Pub Date : 2023-05-29DOI: 10.24815/eej.v14i1.30968
Revathi Gopal, Theresa Lee
This study aims to investigate the effectiveness of reader response journals in the analysis of literary works among Malaysian TESL undergraduate students. The study employs mixed method approach and addresses a research question, ‘What are Malaysian TESL undergraduate students’ perceptions on the use of reader response journals in the analysis of literary works?’ Six students of moderate competency in the English language were selected for an interview session to investigate participants’ perceptions of the reader response journals in poem analysis. Interview data were analysed by using thematic analysis in identifying the emerging themes. The findings revealed an increase in aesthetic stance in students’ literary analysis. Besides, students shared that their analyses were more critical with the help of reader response journals. This study proposes an alternative method and strategy to learn literature aesthetically.
{"title":"Reader Response Journals in The Analysis of Literary Works among Undergraduate Students","authors":"Revathi Gopal, Theresa Lee","doi":"10.24815/eej.v14i1.30968","DOIUrl":"https://doi.org/10.24815/eej.v14i1.30968","url":null,"abstract":"This study aims to investigate the effectiveness of reader response journals in the analysis of literary works among Malaysian TESL undergraduate students. The study employs mixed method approach and addresses a research question, ‘What are Malaysian TESL undergraduate students’ perceptions on the use of reader response journals in the analysis of literary works?’ Six students of moderate competency in the English language were selected for an interview session to investigate participants’ perceptions of the reader response journals in poem analysis. Interview data were analysed by using thematic analysis in identifying the emerging themes. The findings revealed an increase in aesthetic stance in students’ literary analysis. Besides, students shared that their analyses were more critical with the help of reader response journals. This study proposes an alternative method and strategy to learn literature aesthetically.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46414624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-28DOI: 10.24815/eej.v14i1.30559
D. Sari, Usman Kasim, Z. Zakaria, Y. Yuliana, Fenny Regita
This study aimed to find (1) the level of students’ speaking anxiety; and (2) factors causing the anxiety among students during virtual learning. This research used descriptive qualitative method, with the aim of analyzing data taken from 30 students of second semester students of English Education Department at Syiah Kuala University in academic year of 2021/2022. In conducting this study, the researcher used PSCAS (Public Speaking Class Anxiety Scale) questionnaire by Yaikhong and Usaha (2012). The results revealed that most of students (67%) were in medium level which experienced by 20 out of 30 students. Meanwhile, the factors that most influenced student anxiety is lack of preparation factors (73%). Then, the next factors are grammatical error, motivation, friend/classmate, embarrassment, lack of confidence, fear of making mistakes, shyness and limited vocabulary. Based on these findings, it can be concluded that speaking in the virtual classroom can make students feel anxious and pressured. Anxiety can negatively affect students' speaking achievement; therefore, it is important for lecturers to be concerned with students' anxiety and find the best learning methods to reduce their anxiety, also by making the class atmosphere more comfortable and not monotonous.
