Pub Date : 2022-12-04DOI: 10.31849/elsya.v4i3.9787
Diyah Nur Hidayati, M. Lina
Due to this current outbreak of Covid-19, the process of teaching and learning is now completely held online. For students, every teacher/lecturer must find the appropriate learning platform. Consequently, this article examines the effect of the Covid-19 pandemic on the college students’ perception in 2 English classes in Salatiga (an Islamic university) and Solo (a private university) during online learning. Researchers would respond to theories and facts emerging in the field, as well as answer problems that have not been solved in previous research. This type of research was descriptive qualitative. The data was collected using Google forms. Then, inductive analysis was used to test the data. The findings show that, despite the effects of the Covid-19 pandemic on online English classes, such as unstable signal problems and the need to be constantly in front of gadgets, students can understand the material. They also have a good time in online English classes because the lecturers in WhatsApp Groups (WAG) include games, puzzles, quizzes, and other interesting activities to keep them entertained during online classes. They can also learn the correct pronunciation by using WhatsApp Voice Note and Google Meet. During online learning, both lecturers and students face numerous challenges. They also suggested being creative in class and livening up the atmosphere, despite the fact that it was held online due to a massive pandemic.
{"title":"Using WhatsApp Group & Google Meet during Online Class, Why Not?","authors":"Diyah Nur Hidayati, M. Lina","doi":"10.31849/elsya.v4i3.9787","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.9787","url":null,"abstract":"Due to this current outbreak of Covid-19, the process of teaching and learning is now completely held online. For students, every teacher/lecturer must find the appropriate learning platform. Consequently, this article examines the effect of the Covid-19 pandemic on the college students’ perception in 2 English classes in Salatiga (an Islamic university) and Solo (a private university) during online learning. Researchers would respond to theories and facts emerging in the field, as well as answer problems that have not been solved in previous research. This type of research was descriptive qualitative. The data was collected using Google forms. Then, inductive analysis was used to test the data. The findings show that, despite the effects of the Covid-19 pandemic on online English classes, such as unstable signal problems and the need to be constantly in front of gadgets, students can understand the material. They also have a good time in online English classes because the lecturers in WhatsApp Groups (WAG) include games, puzzles, quizzes, and other interesting activities to keep them entertained during online classes. They can also learn the correct pronunciation by using WhatsApp Voice Note and Google Meet. During online learning, both lecturers and students face numerous challenges. They also suggested being creative in class and livening up the atmosphere, despite the fact that it was held online due to a massive pandemic.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133988857","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}
English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.
英语语言教学与语言文化教学密不可分。印度尼西亚有一个将民间传说纳入学校英语课程的国家议程。因此，本研究旨在厘清印尼中学英语教材中的民俗类型。本研究收集了来自Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri和Kemdikbud出版的7、8、9、10、11和12年级的10本教科书的数据。数据分析方法为内容分析。结果表明，印尼初中英语教材中包含了寓言、童话、民间故事、传说和神话5种类型的民间传说。本研究发现，教科书中最主要的民俗学类型是传说12(36.3%)，其次是民间故事11(33.3%)，童话故事5(15.1%)，寓言3(9.3%)，最后是神话2(6.0%)。所有类型涵盖了印度尼西亚几乎每个岛屿和主要城市的文化遗产，包括越南、塞尔维亚、德国和日本等其他国家。这意味着印度尼西亚正在成功地执行通过在英语教学中教授民间故事来保护学生的文化意识和地方智慧的国家议程。本研究的结果有助于支持和丰富英语教材中融入的文化元素，特别是对于印尼语的民间文学教学。
{"title":"Local Cultures Folklore Grounded from English Textbooks for Secondary High School Indonesia","authors":"Ririn Anggraini, Tatum Derin, Jaka Satria Warman, Nunung Susilo Putri, Mutia Sari Nursafira","doi":"10.31849/elsya.v4i3.10582","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.10582","url":null,"abstract":"English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"239 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121870062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-06DOI: 10.31849/elsya.v4i3.10419
