Pub Date : 2024-03-12DOI: 10.24815/eej.v14i4.37781
Putu Lirishati Soethama, I. K. Sumaryana
Neuro-Liguistic Programming (NLP), proposed by Richard Bandler and John Grinder in the 1970s, is one of the most effective and useful methodologies to help us communicate effectively in various areas of life such as corporate environment, college life, education, marketing, health, and various other areas. This method is indispensable in the teaching and learning process and can accommodate the very fast and sudden changes that occurred due to the pandemic situation. In this study, the NLP effective techniques: of creating rapport, mirroring, creating positive states and anchoring, maintaining flow, pacing and leading, perceptual positioning, and modeling good practice were used in online and offline lecturing. These techniques were applied to strengthen the three learning styles visual, auditory, and kinesthetic. The data were collected through observation and field research methods. Forty (40) students from two (2) online classes and two (2) offline classes, namely Debating on Recent Issues and Theory of Literature and Literary Criticism Class participated in this study. A survey has been given by the end of each lecture to measure the success of the NLP techniques applied by the lecturer. Results showed differences between online and offline classes. Its success decreased in online classes. Therefore, the development of material delivery techniques is needed to be more developed in online classes, especially in visual presentation models to patch up the missing kinesthetic models in online classes.
{"title":"Neuro-Linguistic Programming: The Application in Offline and Online Classes","authors":"Putu Lirishati Soethama, I. K. Sumaryana","doi":"10.24815/eej.v14i4.37781","DOIUrl":"https://doi.org/10.24815/eej.v14i4.37781","url":null,"abstract":"Neuro-Liguistic Programming (NLP), proposed by Richard Bandler and John Grinder in the 1970s, is one of the most effective and useful methodologies to help us communicate effectively in various areas of life such as corporate environment, college life, education, marketing, health, and various other areas. This method is indispensable in the teaching and learning process and can accommodate the very fast and sudden changes that occurred due to the pandemic situation. In this study, the NLP effective techniques: of creating rapport, mirroring, creating positive states and anchoring, maintaining flow, pacing and leading, perceptual positioning, and modeling good practice were used in online and offline lecturing. These techniques were applied to strengthen the three learning styles visual, auditory, and kinesthetic. The data were collected through observation and field research methods. Forty (40) students from two (2) online classes and two (2) offline classes, namely Debating on Recent Issues and Theory of Literature and Literary Criticism Class participated in this study. A survey has been given by the end of each lecture to measure the success of the NLP techniques applied by the lecturer. Results showed differences between online and offline classes. Its success decreased in online classes. Therefore, the development of material delivery techniques is needed to be more developed in online classes, especially in visual presentation models to patch up the missing kinesthetic models in online classes.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"24 S10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251007","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 : 2024-03-12DOI: 10.24815/eej.v15i1.37786
Siti Ansoriyah, S. Utami, Firman Aziz, Ines Nur Irawan
In the pursuit of enhancing creative writing proficiency, the challenge students face in crafting short and popular stories within a contextual framework is a prevalent issue. This study addresses this concern by developing an evaluation tool utilizing the Quizizz application to assess students’ skills in this particular aspect of writing. Thirty-five participants from the Indonesian Language and Literature Education program engaged in surveys and semi-structured interviews, revealing the effectiveness of the evaluation tool in helping students identify their potential levels. Guided by the 4D development model, the study incorporated material and evaluation expert assessments, item analysis, and user response questionnaires. Employing a rating scale and Kuder-Richardson for item analysis, the research selected 30 questions that ensured differentiation, difficulty level, validation, and reliability, with a high-reliability coefficient of 0.727. The overall assessment, considering material and evaluation experts, as well as student and lecturer responses, indicated a high level of approval for the quiz application’s feasibility in evaluating learning outcomes. This research highlights the significance of innovative tools in assessing and improving creative writing skills, offering valuable insights for educators seeking effective approaches to enhance students’ narrative abilities within constrained contexts. It emphasizes the importance of such innovative assessment tools to empower students in writing short stories and popular texts.