{"title":"An Analysis of Students’ Speaking Anxiety in Virtual Learning Classroom During the COVID-19","authors":"D. Sari, Usman Kasim, Z. Zakaria, Y. Yuliana, Fenny Regita","doi":"10.24815/eej.v14i1.30559","DOIUrl":"https://doi.org/10.24815/eej.v14i1.30559","url":null,"abstract":"This study aimed to find (1) the level of students’ speaking anxiety; and (2) factors causing the anxiety among students during virtual learning. This research used descriptive qualitative method, with the aim of analyzing data taken from 30 students of second semester students of English Education Department at Syiah Kuala University in academic year of 2021/2022. In conducting this study, the researcher used PSCAS (Public Speaking Class Anxiety Scale) questionnaire by Yaikhong and Usaha (2012). The results revealed that most of students (67%) were in medium level which experienced by 20 out of 30 students. Meanwhile, the factors that most influenced student anxiety is lack of preparation factors (73%). Then, the next factors are grammatical error, motivation, friend/classmate, embarrassment, lack of confidence, fear of making mistakes, shyness and limited vocabulary. Based on these findings, it can be concluded that speaking in the virtual classroom can make students feel anxious and pressured. Anxiety can negatively affect students' speaking achievement; therefore, it is important for lecturers to be concerned with students' anxiety and find the best learning methods to reduce their anxiety, also by making the class atmosphere more comfortable and not monotonous.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42875942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-28DOI: 10.24815/eej.v14i1.30026
Dewi Furwana, Andi Tenrisanna Syam, Qubra Qubra
This research aimed to develop the appropriate weblog for learning English grammar of the twelfth-grade students at SMAN 4 Palopo. Furthermore, the researcher applied Research and Development (RD) method under the ADDIE model by Reiser and Mollanda in 1967. It comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. This research was located at SMAN 4 Palopo. The subjects in the research were the twelfth-grade students at SMAN 4 Palopo, and 42 students became respondents for the development tryout. This research used several instruments to collect data, i.e., need analysis questionnaires, experts’ judgment questionnaires, and students’ perception questionnaires. The technique of data analysis was a quantitative descriptive analysis technique. This research shows that the developed basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo was appropriate. The value from the expert’s validation showed that the material expert was 4.33, the language expert was 4.80, and the media/IT expert was 3.44. Thus, the overall mean score for product validity was 4.52 under the excellent category. The result of the questionnaire on students’ perception obtained 4.23 in the excellent category.
{"title":"The Development of A Web Blog for Learning English Grammar","authors":"Dewi Furwana, Andi Tenrisanna Syam, Qubra Qubra","doi":"10.24815/eej.v14i1.30026","DOIUrl":"https://doi.org/10.24815/eej.v14i1.30026","url":null,"abstract":"This research aimed to develop the appropriate weblog for learning English grammar of the twelfth-grade students at SMAN 4 Palopo. Furthermore, the researcher applied Research and Development (RD) method under the ADDIE model by Reiser and Mollanda in 1967. It comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. This research was located at SMAN 4 Palopo. The subjects in the research were the twelfth-grade students at SMAN 4 Palopo, and 42 students became respondents for the development tryout. This research used several instruments to collect data, i.e., need analysis questionnaires, experts’ judgment questionnaires, and students’ perception questionnaires. The technique of data analysis was a quantitative descriptive analysis technique. This research shows that the developed basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo was appropriate. The value from the expert’s validation showed that the material expert was 4.33, the language expert was 4.80, and the media/IT expert was 3.44. Thus, the overall mean score for product validity was 4.52 under the excellent category. The result of the questionnaire on students’ perception obtained 4.23 in the excellent category.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43216364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.15294/eej.v13i1.69612
Ema Sri Rahayu, Hendi Pratama
In a talk show, conversations naturally operate by taking turns. Sometimes the participants ignore the rules and focus more on gaining significant attention from the audience than making successful conversations. The participants involved in the conversation have the power to organize the distribution of conversational turns. This research applied qualitative research, which concerns evaluating the power and status of turn-taking mechanism used by the participants in talk show. The data used all utterances produced by participants from two episodes in Insight with Desi Anwar talk show. The utterances were transcribed using Jefferson's transcript notation. In addition, the data were analyzed by using the theories, such as Stenstrom, Sacks et al., and Brown and Levinson. The study reveals three findings related to the research questions. First, the results showed that taking the turn strategy was the most often used by the participants of the two episodes in talk show, followed by holding the turn strategy and yielding the turn strategy. Second, the phenomenon of turn-taking mechanism is influenced by power and status, where status affects participants in dominating turn-taking. Third, the quality of the conversation can be seen from the fluency of conversation itself in applying the rules of turn-taking mechanism. The participants use two rules, selecting the next speaker and self-selection. Pedagogically, this study can be used to make the teachers and students consider the significance of having an understanding of turn-taking mechanism, knowing the rules and how to maintain turn-taking, and the meaning of words in the spoken interaction.
