Pub Date : 2022-07-11DOI: 10.31764/leltj.v10i1.9307
Xavio Jun Nusantara Dharmaa, Agus Sapto Nugrohoa, Prayogo Hadi Sulistioa, Nisa Roiyasa
As a spread prevention of Covid-19 virus, schools must implement their learning process through online from Elementary School up to University including Jenderal Soedirman University. In the Covid-19 pandemic, English Education Department of Jenderal Soedirman University has already implemented Microteaching subject online or using E-Learning with the lecturer. This research uses a statistical calculation and interview data from 21 out of 31 respondents because some students have converted Microteaching credit in exchange of participation in Kampus Merdeka Program. There are 5 variables that influence Virtual Microteaching Class effectiveness. They are Enthusiasm, Learning Media, Learning Material, Task, and Lecturers’ Performance. However, the Enthusiasm variable (P=0.046) and Learning Media (P=0.020) are significant for the effectiveness of virtual Microteaching class. At the same time, other variables such as Learning Material (P=0.213), Task (P=0.166), and Lecturers’ Performance (P=0.166) are not significant for virtual Microteaching class. The effectiveness score of Virtual Microteaching Class for 6th semester students, English Education Department of Jenderal Soedirman University is 71% which means effective. The usage of Google Classroom for Virtual Microteaching Class has some disadvantages such as lack of video meeting features that most of the students need, and late notification caused by internet signal problems. As solutions to solve the problems of using Google Classroom for Virtual Microteaching class, lecturers need to explore the features of Google Classroom, and they are encouraged to use a better platform with a built-in virtual meeting and discussion features that can save large data and be downloaded at any time.
{"title":"THE EFFECTIVENESS OF VIRTUAL MICROTEACHING CLASS IN COVID-19 PANDEMIC TIME","authors":"Xavio Jun Nusantara Dharmaa, Agus Sapto Nugrohoa, Prayogo Hadi Sulistioa, Nisa Roiyasa","doi":"10.31764/leltj.v10i1.9307","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.9307","url":null,"abstract":"As a spread prevention of Covid-19 virus, schools must implement their learning process through online from Elementary School up to University including Jenderal Soedirman University. In the Covid-19 pandemic, English Education Department of Jenderal Soedirman University has already implemented Microteaching subject online or using E-Learning with the lecturer. This research uses a statistical calculation and interview data from 21 out of 31 respondents because some students have converted Microteaching credit in exchange of participation in Kampus Merdeka Program. There are 5 variables that influence Virtual Microteaching Class effectiveness. They are Enthusiasm, Learning Media, Learning Material, Task, and Lecturers’ Performance. However, the Enthusiasm variable (P=0.046) and Learning Media (P=0.020) are significant for the effectiveness of virtual Microteaching class. At the same time, other variables such as Learning Material (P=0.213), Task (P=0.166), and Lecturers’ Performance (P=0.166) are not significant for virtual Microteaching class. The effectiveness score of Virtual Microteaching Class for 6th semester students, English Education Department of Jenderal Soedirman University is 71% which means effective. The usage of Google Classroom for Virtual Microteaching Class has some disadvantages such as lack of video meeting features that most of the students need, and late notification caused by internet signal problems. As solutions to solve the problems of using Google Classroom for Virtual Microteaching class, lecturers need to explore the features of Google Classroom, and they are encouraged to use a better platform with a built-in virtual meeting and discussion features that can save large data and be downloaded at any time.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81564918","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 : 2022-07-05DOI: 10.31764/leltj.v10i1.9100
Mutiara Maharsi Mumpuni
The present study was conducted to analyze the correlation between speaking strategies of EFL undergraduates and their thinking styles. The researcher used chi-square test analysis which 47 sophomore students (34 female and 13 male) in the English department at the state university of Surabaya. In collecting the data, this study used two adopted questionnaires that was developed from Oxford’s LLS speaking 20 items (1990) and Sternberg and Wagner’s (1992) TSI 65 items included among the side of background information on their gender. As concerns on the analysis, this study found that there were no significant correlation between the speaking strategies of EFL undergraduates and their gender (X2= 1.736), the thinking styles of EFL undergraduates and their gender (X2= 1.043), speaking strategies and thinking styles of EFL undergraduates and their gender (X2= 2.839).