Adinda Puspa Nur Faiz, I. M. Sholikhah, Usep Muttaqin
Language is deliberately utilized by politicians. Admittedly, it can perform a purposive function: to achieve the politicians’ goals crucially in attempt to gain people’s support. This study is interested in the current political context in the U.S. In the 2020 U.S. presidential election, Donald J. Trump lost in his second election. He, therefore, delivers his response of objection at the “Save America” rally in Washington, D.C. This study is targeted to explore a political speech from the defeated candidate perspective. Recently, rhetorical language in political discourse has been commonly analysed. However, this study contributes to an analysis of rhetorical strategy used in an informal, implicit, and pursuing to protest speech by Trump. This study is designed by a descriptive qualitative approach. The data is the speech text of Trump’s speech on 6th January 2021. Technique of data collection undertakes observation of the speech and the transcript, categorization, and coding. The grand theories include Teun van Dijk’s discourse theory (1980) and Reisigl political speech’s schemes (2008). The results indicate that repetition has become Trump’s most potent strategy in his protest speech. Seemingly, he prefers to utilize the devices that are beneficial for him to emphasize something good about Us and emphasize something bad about Them. This is crucial for him since from the defeated side, it can impress the Republicans to support his objection. Nonetheless, Trump’s capability to persuade the Republicans has caused an impulse, anarchic and illegal movement, which is contrary to their ideal vision to the country.
政客们故意使用语言。诚然，它可以发挥一种有目的的功能:实现政治家的目标，关键是为了获得人们的支持。本研究对美国当前的政治背景感兴趣。在2020年美国总统大选中，唐纳德·j·特朗普在他的第二次选举中失败。因此，他在华盛顿特区的“拯救美国”集会上发表了他的反对意见。这项研究旨在从失败的候选人的角度探讨政治演讲。近年来，人们对政治话语中的修辞语言进行了普遍的分析。然而，本研究有助于分析特朗普在非正式、含蓄和追求抗议的演讲中使用的修辞策略。本研究采用描述性定性方法设计。数据是特朗普在2021年1月6日的演讲文本。数据收集技术对语音和文本进行观察、分类和编码。大理论包括Teun van Dijk的话语理论(1980)和Reisigl的政治演讲计划(2008)。结果表明，重复已经成为特朗普在抗议演讲中最有力的策略。他似乎更喜欢利用对他有利的手段来强调我们的优点和他们的缺点。这对他来说至关重要，因为从失败的一方来说，这可以打动共和党人来支持他的反对。然而，特朗普说服共和党人的能力引发了一场冲动的、无政府主义的、非法的运动，这与他们对国家的理想愿景背道而驰。
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Pub Date : 2022-10-27DOI: 10.31849/elsya.v4i3.9902
S. Wahyuningsih, Muhamad Afandi
The present study mainly attempts to explore the experiences of the two English language lecturers in incorporating English skills in blended learning during the COVID-19 pandemic and its effects on teaching professionalism considering that few studies discuss the ways of incorporating English skills in blended learning in more detail. To investigate the lecturers’ experiences, a narrative inquiry was employed in this study. Data were collected through narrative interviews with two English language lecturers at one of the Indonesian higher educations. The findings reveal that blended learning can be a better solution for learning activities amidst the COVID-19 pandemic. Regarding English skills incorporation in blended learning, it was found that the English lecturers used a number of ways of teaching English. First, creating a fun class in blended learning by using some applications like YouTube, video, Instagram, Facebook, and others in incorporating English skills. Second, asking students to have presentations and explain the materials. Third, reviewing books or observing videos. Fourth, providing games in the EFL classroom. Fifth, making use of digital technology and application in teaching English in blended learning such as Kahoot, Quizzes, Google Workspace, Jam board, Pear deck, and so on. Finally, the English lecturers are interested in making use of blended learning in incorporating English skills, particularly during this pandemic. Further, they intend to provide suitable materials for blended learning in EFL classrooms. The findings of this study have offered the need of developing professionalism among the English lecturers in implementing blended learning that can be realized by taking part in training on the application of blended learning and providing appropriate English materials in incorporating English skills for creating meaningful and successful learnings.