在脱口秀节目中，对话自然是轮流进行的。有时，参与者忽略了规则，更关注于获得听众的注意，而不是进行成功的对话。参与对话的参与者有权组织会话回合的分配。本研究采用定性研究的方法，对访谈节目参与者的轮询机制的权力和地位进行评估。数据使用了两集访谈节目Insight with Desi Anwar中参与者的所有话语。这些话语是用杰斐逊的文字记录法记录下来的。此外，还运用了Stenstrom, Sacks et al.， Brown and Levinson等理论对数据进行了分析。该研究揭示了与研究问题相关的三个发现。首先，结果显示，两期访谈节目的参与者使用回合策略最多，其次是握回合策略和让出回合策略。第二，轮转机制受权力和地位的影响，地位影响轮转主体。第三，会话质量的好坏可以从会话本身的流畅程度上体现在对轮转机制规则的运用上。参与者使用两个规则，选择下一位演讲者和自我选择。在教学上，本研究可以使教师和学生认识到了解轮转机制的重要性，了解轮转规则和如何保持轮转，以及口语互动中单词的意义。
{"title":"Evaluating Power and Status in Turn-taking Mechanism in Insight with Desi Anwar Talk Show","authors":"Ema Sri Rahayu, Hendi Pratama","doi":"10.15294/eej.v13i1.69612","DOIUrl":"https://doi.org/10.15294/eej.v13i1.69612","url":null,"abstract":"In a talk show, conversations naturally operate by taking turns. Sometimes the participants ignore the rules and focus more on gaining significant attention from the audience than making successful conversations. The participants involved in the conversation have the power to organize the distribution of conversational turns. This research applied qualitative research, which concerns evaluating the power and status of turn-taking mechanism used by the participants in talk show. The data used all utterances produced by participants from two episodes in Insight with Desi Anwar talk show. The utterances were transcribed using Jefferson's transcript notation. In addition, the data were analyzed by using the theories, such as Stenstrom, Sacks et al., and Brown and Levinson. The study reveals three findings related to the research questions. First, the results showed that taking the turn strategy was the most often used by the participants of the two episodes in talk show, followed by holding the turn strategy and yielding the turn strategy. Second, the phenomenon of turn-taking mechanism is influenced by power and status, where status affects participants in dominating turn-taking. Third, the quality of the conversation can be seen from the fluency of conversation itself in applying the rules of turn-taking mechanism. The participants use two rules, selecting the next speaker and self-selection. Pedagogically, this study can be used to make the teachers and students consider the significance of having an understanding of turn-taking mechanism, knowing the rules and how to maintain turn-taking, and the meaning of words in the spoken interaction.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.15294/eej.v13i1.71659
Lina Shofiah, Hendi Pratama, Henrikus Joko Yulianto
Conversation analysis is used to identify the use of features in an interaction by considering the institutional settings or situation. Here, political situation is used because of the condition of controlled situation must be different. This study aimed to compare the conversational features used by Joe Biden and Donald Trump in the final presidential election debate of America in 2020. This was a qualitative study using the conversational analysis approach proposed by Schegloff (1974). The data were analyzed based on the conversational features used including turn-taking strategies, adjacency pairs, and repairs. The results found there were some similarities and differences of conversational features used by both candidates. The similarities showed both speakers preferred to use most of all turn-taking strategies, types of first and second-pair parts, and repair strategies. Besides, the differences were found in the number of conversational features used. Donald Trump tent to use more features since he used more turn-taking strategy to take the turn during the debate. In sum, in political setting, people tend to take more turn to share their idea and respond the other. It affects the use of another conversational features including the frequency of using them. Furthermore, the result of comparing using three features in a political situation becomes the novelty of this research since this setting is a rare topic in conversation analysis. This result is also contributed on enriching references of future research using conversation analysis specifically in a political setting.
