This descriptive quantitative study aims to describe teachers’ beliefs in learner autonomy (LA) with participants who are senior high school teachers of non-formal education (Paket C) in Indonesia. Applying a survey method, this research involved 126 teachers fill a questionnaire. The research uncovers that teachers were knowledgeable about the notion of LA. Teachers were convinced that LA contributes to successful language learning. This research also uncovered that among four perspectives (psychological, technical, sociocultural, political critical) in viewing LA, teachers’ beliefs lean more toward psychological perspective than others. Although teachers were knowledgeable about LA, the research found that they were less optimistic in the implementation of LA. In addition to this, teachers’ beliefs in LA were not significantly different across their education backgrounds and length of teaching.
{"title":"EFL Teachers’ Beliefs in Learner Autonomy: A Study on Non-Formal Education Context in Indonesia","authors":"Jannatul Ma'wa, Suwarsih Madya","doi":"10.21462/IJEFL.V6I2.404","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.404","url":null,"abstract":"This descriptive quantitative study aims to describe teachers’ beliefs in learner autonomy (LA) with participants who are senior high school teachers of non-formal education (Paket C) in Indonesia. Applying a survey method, this research involved 126 teachers fill a questionnaire. The research uncovers that teachers were knowledgeable about the notion of LA. Teachers were convinced that LA contributes to successful language learning. This research also uncovered that among four perspectives (psychological, technical, sociocultural, political critical) in viewing LA, teachers’ beliefs lean more toward psychological perspective than others. Although teachers were knowledgeable about LA, the research found that they were less optimistic in the implementation of LA. In addition to this, teachers’ beliefs in LA were not significantly different across their education backgrounds and length of teaching.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83864923","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}
The aims of this paper are (1) to Enhance EFL teachers’ professional competence and skill in writing scientific papers of research results; (2) to produce scientific articles of EFL teachers’ investigation (minimally produce an action research proposal). This workshop was given to Pendidikan Profesi Guru - PPG (Teacher Professional Education). There were 33 EFL English teachers actively participating in the workshop. The content of the materials was how to discover themes and topics, how to write a proposal of classroom action research (CAR), and how to compose research of CAR, then how to create it into a scientific article. By having these skills, it was expected that they were able to report or write their own CAR and how to create it into a scientific article so that raise their position and prosperity. The PPG workshop for CAR took 10 hours and at the end of the workshop, the participants (the EFL teachers) are obliged to submit a classroom action research. After evaluating each CAR proposal project submitted by the EFL teachers, almost all of them wrote the CAR proposal well. But, in certain components, not all participants’ CAR proposals were categorized good, as well as the bibliography and language components, for bibliography, the participants must include a minimum of 17 to 20 reference lists derived from books and journals which cited as references in the body of the proposal. There were 45.45% of participants who listed 17 references and 45.45% of participants listed 20 references, and the remaining 9.9% included less than 17 references. For language, all participants used Indonesian, their reasoning was to make them easier to express thoughts and ideas in the proposal. It was also found that 87,87% of EFL teachers stated that they were able to identify the research problems, themes, and topics well. While there were 66,66% of EFL teachers described that they were able to decide CAR design, theory, quote, and paraphrase experts’ ideas well and 90,90% of them stated 17 to 20 titles of references.