{"title":"Development of Short Story and Popular Text Writing Evaluation Tool Via Quizizz Application","authors":"Siti Ansoriyah, S. Utami, Firman Aziz, Ines Nur Irawan","doi":"10.24815/eej.v15i1.37786","DOIUrl":"https://doi.org/10.24815/eej.v15i1.37786","url":null,"abstract":"In the pursuit of enhancing creative writing proficiency, the challenge students face in crafting short and popular stories within a contextual framework is a prevalent issue. This study addresses this concern by developing an evaluation tool utilizing the Quizizz application to assess students’ skills in this particular aspect of writing. Thirty-five participants from the Indonesian Language and Literature Education program engaged in surveys and semi-structured interviews, revealing the effectiveness of the evaluation tool in helping students identify their potential levels. Guided by the 4D development model, the study incorporated material and evaluation expert assessments, item analysis, and user response questionnaires. Employing a rating scale and Kuder-Richardson for item analysis, the research selected 30 questions that ensured differentiation, difficulty level, validation, and reliability, with a high-reliability coefficient of 0.727. The overall assessment, considering material and evaluation experts, as well as student and lecturer responses, indicated a high level of approval for the quiz application’s feasibility in evaluating learning outcomes. This research highlights the significance of innovative tools in assessing and improving creative writing skills, offering valuable insights for educators seeking effective approaches to enhance students’ narrative abilities within constrained contexts. It emphasizes the importance of such innovative assessment tools to empower students in writing short stories and popular texts.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"7 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248748","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 : 2024-03-12DOI: 10.24815/eej.v14i4.34824
Xin Liu, Charanjit Kaur Swaran Singh
Within the educational setting of Chinese society, the study of teaching strategies holds a prominent position, capturing considerable scholarly interest, particularly in the setting of higher vocational education. Despite the attention devoted to teaching strategies, there exists a noticeable gap in understanding the motivation of teachers to employ these strategies and the factors influencing their choices, especially within the context of higher vocational education. Furthermore, insufficient research has been conducted on the distinctive characteristics of higher vocational education students and the backgrounds of teachers in higher vocational colleges. This paper aims to address these gaps by conducting a thorough review of existing literature on English teachers’ teaching motivation and the influencing factors in higher vocational colleges. Through the synthesis of relevant literature, the study seeks to shed light on the research deficiencies and the significance of exploring the motivation behind teaching strategies in higher vocational education settings. By bridging these gaps, the research contributes valuable insights that can inform educational practices and policy development in the dynamic landscape of higher vocational education in China. The outcomes of this study hold the potential to reshape educational paradigms and enhance the effectiveness of pedagogical approaches in higher vocational institutions, fostering a more enriching learning environment for both educators and students alike.
{"title":"Literature Review on Teaching Strategies and Motivation of English Teachers in Higher Vocational Colleges in China","authors":"Xin Liu, Charanjit Kaur Swaran Singh","doi":"10.24815/eej.v14i4.34824","DOIUrl":"https://doi.org/10.24815/eej.v14i4.34824","url":null,"abstract":"Within the educational setting of Chinese society, the study of teaching strategies holds a prominent position, capturing considerable scholarly interest, particularly in the setting of higher vocational education. Despite the attention devoted to teaching strategies, there exists a noticeable gap in understanding the motivation of teachers to employ these strategies and the factors influencing their choices, especially within the context of higher vocational education. Furthermore, insufficient research has been conducted on the distinctive characteristics of higher vocational education students and the backgrounds of teachers in higher vocational colleges. This paper aims to address these gaps by conducting a thorough review of existing literature on English teachers’ teaching motivation and the influencing factors in higher vocational colleges. Through the synthesis of relevant literature, the study seeks to shed light on the research deficiencies and the significance of exploring the motivation behind teaching strategies in higher vocational education settings. By bridging these gaps, the research contributes valuable insights that can inform educational practices and policy development in the dynamic landscape of higher vocational education in China. The outcomes of this study hold the potential to reshape educational paradigms and enhance the effectiveness of pedagogical approaches in higher vocational institutions, fostering a more enriching learning environment for both educators and students alike.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250178","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 : 2024-03-12DOI: 10.24815/eej.v15i1.34769
Premlatha Devi Marimuthu
This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.