{"title":"The Comparison of Conversational Features Used by Joe Biden and Donald Trump in Political Debate","authors":"Lina Shofiah, Hendi Pratama, Henrikus Joko Yulianto","doi":"10.15294/eej.v13i1.71659","DOIUrl":"https://doi.org/10.15294/eej.v13i1.71659","url":null,"abstract":"Conversation analysis is used to identify the use of features in an interaction by considering the institutional settings or situation. Here, political situation is used because of the condition of controlled situation must be different. This study aimed to compare the conversational features used by Joe Biden and Donald Trump in the final presidential election debate of America in 2020. This was a qualitative study using the conversational analysis approach proposed by Schegloff (1974). The data were analyzed based on the conversational features used including turn-taking strategies, adjacency pairs, and repairs. The results found there were some similarities and differences of conversational features used by both candidates. The similarities showed both speakers preferred to use most of all turn-taking strategies, types of first and second-pair parts, and repair strategies. Besides, the differences were found in the number of conversational features used. Donald Trump tent to use more features since he used more turn-taking strategy to take the turn during the debate. In sum, in political setting, people tend to take more turn to share their idea and respond the other. It affects the use of another conversational features including the frequency of using them. Furthermore, the result of comparing using three features in a political situation becomes the novelty of this research since this setting is a rare topic in conversation analysis. This result is also contributed on enriching references of future research using conversation analysis specifically in a political setting.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.15294/eej.v13i1.65013
Siti Nurhayati, Rudi Hartono, Rahayu Puji H
In English education, speaking skills are very crucial developed, because it plays essential roles in communication. Based on the research at SMP Al Falah, multiple problems might have taken place concerning the teaching and learning of speaking skills. One was the traditional technique that made the learning process run monotonously and boring. Besides that, many students still needed help, such as they answered with many lexico-grammatical mistakes and ideas required to speak up. They also needed to be more confident. Therefore, this research applied to multitask role play, it is the role-play technique combined with activities or tasks which allow the students to get exposed to authentic models from youtube, communicate with each other, and solve a problem or complete a task. In this case, the writers figured out that this role play used authentic materials as models that can be taken from the internet, such as the videos from "you tube' and information gap activities as further skills practice. This research aims to explain how significant the students' achievement is taught by using multitask role play and traditional techniques with different self-confidence levels in teaching speaking skills. This research design was a quasi-experimental design with a 2x2 factorial design involving the eighth-grade students SMP Al Falah, Cirebon. In collecting the data, the writers used a speaking test to get students' scores and questionnaires. The data was analyzed using ANOVA to answer the main hypotheses. The results show that implementing Multitask Role play is more effective than Traditional technique with scores of 0.000 for MTRP and 0.073 for TT. It was because of the multitask role play focused on students-center, used accurate models from youtube, PPT to explain the materials, and let students create the dialog using their own words by making the information gap. It is inversely proportional to the Traditional technique which is still teacher-center, explained the materials monotonously with textbook, and only asked students to memorize the delivered dialog. Based on the findings, the writers believe that this study can be a reference for the study of English education and language education development in teaching speaking skills. One of them is how to apply role play technique combined with another activity.