本研究旨在分析大学生英语口语策略与其思维方式之间的关系。研究人员对泗水国立大学英语系的47名大二学生(女34名，男13名)进行了卡方检验分析。在收集数据时，本研究采用了两份采用的调查问卷，分别来自牛津大学的LLS speaking 20项(1990)和Sternberg and Wagner(1992)的TSI 65项，其中包括性别背景信息。在分析中，本研究发现，英语本科生的口语策略与性别(X2= 1.736)、思维方式与性别(X2= 1.043)、口语策略与思维方式与性别(X2= 2.839)之间均无显著相关。
{"title":"Correlation Between Speaking Strategies of EFL Undergraduates and Their Thinking Styles","authors":"Mutiara Maharsi Mumpuni","doi":"10.31764/leltj.v10i1.9100","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.9100","url":null,"abstract":"The present study was conducted to analyze the correlation between speaking strategies of EFL undergraduates and their thinking styles. The researcher used chi-square test analysis which 47 sophomore students (34 female and 13 male) in the English department at the state university of Surabaya. In collecting the data, this study used two adopted questionnaires that was developed from Oxford’s LLS speaking 20 items (1990) and Sternberg and Wagner’s (1992) TSI 65 items included among the side of background information on their gender. As concerns on the analysis, this study found that there were no significant correlation between the speaking strategies of EFL undergraduates and their gender (X2= 1.736), the thinking styles of EFL undergraduates and their gender (X2= 1.043), speaking strategies and thinking styles of EFL undergraduates and their gender (X2= 2.839).","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81347125","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 : 2022-07-05DOI: 10.31764/leltj.v10i1.8879
Zhafirah Rosa Kusumawardana, Suvi Akhiriyah
Metacognitive awareness of reading strategy has a tremendous impact on the educational process, especially in acquiring a second language. It is concerned with not only what they suggest about how students organize their interactions with the context, but also with how they might employ the strategies that are still relevant to reading comprehension effectiveness. However, the EFL learners are still having a lack using metacognitive awareness of reading strategies significantly because of unknowing and inadequate understanding of what reading strategies to use, how and when to use them appropriately. Hence, the present study is attempted to locate the relationship between EFL learners’ metacognitive awareness of reading strategy and reading comprehension. A quantitative study, with 60 EFL students as participants, was conducted by using a questionnaire, and reading comprehension score to discover the level of EFL students’ Metacognitive Awareness of Reading Strategy. Those are the Metacognitive Awareness of Reading Strategy Inventory - revised (MARSI-R) and the Test English Proficiency (TEP) to discover the level of EFL students’ metacognitive awareness. The result of this study showed that 49 participants (mean 3.5 – >3.5), categorized as high group levels, and 11 participants (mean 2.5 – 3.4), categorized as moderate group levels. This research also revealed that the most strategies used by EFL learners found using PRS (Problem-solving strategies) M = 3.99; GRS (Global reading strategies) M = 3.98; and, SRS (Support reading strategies) M = 3.65. For the result of the Spearman Rho Coefficient showed that there is no correlation between EFL learners’ metacognitive awareness of reading strategy and reading comprehension (ρ value = .986).