{"title":"Panel Discussion as a Teaching Tool in the EFL Classroom","authors":"Premlatha Devi Marimuthu","doi":"10.24815/eej.v15i1.34769","DOIUrl":"https://doi.org/10.24815/eej.v15i1.34769","url":null,"abstract":"This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"15 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248429","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 : 2024-03-12DOI: 10.24815/eej.v15i1.37809
Dewi Sari Wahyuni, Yenni Rozimela, Havid Ardi, Mukhaiyar Mukhaiyar
Integrating Education for Sustainable Development (ESD) into English for Computer Science (ECS) within higher learning institutions remains relatively new. This study investigates students' and lecturers' perspectives on the integration. It was through the survey of 54 students and the interview with three ECS lecturers from a higher institution of education in Indonesia that captured the stakeholders' opinions regarding the integration of ESD into ECS. The survey revealed that most students and lecturers were in support of integrating ESD. The study employed a survey method using questionnaires that measured different items like 1) awareness and acceptance, 2) effective and convenient communication, 3) motivation and attention, 4) engagement, and 5) career preparation. Meanwhile, interviews cover 1) understanding of ESD integration, 2) recognized knowledge and skills, 3) benefits and drawbacks of integration; 4) teaching strategies; and 5) resources and support. The study examines all those indicators of making ECS more relevant to students' needs and contributing towards a more sustainable English teaching and learning. In this respect, integrating ESD into ECS is a multifarious and evolving procedure that will, when completed, make students better equipped to develop sustainable futures by giving them the knowledge and skills that they need for such an endeavor. This research represents a relevant baseline for those universities and colleges that aim to introduce ESD within their ECS curricula.
{"title":"Integrating Education for Sustainable Development into English for Computer Science: Students and Lectures’ Perspectives","authors":"Dewi Sari Wahyuni, Yenni Rozimela, Havid Ardi, Mukhaiyar Mukhaiyar","doi":"10.24815/eej.v15i1.37809","DOIUrl":"https://doi.org/10.24815/eej.v15i1.37809","url":null,"abstract":"Integrating Education for Sustainable Development (ESD) into English for Computer Science (ECS) within higher learning institutions remains relatively new. This study investigates students' and lecturers' perspectives on the integration. It was through the survey of 54 students and the interview with three ECS lecturers from a higher institution of education in Indonesia that captured the stakeholders' opinions regarding the integration of ESD into ECS. The survey revealed that most students and lecturers were in support of integrating ESD. The study employed a survey method using questionnaires that measured different items like 1) awareness and acceptance, 2) effective and convenient communication, 3) motivation and attention, 4) engagement, and 5) career preparation. Meanwhile, interviews cover 1) understanding of ESD integration, 2) recognized knowledge and skills, 3) benefits and drawbacks of integration; 4) teaching strategies; and 5) resources and support. The study examines all those indicators of making ECS more relevant to students' needs and contributing towards a more sustainable English teaching and learning. In this respect, integrating ESD into ECS is a multifarious and evolving procedure that will, when completed, make students better equipped to develop sustainable futures by giving them the knowledge and skills that they need for such an endeavor. This research represents a relevant baseline for those universities and colleges that aim to introduce ESD within their ECS curricula.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"285 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249821","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 : 2024-03-12DOI: 10.24815/eej.v15i1.34863
Almeera Aimen, Usama Khadim
This paper underscores the pivotal role of English language proficiency in the educational domain, shedding light on the challenges students face when expressing themselves in English within classroom settings. It emphasizes the profound impact that English proficiency exerts on students’ overall learning experiences and offers practical insights to enhance language skills. Recognizing effective communication as a cornerstone of success in contemporary society, the paper provides valuable tips for improving language skills, particularly in the context of spoken English. Mastering English is deemed essential for success in various professional fields, given its status as the global lingua franca. The article advocates for educational institutions to create conducive environments for developing students’ speaking abilities, crucial not only for career advancement but also for societal integration. In today’s interconnected world, English proficiency is a key asset for navigating the global landscape successfully. The ability to communicate effectively in English is not only a gateway to enhanced career opportunities but also facilitates integration into diverse societies. The paper concludes by reinforcing the fact that individuals with a strong command of the English language are warmly welcomed on a global scale, highlighting the enduring importance of English proficiency in our interconnected world.
