and female participants with 20-37 years age range participated in a production test. Before, they did so, they were asked to respond to a demographic questionnaire that aimed to ensure that all informants selected are suitable for the study aims and they well represent the population of the study. The production test included 60 English real words that provided English pure vowels (monophthongs) in different settings. The production was done using high quality smart phones. The recordings were analyzed using PRAAT to measure vowel length. The results showed that though variations in vowel length do exist where these vowels are located in different settings, paired samples T.Tests revealed that these variations were not statistically significant. Moreover, numerical differences in vowel length based on gender variable were present in all vowels; however, results of independent samples T.Tests indicated significant differences in closed settings only. No significant differences among vowel length means in the open setting were identified. EFL learners need to be exposed to native speech and pay attention to phonetic details so as to improve their pronunciation in general and vowel length realization in particular.
{"title":"Vowel Length Variation in the Pronunciation of Iraqi EFL Learners","authors":"A. A. A. Abdely","doi":"10.31849/elsya.v5i2.13856","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.13856","url":null,"abstract":"This study examined the realization of English vowel length by EFL Iraqi learners. The study was basically interested in identifying whether Iraqi EFL learners are able to realize variations in vowel length based on following sounds. To this end, 20 male and female participants with 20-37 years age range participated in a production test. Before, they did so, they were asked to respond to a demographic questionnaire that aimed to ensure that all informants selected are suitable for the study aims and they well represent the population of the study. The production test included 60 English real words that provided English pure vowels (monophthongs) in different settings. The production was done using high quality smart phones. The recordings were analyzed using PRAAT to measure vowel length. The results showed that though variations in vowel length do exist where these vowels are located in different settings, paired samples T.Tests revealed that these variations were not statistically significant. Moreover, numerical differences in vowel length based on gender variable were present in all vowels; however, results of independent samples T.Tests indicated significant differences in closed settings only. No significant differences among vowel length means in the open setting were identified. EFL learners need to be exposed to native speech and pay attention to phonetic details so as to improve their pronunciation in general and vowel length realization in particular.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134083131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-14DOI: 10.31849/elsya.v5i2.13029
Maria Maranatha, V. Sengkey
English learners need to be willing to communicate in English for them to learn the language successfully. Considering that English has been taught since elementary school in Indonesia, it is interesting to identify how willing students are to communicate in English, especially in secondary school. Thus, this study aimed to know the secondary school students’ willingness to communicate in English in terms of using English in the classroom and linguistic and non-linguistic factors. Furthermore, this study identified whether there was a significant difference based on gender and grade levels. This study used a quantitative method with a descriptive and comparative design. This study was conducted at a private secondary school, with 95 respondents recruited via convenience sampling. As a result, students’ willingness to communicate in terms of using English in the classroom was medium, indicating that students were willing enough to communicate in English. Specifically, the students’ willingness to communicate in terms of linguistic and non-linguistic factors was medium. This shows that students were willing enough to use English regarding linguistic and non-linguistic factors. Moreover, there was no difference based on gender but a significant difference based on grade level, with the highest mean score of 75.55 in grade 7. Thus, since students are willing enough to communicate in English, teachers need to find strategies to help the students to be very willing to communicate in English, especially secondary school students at higher grade levels. Also, future studies on WTC must be done in different regions in Indonesia by considering WTC other factors such as parental involvement, teachers, socio-economic status, anxiety, motivation, or other environment-related factors at various levels or schools.
{"title":"Insights into Indonesian Students’ Willingness to Communicate in English in the Classroom","authors":"Maria Maranatha, V. Sengkey","doi":"10.31849/elsya.v5i2.13029","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.13029","url":null,"abstract":"English learners need to be willing to communicate in English for them to learn the language successfully. Considering that English has been taught since elementary school in Indonesia, it is interesting to identify how willing students are to communicate in English, especially in secondary school. Thus, this study aimed to know the secondary school students’ willingness to communicate in English in terms of using English in the classroom and linguistic and non-linguistic factors. Furthermore, this study identified whether there was a significant difference based on gender and grade levels. This study used a quantitative method with a descriptive and comparative design. This study was conducted at a private secondary school, with 95 respondents recruited via convenience sampling. As a result, students’ willingness to communicate in terms of using English in the classroom was medium, indicating that students were willing enough to communicate in English. Specifically, the students’ willingness to communicate in terms of linguistic and non-linguistic factors was medium. This shows that students were willing enough to use English regarding linguistic and non-linguistic factors. Moreover, there was no difference based on gender but a significant difference based on grade level, with the highest mean score of 75.55 in grade 7. Thus, since students are willing enough to communicate in English, teachers need to find strategies to help the students to be very willing to communicate in English, especially secondary school students at higher grade levels. Also, future studies on WTC must be done in different regions in Indonesia by considering WTC other factors such as parental involvement, teachers, socio-economic status, anxiety, motivation, or other environment-related factors at various levels or schools.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115519814","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 experimental study examines the effectiveness of Quizizz application in enhancing Junior High School students' vocabulary mastery. The study aims to address the problem of low scores in English vocabulary among Junior High School students, and investigates whether the use of Quizizz as an interesting and interactive media can improve their vocabulary mastery. The study employed a pre-test and post-test control group design, with 22 students in the experimental group and 23 students in the control group selected using random sampling. The experimental group received were taught using Quizizz, while the control group used other similar web-apps. Both groups received instruction in vocabulary. The study found that the use of Quizizz significantly improved students' vocabulary mastery, as evidenced by the higher mean score of the experimental group (81.68) compared to the control group (77.21). However, the study's findings are limited to Junior High School students and may not generalize to other age groups or contexts. The findings suggest that incorporating interactive and engaging online learning tools such as Quizizz can be a promising approach to addressing the problem of low scores in English vocabulary among Junior High School students. However, further research is needed to determine the generalizability of these findings to other age groups and contexts.