{"title":"EFL University Students’ Metacognitive Awareness of Reading Strategy and Its Correlation with Their Reading Comprehension","authors":"Zhafirah Rosa Kusumawardana, Suvi Akhiriyah","doi":"10.31764/leltj.v10i1.8879","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.8879","url":null,"abstract":"Metacognitive awareness of reading strategy has a tremendous impact on the educational process, especially in acquiring a second language. It is concerned with not only what they suggest about how students organize their interactions with the context, but also with how they might employ the strategies that are still relevant to reading comprehension effectiveness. However, the EFL learners are still having a lack using metacognitive awareness of reading strategies significantly because of unknowing and inadequate understanding of what reading strategies to use, how and when to use them appropriately. Hence, the present study is attempted to locate the relationship between EFL learners’ metacognitive awareness of reading strategy and reading comprehension. A quantitative study, with 60 EFL students as participants, was conducted by using a questionnaire, and reading comprehension score to discover the level of EFL students’ Metacognitive Awareness of Reading Strategy. Those are the Metacognitive Awareness of Reading Strategy Inventory - revised (MARSI-R) and the Test English Proficiency (TEP) to discover the level of EFL students’ metacognitive awareness. The result of this study showed that 49 participants (mean 3.5 – >3.5), categorized as high group levels, and 11 participants (mean 2.5 – 3.4), categorized as moderate group levels. This research also revealed that the most strategies used by EFL learners found using PRS (Problem-solving strategies) M = 3.99; GRS (Global reading strategies) M = 3.98; and, SRS (Support reading strategies) M = 3.65. For the result of the Spearman Rho Coefficient showed that there is no correlation between EFL learners’ metacognitive awareness of reading strategy and reading comprehension (ρ value = .986).","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74383730","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 : 2022-07-05DOI: 10.31764/leltj.v10i1.8387
Nugroho Nugroho
Starting in the odd semester of 2020/2021, the University of Indraprasta PGRI will provide online or distance learning. Because of government laws on Large-Scale Social Restrictions, online learning is finished. Distance learning has always used technology to apply its knowledge, beginning with the most basic methodology and progressing to the most advanced. According to PDDIKTI 2020, the study sample is 206 of 4106 active students of the Indraprasta PGRI University with language and arts majors in English education. One of the reasons student participation on campus should be a concern is that it is a crucial factor in learning and academic success. Learning performance is measured in academic achievement, character development, and satisfaction in the classroom. The study aims to learn about students' participation in online Learning during Covid-19. The study employs a survey approach with a degree of descriptive interpretation and quantitative data analysis. The study results conclude that most English education students have very high engagement in online learning using WhatsApp application with 69% or as much as 144 students. Twenty-seven percent of the students have high, 3% have moderate, and 1% have low engagement.
{"title":"STUDENTS' ENGAGEMENT IN ONLINE LEARNING USING WHATSAPP GROUP DURING COVID-19 PANDEMIC","authors":"Nugroho Nugroho","doi":"10.31764/leltj.v10i1.8387","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.8387","url":null,"abstract":"Starting in the odd semester of 2020/2021, the University of Indraprasta PGRI will provide online or distance learning. Because of government laws on Large-Scale Social Restrictions, online learning is finished. Distance learning has always used technology to apply its knowledge, beginning with the most basic methodology and progressing to the most advanced. According to PDDIKTI 2020, the study sample is 206 of 4106 active students of the Indraprasta PGRI University with language and arts majors in English education. One of the reasons student participation on campus should be a concern is that it is a crucial factor in learning and academic success. Learning performance is measured in academic achievement, character development, and satisfaction in the classroom. The study aims to learn about students' participation in online Learning during Covid-19. The study employs a survey approach with a degree of descriptive interpretation and quantitative data analysis. The study results conclude that most English education students have very high engagement in online learning using WhatsApp application with 69% or as much as 144 students. Twenty-seven percent of the students have high, 3% have moderate, and 1% have low engagement.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81941895","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 : 2022-07-05DOI: 10.31764/leltj.v10i1.9075
Sri Sukarni, Imansyah Imansyah
This research aimed to find out English teaching materials need of Fine Art study program students in learning English. The quantitative method was conducted in this research. In collecting the data, the researchers applied questionnaires for the students as the instrument of the research. There were 16 students of Fine Arts study program in the 2021-2022 academic year as the participants in this research. The results of this research revealed that in learning English students of Fine Arts study program need all language skills and the mostly needed language skill is speaking. They need speaking because will support their future career as artisan art working in English. Regarding language components, mainly required by the students is vocabulary. In addition, teaching materials related to fine arts are needed by the students, as well the teaching materials are taken from internet. Furthermore, pertaining to the objective of learning English that is to be able to communicate in English, the students need discussion before beginning to learn English course. This method can support students’ need in speaking skill. These students’ needs can be used as the basis to design English teaching materials..