{"title":"Incorporating English Skills in Blended Learning During the COVID-19 Pandemic: A Narrative Inquiry","authors":"S. Wahyuningsih, Muhamad Afandi","doi":"10.31849/elsya.v4i3.9902","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.9902","url":null,"abstract":"The present study mainly attempts to explore the experiences of the two English language lecturers in incorporating English skills in blended learning during the COVID-19 pandemic and its effects on teaching professionalism considering that few studies discuss the ways of incorporating English skills in blended learning in more detail. To investigate the lecturers’ experiences, a narrative inquiry was employed in this study. Data were collected through narrative interviews with two English language lecturers at one of the Indonesian higher educations. The findings reveal that blended learning can be a better solution for learning activities amidst the COVID-19 pandemic. Regarding English skills incorporation in blended learning, it was found that the English lecturers used a number of ways of teaching English. First, creating a fun class in blended learning by using some applications like YouTube, video, Instagram, Facebook, and others in incorporating English skills. Second, asking students to have presentations and explain the materials. Third, reviewing books or observing videos. Fourth, providing games in the EFL classroom. Fifth, making use of digital technology and application in teaching English in blended learning such as Kahoot, Quizzes, Google Workspace, Jam board, Pear deck, and so on. Finally, the English lecturers are interested in making use of blended learning in incorporating English skills, particularly during this pandemic. Further, they intend to provide suitable materials for blended learning in EFL classrooms. The findings of this study have offered the need of developing professionalism among the English lecturers in implementing blended learning that can be realized by taking part in training on the application of blended learning and providing appropriate English materials in incorporating English skills for creating meaningful and successful learnings.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134481839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.31849/elsya.v4i3.11031
Wulandari Santoso, Putri Rindu Kinasih
Despite the massive growth of universities offering EMI in non-Anglophone countries including Indonesia, there is little research regarding the underlying rationales for the implementation of EMI and the perceptions of lecturers in relation to the enactment of EMI. Several studies have also highlighted the absence of official guidelines for EMI in this context, which has contributed to the dissimilar practices of EMI among Indonesian universities. This case study aimed to find out the underpinning rationales for the implementation of EMI at the Indonesian universities. It also aimed to investigate how lecturers at the Indonesian universities perceived the implementation of EMI. Semi-structured interviews were conducted with nine non-English lecturers from both state and private Indonesian universities. The results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of EMI. In addition, this study also underlined the issue of internationalisation in relation to Englishisation and its impacts on EMI. In this study, the participants' use of the Indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. Therefore, this study suggests that the Indonesian linguistic ecology where Bahasa Indonesia and English co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making.