{"title":"Significance of Proficiency in the English Language within the Realm of Education in Pakistan","authors":"Almeera Aimen, Usama Khadim","doi":"10.24815/eej.v15i1.34863","DOIUrl":"https://doi.org/10.24815/eej.v15i1.34863","url":null,"abstract":"This paper underscores the pivotal role of English language proficiency in the educational domain, shedding light on the challenges students face when expressing themselves in English within classroom settings. It emphasizes the profound impact that English proficiency exerts on students’ overall learning experiences and offers practical insights to enhance language skills. Recognizing effective communication as a cornerstone of success in contemporary society, the paper provides valuable tips for improving language skills, particularly in the context of spoken English. Mastering English is deemed essential for success in various professional fields, given its status as the global lingua franca. The article advocates for educational institutions to create conducive environments for developing students’ speaking abilities, crucial not only for career advancement but also for societal integration. In today’s interconnected world, English proficiency is a key asset for navigating the global landscape successfully. The ability to communicate effectively in English is not only a gateway to enhanced career opportunities but also facilitates integration into diverse societies. The paper concludes by reinforcing the fact that individuals with a strong command of the English language are warmly welcomed on a global scale, highlighting the enduring importance of English proficiency in our interconnected world.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"18 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248330","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 : 2024-03-12DOI: 10.24815/eej.v14i4.37785
M. Musdalifah, Abdullah Abdullah, Besse Dwi Wahyunita
Fostering a conducive classroom atmosphere is challenging for teachers aiming for ready, attentive, and productive student behavior. While various teaching strategies are employed to achieve learning objectives, not all effectively address the issue of student misbehavior. Classroom management, particularly addressing misbehavior, is a common challenge for teachers. Madania School emphasizes teacher training to manage students both during and outside lesson periods. This study explores teachers' perceptions of student misbehavior, their handling strategies, and the implementation of restitution through qualitative research involving interviews and surveys with SD Madania School teachers. The findings reveal a thorough analysis of teachers' perceptions through collaborative discussions, seeking solutions for enhanced student performance. Teachers employ diverse methods, including rewards, punishment, and restitution, for effective student management. Notably, experienced teachers favor restitution, which fosters heightened student awareness of mistakes and promotes improved performance and a positive class environment. The study emphasizes the importance of effective teacher practices, particularly restitution, in addressing misbehavior and cultivating a conducive learning atmosphere.