{"title":"Empowering EFL Teachers for Scientific Writing in PPG Workshop: Writing Classroom Action Research Proposal","authors":"Lalu Suhirman, B. Rahayu","doi":"10.21462/IJEFL.V6I2.414","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.414","url":null,"abstract":"The aims of this paper are (1) to Enhance EFL teachers’ professional competence and skill in writing scientific papers of research results; (2) to produce scientific articles of EFL teachers’ investigation (minimally produce an action research proposal). This workshop was given to Pendidikan Profesi Guru - PPG (Teacher Professional Education). There were 33 EFL English teachers actively participating in the workshop. The content of the materials was how to discover themes and topics, how to write a proposal of classroom action research (CAR), and how to compose research of CAR, then how to create it into a scientific article. By having these skills, it was expected that they were able to report or write their own CAR and how to create it into a scientific article so that raise their position and prosperity. The PPG workshop for CAR took 10 hours and at the end of the workshop, the participants (the EFL teachers) are obliged to submit a classroom action research. After evaluating each CAR proposal project submitted by the EFL teachers, almost all of them wrote the CAR proposal well. But, in certain components, not all participants’ CAR proposals were categorized good, as well as the bibliography and language components, for bibliography, the participants must include a minimum of 17 to 20 reference lists derived from books and journals which cited as references in the body of the proposal. There were 45.45% of participants who listed 17 references and 45.45% of participants listed 20 references, and the remaining 9.9% included less than 17 references. For language, all participants used Indonesian, their reasoning was to make them easier to express thoughts and ideas in the proposal. It was also found that 87,87% of EFL teachers stated that they were able to identify the research problems, themes, and topics well. While there were 66,66% of EFL teachers described that they were able to decide CAR design, theory, quote, and paraphrase experts’ ideas well and 90,90% of them stated 17 to 20 titles of references.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84885460","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}
The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online. This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools. An Interpretative Phenomenological Analysis (IPA) research design was used. English-language instructors employed full-time in universities in Tokyo participated in this study. It appeared that each instructor’s beliefs interacted in a complex manner to technology which impacted instructors’ teaching practices related to the use of computer-mediated instruction. It revealed a multifaceted relationship between what instructors’ think and what they do in class in relation to computer-mediated tasks. Findings of this study suggest that English language instructors are navigating competently, yet cautiously in the digital age. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by relevant stakeholders in recognizing instructors’ beliefs as vital to technology acceptance
{"title":"Exploring the Influence of Beliefs of Instructors on Adoption of Technology in Teaching","authors":"Zahir Hasan","doi":"10.21462/IJEFL.V6I2.381","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.381","url":null,"abstract":"The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online. This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools. An Interpretative Phenomenological Analysis (IPA) research design was used. English-language instructors employed full-time in universities in Tokyo participated in this study. It appeared that each instructor’s beliefs interacted in a complex manner to technology which impacted instructors’ teaching practices related to the use of computer-mediated instruction. It revealed a multifaceted relationship between what instructors’ think and what they do in class in relation to computer-mediated tasks. Findings of this study suggest that English language instructors are navigating competently, yet cautiously in the digital age. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by relevant stakeholders in recognizing instructors’ beliefs as vital to technology acceptance","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84975142","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 article aims to demonstrate the application of theory to teaching practice by examining how two teacher educators drew upon systemic functional linguistics (SFL) as a pedagogical and analytical tool to inform their teaching of reflective writing to Mandarin-dominant teacher candidates enrolled in an ESOL course within an educator preparation program at a university using English Medium Instruction (EMI) in China. First, the authors describe how they incorporated the SFL appraisal framework into their teaching to bring their multilingual student writers’ attention to the language of evaluation as they prepared to construct reflective language learning autobiographies. Second, the authors demonstrate how SFL-informed text analysis of the appraisal resources used within students’ written reflections deepened their understanding of their students’ reflective writing practices and informed their teaching and course development. The article concludes with suggestions for using the SFL appraisal framework to support the reflective writing of their multilingual teacher candidates.
{"title":"Reflective Writing in Teacher Education in China: Insights from Systemic Functional Linguistics","authors":"Joshua Schulze, Anne C. Ittner","doi":"10.21462/IJEFL.V6I2.401","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.401","url":null,"abstract":"This article aims to demonstrate the application of theory to teaching practice by examining how two teacher educators drew upon systemic functional linguistics (SFL) as a pedagogical and analytical tool to inform their teaching of reflective writing to Mandarin-dominant teacher candidates enrolled in an ESOL course within an educator preparation program at a university using English Medium Instruction (EMI) in China. First, the authors describe how they incorporated the SFL appraisal framework into their teaching to bring their multilingual student writers’ attention to the language of evaluation as they prepared to construct reflective language learning autobiographies. Second, the authors demonstrate how SFL-informed text analysis of the appraisal resources used within students’ written reflections deepened their understanding of their students’ reflective writing practices and informed their teaching and course development. The article concludes with suggestions for using the SFL appraisal framework to support the reflective writing of their multilingual teacher candidates.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81774360","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}
The field of beauty every day has rapid changes, so it has many new terms growing in it. The webtoon has now expanded and has several titles translated into various languages, including Indonesian. Not only as entertainment but webtoon also indirectly brings beauty terms that do not yet have their equivalents in Indonesian. This research aims to determine how beauty terms in the webtoon are translated from English to Indonesian. This research uses a qualitative method. The source of data used is 50 chapters from two webtoons entitled The Secret of Angel (2018) and Make-Up Man (2019) in the English version and their translation in Indonesian. The results in this research indicate that based on the translation strategy theory, the translators for both of the webtoon used four different translation strategies namely: loan, unit shift, distribution change, and calque. The implication of this research is that in translating the English beauty terms into Indonesian webtoon translators often employed loan strategy by borrowing or retaining the ST items in the TT. The reasons why the translators often employ the borrowing strategy are due to the limited space in the webtoon and also because the target readers are more familiar with the original English beauty terms.