{"title":"Get Ahead with Quizizz: Advancing Junior High School Students' Vocabulary Mastery in Online Learning.","authors":"Khadijah Maming, Ahliana Afifati Sani, Dany Prima Putra, Sonia Permata Radiana","doi":"10.31849/elsya.v5i2.10275","DOIUrl":"https://doi.org/10.31849/elsya.v5i2.10275","url":null,"abstract":"This experimental study examines the effectiveness of Quizizz application in enhancing Junior High School students' vocabulary mastery. The study aims to address the problem of low scores in English vocabulary among Junior High School students, and investigates whether the use of Quizizz as an interesting and interactive media can improve their vocabulary mastery. The study employed a pre-test and post-test control group design, with 22 students in the experimental group and 23 students in the control group selected using random sampling. The experimental group received were taught using Quizizz, while the control group used other similar web-apps. Both groups received instruction in vocabulary. The study found that the use of Quizizz significantly improved students' vocabulary mastery, as evidenced by the higher mean score of the experimental group (81.68) compared to the control group (77.21). However, the study's findings are limited to Junior High School students and may not generalize to other age groups or contexts. The findings suggest that incorporating interactive and engaging online learning tools such as Quizizz can be a promising approach to addressing the problem of low scores in English vocabulary among Junior High School students. However, further research is needed to determine the generalizability of these findings to other age groups and contexts.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121723847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.31849/elsya.v5i1.10281
S. Susanto, Nanda Deri Sis, S. Rafik-Galea, Aprilia Supasa
This study examines the progress of Indonesian students in spoken English through a task-based approach in an EFL classroom. The aim of the study is to identify communication strategies and linguistic aspects used by the students during oral interaction and production. The data collected from 50 Indonesian students attending a Phonetics and Phonology course at Universitas Bandar Lampung were analyzed using triangulation with class diary and self-assessment questionnaires. The findings show significant improvements in oral interaction and production, including negotiation, cooperation, mediation, intonation, fluency, pronunciation, and rhythm. However, the students made less effort to intervene in the spoken code of the interlocutor and their own interlanguage. The study recommends training tasks that emphasize paraphrasing and self-improvement of oral discourse to enhance their overall oral proficiency in English. The findings of this study have important implications and provide a promising framework for improving students' communication strategies and linguistic aspects. Therefore, these findings suggest that effective language teaching should prioritize not only linguistic aspects but also communication strategies that enable effective oral interaction. This study's recommendations could be useful for language educators worldwide seeking to enhance their students' overall oral proficiency in English.
{"title":"From Interference to Fluency: Analyzing Indonesian Students' Progress in English Oral Communication","authors":"S. Susanto, Nanda Deri Sis, S. Rafik-Galea, Aprilia Supasa","doi":"10.31849/elsya.v5i1.10281","DOIUrl":"https://doi.org/10.31849/elsya.v5i1.10281","url":null,"abstract":"This study examines the progress of Indonesian students in spoken English through a task-based approach in an EFL classroom. The aim of the study is to identify communication strategies and linguistic aspects used by the students during oral interaction and production. The data collected from 50 Indonesian students attending a Phonetics and Phonology course at Universitas Bandar Lampung were analyzed using triangulation with class diary and self-assessment questionnaires. The findings show significant improvements in oral interaction and production, including negotiation, cooperation, mediation, intonation, fluency, pronunciation, and rhythm. However, the students made less effort to intervene in the spoken code of the interlocutor and their own interlanguage. The study recommends training tasks that emphasize paraphrasing and self-improvement of oral discourse to enhance their overall oral proficiency in English. The findings of this study have important implications and provide a promising framework for improving students' communication strategies and linguistic aspects. Therefore, these findings suggest that effective language teaching should prioritize not only linguistic aspects but also communication strategies that enable effective oral interaction. This study's recommendations could be useful for language educators worldwide seeking to enhance their students' overall oral proficiency in English.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124321910","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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