{"title":"Perceptions of Student Misbehavior and Restitution Practices in Addressing Primary School Misconduct at Madania Makassar","authors":"M. Musdalifah, Abdullah Abdullah, Besse Dwi Wahyunita","doi":"10.24815/eej.v14i4.37785","DOIUrl":"https://doi.org/10.24815/eej.v14i4.37785","url":null,"abstract":"Fostering a conducive classroom atmosphere is challenging for teachers aiming for ready, attentive, and productive student behavior. While various teaching strategies are employed to achieve learning objectives, not all effectively address the issue of student misbehavior. Classroom management, particularly addressing misbehavior, is a common challenge for teachers. Madania School emphasizes teacher training to manage students both during and outside lesson periods. This study explores teachers' perceptions of student misbehavior, their handling strategies, and the implementation of restitution through qualitative research involving interviews and surveys with SD Madania School teachers. The findings reveal a thorough analysis of teachers' perceptions through collaborative discussions, seeking solutions for enhanced student performance. Teachers employ diverse methods, including rewards, punishment, and restitution, for effective student management. Notably, experienced teachers favor restitution, which fosters heightened student awareness of mistakes and promotes improved performance and a positive class environment. The study emphasizes the importance of effective teacher practices, particularly restitution, in addressing misbehavior and cultivating a conducive learning atmosphere.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"45 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250143","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 paper aims to elaborate on the steps of developing a printed spiritual growth journal for pre-service English teachers at the University of Pelita Harapan Teachers College. As a Christian university with a solid vision and mission applying holistic education, it is urgently needed to nurture and develop students’ spirituality and to redeem learning lost due to COVID-19. The first part of Gall et al.’s (2015) research and development model is employed to produce a printed spiritual growth journal that begins with a needs analysis as initial research and information collection with lecturers from the Faculty and Christian religion education study program participated in it. The printed journal is designed to be used in nine weeks with four points to be filled and reflected to help the pre-service English teachers evaluate and understand self, express thoughts and feelings to the Lord, remember God’s work in their life, and record their progress in all spiritual disciplines. This journal is recommended to be used not only for the new students but also for the existing ones, with feedback from the lecturer. For future research, it is suggested to replicate and modify it for 1st-year novice English teachers in their reciprocation as a means for professional development.
本文旨在阐述民望大学师范学院为职前英语教师编写印刷版灵性成长日志的步骤。作为一所以应用全人教育为坚实愿景和使命的基督教大学，迫切需要培养和发展学生的灵性，挽回因 COVID-19 而失去的学习机会。在制作印刷版灵性成长日志时，采用了 Gall 等人（2015 年）研究与发展模式的第一部分，首先进行需求分析，作为初步研究和信息收集，来自学院和基督教宗教教育研究项目的讲师参与其中。印刷版日志的设计使用期为九周，有四个要点需要填写和反思，以帮助职前英语教师评估和了解自我，向主表达思想和感受，记念神在他们生命中的作为，并记录他们在所有属灵修炼中的进步。建议这本日志不仅用于新生，也用于在校生，并由讲师提供反馈意见。在今后的研究中，建议将其复制和修改，用于一年级英语新教师的互访，作为专业发展的一种手段。
{"title":"Developing Spiritual Growth Journal for Pre-service English Teacher","authors":"Yonathan Winardi, Dhama Gustiar Baskoro, Dedy Panggabean","doi":"10.24815/eej.v14i4.37780","DOIUrl":"https://doi.org/10.24815/eej.v14i4.37780","url":null,"abstract":"This paper aims to elaborate on the steps of developing a printed spiritual growth journal for pre-service English teachers at the University of Pelita Harapan Teachers College. As a Christian university with a solid vision and mission applying holistic education, it is urgently needed to nurture and develop students’ spirituality and to redeem learning lost due to COVID-19. The first part of Gall et al.’s (2015) research and development model is employed to produce a printed spiritual growth journal that begins with a needs analysis as initial research and information collection with lecturers from the Faculty and Christian religion education study program participated in it. The printed journal is designed to be used in nine weeks with four points to be filled and reflected to help the pre-service English teachers evaluate and understand self, express thoughts and feelings to the Lord, remember God’s work in their life, and record their progress in all spiritual disciplines. This journal is recommended to be used not only for the new students but also for the existing ones, with feedback from the lecturer. For future research, it is suggested to replicate and modify it for 1st-year novice English teachers in their reciprocation as a means for professional development.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"82 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249599","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 : 2024-03-12DOI: 10.24815/eej.v14i4.37800
Desi Rochmawati, J. Nurkamto, Muhammad Nizam, Dewi Rochsantiningsih, Sunardi Sunardi
This study explores the substantial role of digital learning media in ensuring continuous learning regardless of location or circumstances. With many digital platforms available for teaching and learning, this paper investigates the benefits and characteristics associated with the utilization of digital learning media. Employing self-regulated learning approaches, the study aims to enhance students’ English as a Foreign Language (EFL) competencies. Conducting a systematic literature review covering the period from 2018 to 2023, the research follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Examining 25 articles from reputable databases (i.e., Scopus, Science Direct), the study identifies a positive correlation between the use of digital learning media, including Learning Management Systems (LMS) and Android-based smartphone applications, and improved student achievements. The findings emphasize the significance of digital tools that meet specific qualifications: being beneficial, organizing indicators effectively, and featuring robust and interactive visualizations. This research offers valuable insights for educators, policymakers, and researchers to enhance technology-based learning experiences in EFL education.