{"title":"Translation Analysis of Beauty Terms in Webtoon: The Secret of Angel and Make-Up Man","authors":"Hanniarsha Alyfia, Ahmadifar Ali","doi":"10.21462/IJEFL.V6I2.391","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.391","url":null,"abstract":"The field of beauty every day has rapid changes, so it has many new terms growing in it. The webtoon has now expanded and has several titles translated into various languages, including Indonesian. Not only as entertainment but webtoon also indirectly brings beauty terms that do not yet have their equivalents in Indonesian. This research aims to determine how beauty terms in the webtoon are translated from English to Indonesian. This research uses a qualitative method. The source of data used is 50 chapters from two webtoons entitled The Secret of Angel (2018) and Make-Up Man (2019) in the English version and their translation in Indonesian. The results in this research indicate that based on the translation strategy theory, the translators for both of the webtoon used four different translation strategies namely: loan, unit shift, distribution change, and calque. The implication of this research is that in translating the English beauty terms into Indonesian webtoon translators often employed loan strategy by borrowing or retaining the ST items in the TT. The reasons why the translators often employ the borrowing strategy are due to the limited space in the webtoon and also because the target readers are more familiar with the original English beauty terms.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84986828","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}
Until recently, no study focused on analyzing the effect thesis writing program on paraphrasing ability of the alumni. Generally, some studies focused on the reversed direction, that is, the effect of paraphrasing ability on thesis writing. This is the novelty of the present study. The present study aimed at testing the effect of thesis writing program at the end of the EFL study on paraphrasing ability of the alumni an EFL education, identifying the types of paraphrasing, and exploring weaknesses in paraphrasing and causes of not paraphrasing. This evaluative ex-post facto research employed Mixed-methods. The participants were 68 alumni of the University of Mataram Indonesia, those who undertook thesis writing program during their study in EFL education and the others who did not write undergraduate thesis. They were selected purposively from 37 schools in West Nusa Tenggara province. Data were collected with writing tasks, questionnaire, interview, and recording. The data were analyzed quantitatively and qualitatively. It shows: 1) The level of the alumni’s paraphrasing ability is ‘medium’; 2) Thesis writing program affects paraphrasing ability of the EFL alumni; 3) Synonym and Change of Word Orders are the dominant techniques; 4) The teachers’ weaknesses involve lack of vocabulary, limited conversions, deviation from the authentic ideas, summarizing, and unclear paraphrasing, 5) The causes of not paraphrasing include limited knowledge of paraphrasing and grammatical understanding. It is suggested that teacher education institutions implement curriculums that support teachers’ writing skills. In turn, plagiarism could be minimized which leads to the production of teachers’ quality academic writing.
{"title":"The Effect of Thesis Writing on Paraphrasing Ability of the EFL Alumni of the University of Mataram Lombok","authors":"A. Arifuddin","doi":"10.21462/IJEFL.V6I2.392","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.392","url":null,"abstract":"Until recently, no study focused on analyzing the effect thesis writing program on paraphrasing ability of the alumni. Generally, some studies focused on the reversed direction, that is, the effect of paraphrasing ability on thesis writing. This is the novelty of the present study. The present study aimed at testing the effect of thesis writing program at the end of the EFL study on paraphrasing ability of the alumni an EFL education, identifying the types of paraphrasing, and exploring weaknesses in paraphrasing and causes of not paraphrasing. This evaluative ex-post facto research employed Mixed-methods. The participants were 68 alumni of the University of Mataram Indonesia, those who undertook thesis writing program during their study in EFL education and the others who did not write undergraduate thesis. They were selected purposively from 37 schools in West Nusa Tenggara province. Data were collected with writing tasks, questionnaire, interview, and recording. The data were analyzed quantitatively and qualitatively. It shows: 1) The level of the alumni’s paraphrasing ability is ‘medium’; 2) Thesis writing program affects paraphrasing ability of the EFL alumni; 3) Synonym and Change of Word Orders are the dominant techniques; 4) The teachers’ weaknesses involve lack of vocabulary, limited conversions, deviation from the authentic ideas, summarizing, and unclear paraphrasing, 5) The causes of not paraphrasing include limited knowledge of paraphrasing and grammatical understanding. It is suggested that teacher education institutions implement curriculums that support teachers’ writing skills. In turn, plagiarism could be minimized which leads to the production of teachers’ quality academic writing.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73734278","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}
Like other developing countries, especially Malaysian urban youths, are continuously creating their “own language” to set themselves apart from the older generation. Referred to as Generation Z or Gen Z (post-millennials), these group of youths use slang that takes the form of code-mixing, abbreviations and ‘nonstandard variety’ of languages. First, this study aimed to reveal the patterns of youth language incorporated into local commercial discourse to attract young-adult consumers. The focus of this study is to determine how youth language is used and at the same time bring forth the different linguistic strategies employed in fashion articles. Secondly, this study investigated the perception of fellow Malaysians, especially young adults, regarding the existence of a youth language, especially code-mixing, in local fashion magazines. This was a qualitative descriptive study, but numbers and percentages were also used to support the findings. The various types of youth language patterns used were gathered based on titles of 60 commercial articles published in 3 famous local fashion magazines, namely Remaja (Youth), Keluarga (Family) and Nona (Woman). The findings showed a high usage of non-standard language and code-mixing in local advertisements. The main reason for using youth language in advertising is to attract and engage the attention of potential target consumers within the Gen Z age group. On the other hand, it was found that most respondents had positive perceptions regarding these kinds of advertisements and consider it as a good marketing skill.