{"title":"Needs Analysis of English for Fine Arts Study Program Students as a Basis to Design English Teaching Materials","authors":"Sri Sukarni, Imansyah Imansyah","doi":"10.31764/leltj.v10i1.9075","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.9075","url":null,"abstract":"This research aimed to find out English teaching materials need of Fine Art study program students in learning English. The quantitative method was conducted in this research. In collecting the data, the researchers applied questionnaires for the students as the instrument of the research. There were 16 students of Fine Arts study program in the 2021-2022 academic year as the participants in this research. The results of this research revealed that in learning English students of Fine Arts study program need all language skills and the mostly needed language skill is speaking. They need speaking because will support their future career as artisan art working in English. Regarding language components, mainly required by the students is vocabulary. In addition, teaching materials related to fine arts are needed by the students, as well the teaching materials are taken from internet. Furthermore, pertaining to the objective of learning English that is to be able to communicate in English, the students need discussion before beginning to learn English course. This method can support students’ need in speaking skill. These students’ needs can be used as the basis to design English teaching materials..","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77752380","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 : 2022-07-05DOI: 10.31764/leltj.v10i1.8825
Wahyuni Juliani, Emeliya Sukma Dara, Filza Afiqah, Sri Wahyuni
This research aims to analyze the politeness and impoliteness strategies in The Sleeping Beauty Movie. This research used qualitative method by selecting and collecting data in the Sleeping Beauty movie. After selecting and collecting the data, the researchers identify and analyze word by word conversation among characters and used the concept of Brown and Levinson, Geoffrey Leech, and Bousfield and Locher related to pragmatics study. The result shows that there are 19 examples of politeness strategies, politeness maxims and impoliteness strategies. They are 4 examples of politeness strategies, 8 examples of politeness maxims, 7 examples of impoliteness strategies. The researchers concludes that the positive and impoliteness strategies in the Sleeping Beauty Movie is dominated by positive impoliteness and approbation maxim.Keywords: Impoliteness, Politeness, Pragmatics, Sleeping Beauty Movie, Strategies
本研究旨在分析《睡美人》电影中的礼貌与不礼貌策略。本研究采用定性方法，选取并收集电影《睡美人》中的数据。在选择和收集资料后，研究者对人物之间的逐字对话进行识别和分析，并使用了Brown and Levinson、Geoffrey Leech和Bousfield and Locher的语用学研究概念。结果表明，礼貌策略、礼貌格言和不礼貌策略共19个实例。有4个礼貌策略的例子，8个礼貌准则的例子，7个不礼貌策略的例子。研究发现，《睡美人》电影中的积极无礼策略和不礼貌策略以积极无礼和赞许格言为主。关键词:不礼貌，礼貌，语用学，睡美人电影，策略
{"title":"POLITENESS AND IMPOLITENESS STRATEGIES USED IN THE “SLEEPING BEAUTY” MOVIE","authors":"Wahyuni Juliani, Emeliya Sukma Dara, Filza Afiqah, Sri Wahyuni","doi":"10.31764/leltj.v10i1.8825","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.8825","url":null,"abstract":"This research aims to analyze the politeness and impoliteness strategies in The Sleeping Beauty Movie. This research used qualitative method by selecting and collecting data in the Sleeping Beauty movie. After selecting and collecting the data, the researchers identify and analyze word by word conversation among characters and used the concept of Brown and Levinson, Geoffrey Leech, and Bousfield and Locher related to pragmatics study. The result shows that there are 19 examples of politeness strategies, politeness maxims and impoliteness strategies. They are 4 examples of politeness strategies, 8 examples of politeness maxims, 7 examples of impoliteness strategies. The researchers concludes that the positive and impoliteness strategies in the Sleeping Beauty Movie is dominated by positive impoliteness and approbation maxim.Keywords: Impoliteness, Politeness, Pragmatics, Sleeping Beauty Movie, Strategies","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90308201","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 : 2022-06-07DOI: 10.31764/leltj.v10i1.10986
I. Irwandi, M. Hudri, Dina Apriana
Effective language strategies contribute to learners’ success in learning English. In relation to this, this study aims at investigating ESL students’ strategies in learning a language. Those strategies are metacognitive strategies, deep cognitive strategies, and surface cognitive strategies. 50 English department students participated in a survey that required them to reflect on their own learning strategies for the four language skills by answering 80 questions. The result of the study suggests that the metacognitive strategies are the most highly used to improve their language skills compared to the deep cognitive and surface cognitive strategies that are moderately used. The data also showed those strategies are widely used in written texts insteadof spoken texts.