{"title":"Understanding University Teachers’ Perspectives of English Medium Instruction in Indonesia","authors":"Wulandari Santoso, Putri Rindu Kinasih","doi":"10.31849/elsya.v4i3.11031","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.11031","url":null,"abstract":"Despite the massive growth of universities offering EMI in non-Anglophone countries including Indonesia, there is little research regarding the underlying rationales for the implementation of EMI and the perceptions of lecturers in relation to the enactment of EMI. Several studies have also highlighted the absence of official guidelines for EMI in this context, which has contributed to the dissimilar practices of EMI among Indonesian universities. This case study aimed to find out the underpinning rationales for the implementation of EMI at the Indonesian universities. It also aimed to investigate how lecturers at the Indonesian universities perceived the implementation of EMI. Semi-structured interviews were conducted with nine non-English lecturers from both state and private Indonesian universities. The results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of EMI. In addition, this study also underlined the issue of internationalisation in relation to Englishisation and its impacts on EMI. In this study, the participants' use of the Indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. Therefore, this study suggests that the Indonesian linguistic ecology where Bahasa Indonesia and English co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116143018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.31849/elsya.v4i3.9917
Tira Nur Fitria
This research reviews the use of QuillBot to paraphrase the students' scientific writing in avoiding plagiarism. This research is descriptive qualitative. Observation is used as the main instrument to collect data. The data uses the app of QuillBot as an object of research. The analysis data use three ways of qualitative analysis, namely reducing data, displaying data, and conclusions. The analysis shows that several ways QuillBot in paraphrasing includes changing the word/phrase/ clause order, using synonyms, changing the sentence structure from active to passive voice, and vice versa, also separating the information into separate sentences. QuillBot Premium contains different modes of paraphrasing depending on writing needs, such as Standard, Fluency, Formal, Simple, Creative, Expand, and Shorten. Standard mode rewrites text reliably to maintain meaning, Fluency mode sure text is readable and free of errors; Formal mode presents the text in a more sophisticated and professional way; Simple mode makes writing more readable and accessible; Creative mode presents the text in a way most people can understand; Expand mode adds more detail and depth to increase sentence length; and Shorten mode strips away extra words to provide a clear message. QuillBot can be used by students to rewrite any writings or as an alternative tool when they cannot paraphrase manually. However, the site is a product of technology. Of course, human intelligence remains the main. Students need to understand in-depth and re-check their writing to get better or higher-quality paraphrasing.
{"title":"Avoiding Plagiarism of Students' Scientific Writing by Using the QuillBot Paraphraser","authors":"Tira Nur Fitria","doi":"10.31849/elsya.v4i3.9917","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.9917","url":null,"abstract":"This research reviews the use of QuillBot to paraphrase the students' scientific writing in avoiding plagiarism. This research is descriptive qualitative. Observation is used as the main instrument to collect data. The data uses the app of QuillBot as an object of research. The analysis data use three ways of qualitative analysis, namely reducing data, displaying data, and conclusions. The analysis shows that several ways QuillBot in paraphrasing includes changing the word/phrase/ clause order, using synonyms, changing the sentence structure from active to passive voice, and vice versa, also separating the information into separate sentences. QuillBot Premium contains different modes of paraphrasing depending on writing needs, such as Standard, Fluency, Formal, Simple, Creative, Expand, and Shorten. Standard mode rewrites text reliably to maintain meaning, Fluency mode sure text is readable and free of errors; Formal mode presents the text in a more sophisticated and professional way; Simple mode makes writing more readable and accessible; Creative mode presents the text in a way most people can understand; Expand mode adds more detail and depth to increase sentence length; and Shorten mode strips away extra words to provide a clear message. QuillBot can be used by students to rewrite any writings or as an alternative tool when they cannot paraphrase manually. However, the site is a product of technology. Of course, human intelligence remains the main. Students need to understand in-depth and re-check their writing to get better or higher-quality paraphrasing.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127559966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.31849/elsya.v4i3.10075
Ni Putu, Purnama Dewi, Era Marsakawati, Nyoman Adi, Jaya Putra, Ni Komang, Arie Suwastini
As technology rapidly develops new features, empirical testing of their capability to assist in educational purposes are always needed. This study takes a look at Instagram Reels, which is seldom explored as a language teaching tool, especially for vocational high school students. This study aims at describing students’ perceptions, challenges, and strategies in using Instagram reels as an authentic tool for improving speaking skills. The research used descriptive qualitative research methods. The subjects of the study were five eleventh-grade students from one of the public vocational high schools in Bali, Indonesia. They were selected by conducting a purposive sampling technique. The observation and interview were conducted to collect data. The findings show that a) the perceptions of students on the implementation of Instagram reels to improve speaking skills were favorable. Most students agreed that implementing Instagram reels as an authentic tool in speaking was adaptable, effective, and authentic. It also increased the students’ speaking abilities, which were referred to as positive attitudes. Instagram reels boosted students’ consciousness, motivation, and enhancing their vocabulary, grammar, pronunciation, accent, and cultural knowledge. b) Students faced a variety of challenges when using Instagram reels as a learning medium, such as limited internet access and a lack of digital literacy. To overcome the challenges, students used some strategies, namely using WIFI facilities at school or other public places, practicing a lot, and seeking additional information to improve digital literacy skills using Instagram reels.