{"title":"How Advertising Speaks to Consumers: A Case of Youth Language in Local Commercial Discourse","authors":"N. Mansor","doi":"10.21462/IJEFL.V6I2.202","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.202","url":null,"abstract":"Like other developing countries, especially Malaysian urban youths, are continuously creating their “own language” to set themselves apart from the older generation. Referred to as Generation Z or Gen Z (post-millennials), these group of youths use slang that takes the form of code-mixing, abbreviations and ‘nonstandard variety’ of languages. First, this study aimed to reveal the patterns of youth language incorporated into local commercial discourse to attract young-adult consumers. The focus of this study is to determine how youth language is used and at the same time bring forth the different linguistic strategies employed in fashion articles. Secondly, this study investigated the perception of fellow Malaysians, especially young adults, regarding the existence of a youth language, especially code-mixing, in local fashion magazines. This was a qualitative descriptive study, but numbers and percentages were also used to support the findings. The various types of youth language patterns used were gathered based on titles of 60 commercial articles published in 3 famous local fashion magazines, namely Remaja (Youth), Keluarga (Family) and Nona (Woman). The findings showed a high usage of non-standard language and code-mixing in local advertisements. The main reason for using youth language in advertising is to attract and engage the attention of potential target consumers within the Gen Z age group. On the other hand, it was found that most respondents had positive perceptions regarding these kinds of advertisements and consider it as a good marketing skill.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77445233","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}
Focusing on instruction of schematic structures and generic models are the primary characteristics of traditional genre pedagogy. What demands to be explored is how a particular knowledge structure could be reconfigured into a new genre. As a result, in this paper the effect of regenring in an ESP reading and writing course was investigated. For this purpose, two hundred and forty regenred annotations of writing were collected from twenty EFL participants in an ESP reading and writing course. It was found that regenring brought about genre awareness and changed the participants’attitudes toward their disciplinary topics and fields of study. Consequently, it may be assumed that regenring will contribute to awareness of how reconfiguration of knowledge in a new genre illuminates affordances and possibilities of a fresh experience and a new outlook on the subject matter. Due to its great potentiality, it is recommended to use regenring technique in writing pedagogy.
{"title":"An Investigation into the Regenring Act in an ESP Reading and Writing Course","authors":"Elaheh Suleimani","doi":"10.21462/IJEFL.V6I2.379","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.379","url":null,"abstract":"Focusing on instruction of schematic structures and generic models are the primary characteristics of traditional genre pedagogy. What demands to be explored is how a particular knowledge structure could be reconfigured into a new genre. As a result, in this paper the effect of regenring in an ESP reading and writing course was investigated. For this purpose, two hundred and forty regenred annotations of writing were collected from twenty EFL participants in an ESP reading and writing course. It was found that regenring brought about genre awareness and changed the participants’attitudes toward their disciplinary topics and fields of study. Consequently, it may be assumed that regenring will contribute to awareness of how reconfiguration of knowledge in a new genre illuminates affordances and possibilities of a fresh experience and a new outlook on the subject matter. Due to its great potentiality, it is recommended to use regenring technique in writing pedagogy.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91177344","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}
The research aims to reveal the types of teachers’ questioning and classroom interaction that most affecting the EFL learners’ motivation. A mixed-method design was employed in this study with 30 students and a teacher as the respondents. The quantitative and qualitative data were gained through questionnaires and a structured interview for the students, and an observation checklist of the teaching process during three meetings. The data from the questionnaire were analyzed using Descriptive Statistics on SPSS Version 22. Moreover, the analysis of interview data was completed through data condensation, data display, and drawing/verifying conclusions. The observation checklist was used to reveal the kinds of questioning and classroom interaction that is frequently used by the teacher. Based on the quantitative data, it was found that the types of questioning affecting the students’ motivation were the leading, display, and open-ended questions. However, the types of questioning that the most frequently used by the teachers are referential and display questions. Moreover, the questionnaire result showed that the whole classroom and group interaction were the types of classroom interactions that most motivated the students in the learning process. From the observation, the teacher facilitated the student with various classroom interactions based on their need. Overall, the teacher has facilitated the students with the kinds of questioning and classroom interaction that motivates the student in learning.