{"title":"ESL Students’ Learning Strategies for the Improvement of their Language Skills","authors":"I. Irwandi, M. Hudri, Dina Apriana","doi":"10.31764/leltj.v10i1.10986","DOIUrl":"https://doi.org/10.31764/leltj.v10i1.10986","url":null,"abstract":"Effective language strategies contribute to learners’ success in learning English. In relation to this, this study aims at investigating ESL students’ strategies in learning a language. Those strategies are metacognitive strategies, deep cognitive strategies, and surface cognitive strategies. 50 English department students participated in a survey that required them to reflect on their own learning strategies for the four language skills by answering 80 questions. The result of the study suggests that the metacognitive strategies are the most highly used to improve their language skills compared to the deep cognitive and surface cognitive strategies that are moderately used. The data also showed those strategies are widely used in written texts insteadof spoken texts.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73019780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research has investigated how English Tempo magazine's cover stories portrayed the Indonesian presidential candidate's rivalry between Joko Widodo (Jokowi) and Prabowo Subianto (Prabowo) to audiences. Four English Tempo's cover stories were then selected as the data and analyzed by the Multimodal Discourse Analysis (MDA) approach. Furthermore, this research uses a qualitative method with descriptive perspective for data analysis. Moreover, the results have shown that (i) the presidential and vice-presidential candidates' photographs and caricatures, (ii) the illustrations of presidential candidates' actions related to specific political events at the time, and (iii) the main titles could multimodally portray the presidential candidates' rivalry to the audiences. The photographs and caricatures in the cover stories' pictorial components visually manifested the candidates' rivalry. Moreover, the cover stories' main titles explained the photographs and caricatures. Furthermore, those semiotic components combined in each cover story could modulate some multimodal communicative acts to portray the rivalry between presidential candidates. Meanwhile, the benefit of this research result is to provide the readers with the formulation of how English Tempo Magazine presents the topic of rivalry between Indonesian presidential candidates by visualizing issues concerning presidential candidates in the cover stories.
{"title":"The Multimodal Portrayal of The 2019 Indonesian Presidential Candidates' Rivalry on English Tempo's Cover Stories","authors":"Zakie Asidiky","doi":"10.21462/ijefl.v7i1.472","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.472","url":null,"abstract":"This research has investigated how English Tempo magazine's cover stories portrayed the Indonesian presidential candidate's rivalry between Joko Widodo (Jokowi) and Prabowo Subianto (Prabowo) to audiences. Four English Tempo's cover stories were then selected as the data and analyzed by the Multimodal Discourse Analysis (MDA) approach. Furthermore, this research uses a qualitative method with descriptive perspective for data analysis. Moreover, the results have shown that (i) the presidential and vice-presidential candidates' photographs and caricatures, (ii) the illustrations of presidential candidates' actions related to specific political events at the time, and (iii) the main titles could multimodally portray the presidential candidates' rivalry to the audiences. The photographs and caricatures in the cover stories' pictorial components visually manifested the candidates' rivalry. Moreover, the cover stories' main titles explained the photographs and caricatures. Furthermore, those semiotic components combined in each cover story could modulate some multimodal communicative acts to portray the rivalry between presidential candidates. Meanwhile, the benefit of this research result is to provide the readers with the formulation of how English Tempo Magazine presents the topic of rivalry between Indonesian presidential candidates by visualizing issues concerning presidential candidates in the cover stories.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82537922","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}
Writing skill is one of the difficult skills to acquire in learning a second language. Therefore, the feedback that the students receive from the teachers should be understandable and improve students’ writing skills. This study examines the teachers’ experiences in giving feedback on students’ writing performance through a sociocultural perspective. The participants of this study were 8 English teachers of junior and senior high schools in Padangsidimpuan, North Sumatra. The data were collected through online interviews and analyzed in a thematic approach by transcribing, coding, categorizing, and interpreting. The result shows that teachers prefer to use teacher-student conferencing in giving writing feedback since joint participation and transaction occur in the learning process. It is compatible with the principle of the sociocultural approach. In addition, teachers are more concerned about students’ grammatical errors rather than structure and content. It is due to students finding it difficult to implement the grammatical rules into their writings. Furthermore, unfocused corrective feedback points out a range of error types. However, the strategy is hard to implement for students with lower proficiency levels.