{"title":"Being Real on Instagram Reels: An Authentic Tool to Enhance English Speaking Skills","authors":"Ni Putu, Purnama Dewi, Era Marsakawati, Nyoman Adi, Jaya Putra, Ni Komang, Arie Suwastini","doi":"10.31849/elsya.v4i3.10075","DOIUrl":"https://doi.org/10.31849/elsya.v4i3.10075","url":null,"abstract":"As technology rapidly develops new features, empirical testing of their capability to assist in educational purposes are always needed. This study takes a look at Instagram Reels, which is seldom explored as a language teaching tool, especially for vocational high school students. This study aims at describing students’ perceptions, challenges, and strategies in using Instagram reels as an authentic tool for improving speaking skills. The research used descriptive qualitative research methods. The subjects of the study were five eleventh-grade students from one of the public vocational high schools in Bali, Indonesia. They were selected by conducting a purposive sampling technique. The observation and interview were conducted to collect data. The findings show that a) the perceptions of students on the implementation of Instagram reels to improve speaking skills were favorable. Most students agreed that implementing Instagram reels as an authentic tool in speaking was adaptable, effective, and authentic. It also increased the students’ speaking abilities, which were referred to as positive attitudes. Instagram reels boosted students’ consciousness, motivation, and enhancing their vocabulary, grammar, pronunciation, accent, and cultural knowledge. b) Students faced a variety of challenges when using Instagram reels as a learning medium, such as limited internet access and a lack of digital literacy. To overcome the challenges, students used some strategies, namely using WIFI facilities at school or other public places, practicing a lot, and seeking additional information to improve digital literacy skills using Instagram reels.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121042677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.31849/elsya.v4i2.9693
Frans Sayogie, Muhammad Fadhli Adbaka
The majority of previous research observed phonemes produced individually to examine errors. As a result, based on the concept of minimum pairings, this study offered a novel way of assessing interlingual errors based on the concept of minimal pairings. This study examines the interlingual errors in consonant minimal pairs to see the correlation between the errors and the speaking ability that happened to high school students. There are several consonants which are being used such as /v/, /θ̠/, /ð̠/, /ʃ/, /t̠ʃ/, /ʤ/, /f/, /t/, /d/, /z/, and /s/ as indicators to find the interlingual errors. This study is descriptive qualitative research that examines the interlingual errors produced by high school students when utilizing English minimal pairs of consonants. All of the consonants acted as the test tool for the 19 selected students in the form of 10 minimal pairs. The research found that students did have difficulties when they were pronouncing the consonant minimal pairs such as /d/ & /ð/, /f/ & /v/, and /ʃ/ & /t̠ʃ/. Thus, the difficulties that occurred in the students’ pronunciation also generate speaking ability between students based on the interlingual errors. The findings showed that high school students mostly struggled with their pronunciation when uttering consonants that do not exist in the Indonesian language. In conclusion, interlingual errors play an important role as a method in teaching a foreign language to see the consonant errors happen in high school students when pronouncing the English language.