{"title":"Types of English Teachers’ Questioning and Classroom Interaction Affecting Learners’ Motivation in EFL Context","authors":"Nurqadriyanti Hasanuddin, D. Ciptaningrum","doi":"10.21462/IJEFL.V6I2.405","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.405","url":null,"abstract":"The research aims to reveal the types of teachers’ questioning and classroom interaction that most affecting the EFL learners’ motivation. A mixed-method design was employed in this study with 30 students and a teacher as the respondents. The quantitative and qualitative data were gained through questionnaires and a structured interview for the students, and an observation checklist of the teaching process during three meetings. The data from the questionnaire were analyzed using Descriptive Statistics on SPSS Version 22. Moreover, the analysis of interview data was completed through data condensation, data display, and drawing/verifying conclusions. The observation checklist was used to reveal the kinds of questioning and classroom interaction that is frequently used by the teacher. Based on the quantitative data, it was found that the types of questioning affecting the students’ motivation were the leading, display, and open-ended questions. However, the types of questioning that the most frequently used by the teachers are referential and display questions. Moreover, the questionnaire result showed that the whole classroom and group interaction were the types of classroom interactions that most motivated the students in the learning process. From the observation, the teacher facilitated the student with various classroom interactions based on their need. Overall, the teacher has facilitated the students with the kinds of questioning and classroom interaction that motivates the student in learning.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80258811","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}
The study aims to study travel agent students' perception and needs toward English reading materials used in English learning at Vocational High School. Two sets of questionnaires were used to collect the data of the study. The first set of the questionnaire was used to find out students' perceptions, and the other one was used to analyze the needs of the students. The needs analysis was done based on four aspects of needs assessment: TSA, PSA, Deficiency Analysis, and Strategy Analysis. Afterwards, the obtained data were analyzed quantitatively. The results indicated that the students viewed English as an essential subject to learn. Furthermore, the students also perceived that integrating technology and Palembang culture into the English reading materials (textbook) was important in this 21st-century era. Besides, the students also believed that the current materials learned at school were not yet suitable for their needs, and they currently had difficulties learning English. In addition, the students hoped the reading materials contained the 21st-century skills and their local cultures related to their major. Based on the needs analysis results, further steps were necessary to provide the English reading materials integrated to Palembang local culture, which could facilitate students to improve their English proficiency in line with their department and the demands of the 21st century.
{"title":"Travel Agent Students' English Reading Materials: Students' Perspective","authors":"Sinta Octaviana, E. Eryansyah, R. Inderawati","doi":"10.21462/IJEFL.V6I2.384","DOIUrl":"https://doi.org/10.21462/IJEFL.V6I2.384","url":null,"abstract":"The study aims to study travel agent students' perception and needs toward English reading materials used in English learning at Vocational High School. Two sets of questionnaires were used to collect the data of the study. The first set of the questionnaire was used to find out students' perceptions, and the other one was used to analyze the needs of the students. The needs analysis was done based on four aspects of needs assessment: TSA, PSA, Deficiency Analysis, and Strategy Analysis. Afterwards, the obtained data were analyzed quantitatively. The results indicated that the students viewed English as an essential subject to learn. Furthermore, the students also perceived that integrating technology and Palembang culture into the English reading materials (textbook) was important in this 21st-century era. Besides, the students also believed that the current materials learned at school were not yet suitable for their needs, and they currently had difficulties learning English. In addition, the students hoped the reading materials contained the 21st-century skills and their local cultures related to their major. Based on the needs analysis results, further steps were necessary to provide the English reading materials integrated to Palembang local culture, which could facilitate students to improve their English proficiency in line with their department and the demands of the 21st century.","PeriodicalId":30946,"journal":{"name":"Indonesian EFL Journal Journal of ELT Linguistics and Literature","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83656509","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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