{"title":"Teachers’ Feedback on EFL Writings from Sociocultural Perspective","authors":"R. Aini, A. Ashadi","doi":"10.21462/ijefl.v7i1.467","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.467","url":null,"abstract":"Writing skill is one of the difficult skills to acquire in learning a second language. Therefore, the feedback that the students receive from the teachers should be understandable and improve students’ writing skills. This study examines the teachers’ experiences in giving feedback on students’ writing performance through a sociocultural perspective. The participants of this study were 8 English teachers of junior and senior high schools in Padangsidimpuan, North Sumatra. The data were collected through online interviews and analyzed in a thematic approach by transcribing, coding, categorizing, and interpreting. The result shows that teachers prefer to use teacher-student conferencing in giving writing feedback since joint participation and transaction occur in the learning process. It is compatible with the principle of the sociocultural approach. In addition, teachers are more concerned about students’ grammatical errors rather than structure and content. It is due to students finding it difficult to implement the grammatical rules into their writings. Furthermore, unfocused corrective feedback points out a range of error types. However, the strategy is hard to implement for students with lower proficiency levels.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86095930","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}
Hetti Waluati Triana, M. Kustati, Ike Revita, David D Peroddin, Y. Faisol, Reflinaldi Reflinaldi
This study aims to identify the verbal behavior characteristics of Islamic university students with the use of Facebook in order to determine the identity forms that become a representation of their language aspects. Qualitative method was applied to objectively describe the social practices, and the varying issues and objectives of linguistic features that are generated and interpreted in these discourses. The data was procured, by using content analysis and observation, from the discourses of students at State Islamic University Imam Bonjol in the form of Facebook status posts and comments written in Facebook groups. The analysis was conducted following Fairclough’s Critical Discourse Analysis with a Critical Linguistics Approach. The results showed that the language features of the students contain some characteristics that appear in the form of abbreviations or acronyms, and the insertion of elements of foreign languages mostly dominated by features of Arabic. It was also found that the status and comments of the students focused on five dominant issues: religious, university, personal, social and cultural, and national issues. It was concluded that situational, institutional, and cultural contexts influenced the students’ production of particular discourse on Facebook. Features, issues, and discourse context identified through language used by the students had become one of many ways to recognize an Islamic university student. This ability to identify a particular student is due to the language used as a medium of communication to provide space for students to create, and directly or indirectly provide extensive information about the identity of the speakers.
{"title":"Language Use on Social Media: Reflection on Verbal Behavior and Cultural Identities of State Islamic University Undergraduates","authors":"Hetti Waluati Triana, M. Kustati, Ike Revita, David D Peroddin, Y. Faisol, Reflinaldi Reflinaldi","doi":"10.21462/ijefl.v7i1.477","DOIUrl":"https://doi.org/10.21462/ijefl.v7i1.477","url":null,"abstract":"This study aims to identify the verbal behavior characteristics of Islamic university students with the use of Facebook in order to determine the identity forms that become a representation of their language aspects. Qualitative method was applied to objectively describe the social practices, and the varying issues and objectives of linguistic features that are generated and interpreted in these discourses. The data was procured, by using content analysis and observation, from the discourses of students at State Islamic University Imam Bonjol in the form of Facebook status posts and comments written in Facebook groups. The analysis was conducted following Fairclough’s Critical Discourse Analysis with a Critical Linguistics Approach. The results showed that the language features of the students contain some characteristics that appear in the form of abbreviations or acronyms, and the insertion of elements of foreign languages mostly dominated by features of Arabic. It was also found that the status and comments of the students focused on five dominant issues: religious, university, personal, social and cultural, and national issues. It was concluded that situational, institutional, and cultural contexts influenced the students’ production of particular discourse on Facebook. Features, issues, and discourse context identified through language used by the students had become one of many ways to recognize an Islamic university student. This ability to identify a particular student is due to the language used as a medium of communication to provide space for students to create, and directly or indirectly provide extensive information about the identity of the speakers.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83362159","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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