在英语教育中，口语技能的培养是至关重要的，因为它在交流中起着至关重要的作用。根据在SMP Al Falah的研究，在口语技巧的教与学方面可能存在多种问题。一个是传统的学习方法，使学习过程单调乏味。除此之外，许多学生仍然需要帮助，例如他们回答了许多词汇语法错误和需要说出来的想法。他们也需要更加自信。因此，本研究应用于多任务角色扮演，它是将角色扮演技术与活动或任务相结合，让学生接触到来自youtube的真实模型，相互交流，解决一个问题或完成一个任务。在这种情况下，作者发现这个角色扮演使用真实的材料作为模型，可以从互联网上获取，例如来自“you tube”的视频和信息鸿沟活动作为进一步的技能练习。本研究旨在解释运用多任务角色扮演和不同自信水平的传统教学方法在口语技巧教学中对学生成就的重要性。本研究设计为准实验设计，采用2x2因子设计，以八年级学生SMP Al Falah, Cirebon为研究对象。在收集数据的过程中，作者使用了口语测试来获得学生的分数和问卷。使用方差分析对数据进行分析，以回答主要假设。结果表明，实施多任务角色扮演比传统方法更有效，MTRP得分为0.000,TT得分为0.073。因为多任务角色扮演以学生为中心，使用youtube上的准确模型，PPT来讲解材料，让学生用自己的语言创造对话，制造信息缺口。这与传统教学方式成反比，传统教学方式仍然以教师为中心，用课本单调地讲解材料，只要求学生背诵所讲的对话。基于研究结果，笔者认为本研究可以为英语教育研究和语言教育发展中的口语教学提供参考。其中之一是如何将角色扮演技巧与另一项活动相结合。
{"title":"Comparing the Effectiveness of Multitask Role-play and Traditional Technique in Teaching Speaking to Students with Different Self-Confident Levels","authors":"Siti Nurhayati, Rudi Hartono, Rahayu Puji H","doi":"10.15294/eej.v13i1.65013","DOIUrl":"https://doi.org/10.15294/eej.v13i1.65013","url":null,"abstract":"In English education, speaking skills are very crucial developed, because it plays essential roles in communication. Based on the research at SMP Al Falah, multiple problems might have taken place concerning the teaching and learning of speaking skills. One was the traditional technique that made the learning process run monotonously and boring. Besides that, many students still needed help, such as they answered with many lexico-grammatical mistakes and ideas required to speak up. They also needed to be more confident. Therefore, this research applied to multitask role play, it is the role-play technique combined with activities or tasks which allow the students to get exposed to authentic models from youtube, communicate with each other, and solve a problem or complete a task. In this case, the writers figured out that this role play used authentic materials as models that can be taken from the internet, such as the videos from \"you tube' and information gap activities as further skills practice. This research aims to explain how significant the students' achievement is taught by using multitask role play and traditional techniques with different self-confidence levels in teaching speaking skills. This research design was a quasi-experimental design with a 2x2 factorial design involving the eighth-grade students SMP Al Falah, Cirebon. In collecting the data, the writers used a speaking test to get students' scores and questionnaires. The data was analyzed using ANOVA to answer the main hypotheses. The results show that implementing Multitask Role play is more effective than Traditional technique with scores of 0.000 for MTRP and 0.073 for TT. It was because of the multitask role play focused on students-center, used accurate models from youtube, PPT to explain the materials, and let students create the dialog using their own words by making the information gap. It is inversely proportional to the Traditional technique which is still teacher-center, explained the materials monotonously with textbook, and only asked students to memorize the delivered dialog. Based on the findings, the writers believe that this study can be a reference for the study of English education and language education development in teaching speaking skills. One of them is how to apply role play technique combined with another activity.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747947","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}
One of the steps in creating a course that delivers validity and relevance for all course design activities is analyzing the needs of the students. Need analysis helps teachers to identify students’ needs in learning English based on their daily needs and future needs. This study intends to evaluate the English textbook appropriateness for students and the school’s needs in ESP in the office administration program at SMK Setiabudhi Semarang. Hutchison and Waters (1987) proposed the theory that was employed in this research. The theory elaborates on the concept of need analysis in ESP that should contribute to the target and learning needs. Target needs are linked to what the students need to accomplish in the target situation, while learning needs refer to what the students need to do to learn effectively. This study applied a descriptive qualitative research approach to analyze the information gained via student surveys, teacher interviews, and document observations. The study's findings demonstrate that the English textbook used was deemed appropriate for meeting both the students and the school’s needs. The degree of appropriateness revealed that, on average, the textbook satisfied 77% of school needs and 87% of student needs. The result is expected to give a contribution to both teachers and students to evaluate their English materials in the textbook used in learning ESP.