以前的大多数研究都是观察单独产生的音素来检查错误。因此，基于最小配对的概念，本研究提供了一种基于最小配对概念的评估语际错误的新方法。本研究以高中生为研究对象，探讨最小辅音对的语际错误与口语能力的关系。有几个辅音被使用，如/v/， /θ /， /ð /， / h /， /t/， / h /， /f/， /t/， /d/， /z/和/s/作为指示语来查找语际错误。本研究是一项描述性质的研究，旨在探讨高中生在使用英语最小辅音对时所产生的语际错误。所有辅音作为测试工具，以10个最小对的形式对19名学生进行测试。研究发现，学生们在发音最小辅音对时确实有困难，比如/d/ & /ð/、/f/ & /v/和/ h / & /t / k /。因此，学生在发音上的困难也会在语际错误的基础上产生学生之间的口语能力。调查结果显示，高中生在说出印尼语中不存在的辅音时，大多会在发音上遇到困难。综上所述，语际错误作为一种外语教学方法，在观察高中生在英语发音过程中出现的辅音错误方面发挥着重要的作用。
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Pub Date : 2022-06-27DOI: 10.31849/elsya.v4i2.9549
Andi Aspian Nur Apsari, Didin Nuruddin Hidayat, N. Husna, A. Alek
Using Critical Discourse Analysis as an analysis tool, this study explores gender representation in the national EFL textbook “Bright: An English” for Eighth Grade Junior High School students, a book utilized in Al-Ikhlas Lambuya Junior High School’s learning and teaching process. Fairclough's three-dimensional framework was used to examine the data in this study. The study aims to see how gender roles are communicated and how gender equity is reflected in the textbook. To uncover the power imbalance or disparity between males and females, characteristics such as male and female visual representation, male and female characters, male and female social, domestic duties, male and female semantic roles, and activities were investigated. The research revealed a gender bias in favour of men in particular functions and activities, such as becoming an 'athlete,' engaging in social events, and participating in sports. On the other hand, female dominance is evident in that female students outnumber male students significantly. Nevertheless, the study discovered some equality in terms of pictorial representation, some activities, and roles. Although conventional roles and behaviours are associated with female and male genders in this book, all genders are equally portrayed in terms of social position, power, and domination. Furthermore, no ideology such as anti-feminism or masculinity is discussed in this text.
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Pub Date : 2022-06-27DOI: 10.31849/elsya.v4i2.9755
Misnawati Misnawati
As a personal research note, this paper presents the summary and review of the course material "Assessment of English Language Learners" from the author's participation in the Massive Open Online Course (MOOC) program offered by the U.S. Department of State as the Online Professional English Network (OPEN). This article is suitable for practical tests for ESL/EFL teachers in classes where students learn English as a second language. It aims to fill the lack of literature on assessing English Language Learners, especially regarding meaningful and purposeful assessment studies in L2 language classes. This paper serves the information as a contribution to 1) determine a meaningful assessment; 2) collect and use data to use the right assessment; 3) select the types of alternative assessment; 4) foster students' motivation and engagement through assessment; and 5) making assessment fun. This paper's contributions will supplement teachers in determining the most appropriate assessment in line with their students' needs. In addition, assessment should act as an evaluation tool and be turned into something fun in the classroom so that students can get many benefits at once, namely learning experiences and learning outcomes. This article is recommended for practical assessments for EFL teachers in English second language learning classes.
{"title":"Assessment of English Foreign Language Learners: MOOC Material Resume and Review of Online Professional English Network (OPEN)","authors":"Misnawati Misnawati","doi":"10.31849/elsya.v4i2.9755","DOIUrl":"https://doi.org/10.31849/elsya.v4i2.9755","url":null,"abstract":"As a personal research note, this paper presents the summary and review of the course material \"Assessment of English Language Learners\" from the author's participation in the Massive Open Online Course (MOOC) program offered by the U.S. Department of State as the Online Professional English Network (OPEN). This article is suitable for practical tests for ESL/EFL teachers in classes where students learn English as a second language. It aims to fill the lack of literature on assessing English Language Learners, especially regarding meaningful and purposeful assessment studies in L2 language classes. This paper serves the information as a contribution to 1) determine a meaningful assessment; 2) collect and use data to use the right assessment; 3) select the types of alternative assessment; 4) foster students' motivation and engagement through assessment; and 5) making assessment fun. This paper's contributions will supplement teachers in determining the most appropriate assessment in line with their students' needs. In addition, assessment should act as an evaluation tool and be turned into something fun in the classroom so that students can get many benefits at once, namely learning experiences and learning outcomes. This article is recommended for practical assessments for EFL teachers in English second language learning classes.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122654567","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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