{"title":"A Systematic Review of Self-Regulated Learning Approach through Digital Learning Media in Enhancing Students' EFL Speaking Competences","authors":"Desi Rochmawati, J. Nurkamto, Muhammad Nizam, Dewi Rochsantiningsih, Sunardi Sunardi","doi":"10.24815/eej.v14i4.37800","DOIUrl":"https://doi.org/10.24815/eej.v14i4.37800","url":null,"abstract":"This study explores the substantial role of digital learning media in ensuring continuous learning regardless of location or circumstances. With many digital platforms available for teaching and learning, this paper investigates the benefits and characteristics associated with the utilization of digital learning media. Employing self-regulated learning approaches, the study aims to enhance students’ English as a Foreign Language (EFL) competencies. Conducting a systematic literature review covering the period from 2018 to 2023, the research follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Examining 25 articles from reputable databases (i.e., Scopus, Science Direct), the study identifies a positive correlation between the use of digital learning media, including Learning Management Systems (LMS) and Android-based smartphone applications, and improved student achievements. The findings emphasize the significance of digital tools that meet specific qualifications: being beneficial, organizing indicators effectively, and featuring robust and interactive visualizations. This research offers valuable insights for educators, policymakers, and researchers to enhance technology-based learning experiences in EFL education.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249750","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 : 2024-03-12DOI: 10.24815/eej.v15i1.33092
Ulya Nabila, Nira Erdiana, Diana Fauzia Sari, Y. Yuliana
This study was conducted in qualitative research aimed to discover the difference in learning behavior between bilingual Acehnese-Indonesian and monolingual Indonesian in EFL. The data of this study was obtained from the 7th grade at SMP Teuku Nyak Arif Fatih Bilingual School, Banda Aceh. The participants were five bilingual and five monolingual students. The data were collected through observation and interviews. The observation data was students’ learning behavior during English class and was analyzed in descriptive statistics (percentages). The interview data included transcripts of supporting information about the reason for the learning behavior displayed in the English classes. The interviews were recorded, transcribed, and analyzed following Miles Huberman’s interactive model analysis. Furthermore, the results of this study showed that bilingual students showed less negative behavior in terms of competence motivation, attitude toward learning, and strategy/flexibility than monolingual students, but they were found to show the same amount of attention and persistence of negative issues along with monolingual students. Meanwhile, interview findings revealed that reason from both bilingual and monolingual students displayed those issues were mostly affected by internal factors and several external factors
本研究以定性研究的方式进行，旨在发现双语亚齐印尼语和单语印尼语在英语语言学习中的学习行为差异。本研究的数据来自班达亚齐SMP Teuku Nyak Arif Fatih双语学校七年级的学生。参与者包括五名双语学生和五名单语学生。数据通过观察和访谈收集。观察数据是学生在英语课堂上的学习行为，以描述性统计（百分比）进行分析。访谈数据包括有关英语课堂学习行为表现原因的辅助信息记录。对访谈进行了记录、转录，并按照迈尔斯-休伯曼的互动模型分析法进行了分析。此外，研究结果表明，与单语学生相比，双语学生在能力动机、学习态度和策略/灵活性方面表现出较少的消极行为，但他们与单语学生一样表现出对消极问题的关注和持续关注。同时，访谈结果显示，双语和单语学生之所以表现出这些问题，主要是受内部因素和一些外部因素的影响。
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