创建一门为所有课程设计活动提供有效性和相关性的课程的步骤之一是分析学生的需求。需求分析可以帮助教师根据学生的日常需求和未来需求来确定学生在英语学习中的需求。本研究旨在评估新加坡国立大学三宝堂分校办公室管理课程的英语教材是否适合学生，以及学校在ESP方面的需求。Hutchison and Waters(1987)提出了本研究使用的理论。该理论阐述了ESP中需要分析的概念，认为需要对目标需求和学习需求做出贡献。目标需求是指学生在目标情境中需要完成什么，而学习需求是指学生需要做什么才能有效地学习。本研究采用描述性定性研究方法，分析通过学生调查、教师访谈和文献观察获得的信息。研究结果表明，所使用的英语教科书被认为是合适的，以满足学生和学校的需求。适当程度显示，平均而言，教科书满足了77%的学校需要和87%的学生需要。该研究结果有望为教师和学生评价他们在学习ESP时所使用的教科书中的英语材料提供帮助。
{"title":"Evaluating the Appropriateness of English Textbook Used for Teaching English for Specific Purposes","authors":"Siti Nurhidayah, Abdurrachman Faridi, Zulfa Shakiyya","doi":"10.15294/eej.v13i1.70649","DOIUrl":"https://doi.org/10.15294/eej.v13i1.70649","url":null,"abstract":"One of the steps in creating a course that delivers validity and relevance for all course design activities is analyzing the needs of the students. Need analysis helps teachers to identify students’ needs in learning English based on their daily needs and future needs. This study intends to evaluate the English textbook appropriateness for students and the school’s needs in ESP in the office administration program at SMK Setiabudhi Semarang. Hutchison and Waters (1987) proposed the theory that was employed in this research. The theory elaborates on the concept of need analysis in ESP that should contribute to the target and learning needs. Target needs are linked to what the students need to accomplish in the target situation, while learning needs refer to what the students need to do to learn effectively. This study applied a descriptive qualitative research approach to analyze the information gained via student surveys, teacher interviews, and document observations. The study's findings demonstrate that the English textbook used was deemed appropriate for meeting both the students and the school’s needs. The degree of appropriateness revealed that, on average, the textbook satisfied 77% of school needs and 87% of student needs. The result is expected to give a contribution to both teachers and students to evaluate their English materials in the textbook used in learning ESP.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"249 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747850","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 study compares the communication strategies employed in synchronous and asynchronous media during the learning of English. E-learning has been employed more frequently. This condition enables English subjects to be taught and learned in a setting without face-to-face interaction. E-learning is available in both synchronous and asynchronous modes. Based on the communication methods that arose in both modes, this study was done to present the emergence of communication strategies in both media. The present study involved 36 university students who were enrolled in a teaching methodology course and one lecturer. Specifically, the data were gathered through WhatsApp Group observation and Zoom interviews. The discussion of the study was presented using an explanatory format because it was a qualitative study. From the study, there were 3 types of communication strategies found in synchronous (Zoom), namely codeswitching (87%), time-gaining (13%), and foreignizing (0,3%). While in asynchronous mode using WhatsApp Group, codeswitching (12,5%) and literal translation (87,5%) were found. and synchronous media (Zoom). It was found that the students’ engagement in the WhatsApp group was higher (82%) than was found in Zoom (18%). However, the attitude and awareness of the students also played a significant role in the development of the communication strategies. This study contributes to the research on communication strategies found not only in oral form but also in written form and can be a consideration to promote the teaching of communication strategies.
{"title":"Communication Strategies in Synchronous and Asynchronous Media","authors":"Amalia Rosaline, Frimadhona Syafri, Zulfa Sakhiyya","doi":"10.15294/eej.v13i1.70279","DOIUrl":"https://doi.org/10.15294/eej.v13i1.70279","url":null,"abstract":"This study compares the communication strategies employed in synchronous and asynchronous media during the learning of English. E-learning has been employed more frequently. This condition enables English subjects to be taught and learned in a setting without face-to-face interaction. E-learning is available in both synchronous and asynchronous modes. Based on the communication methods that arose in both modes, this study was done to present the emergence of communication strategies in both media. The present study involved 36 university students who were enrolled in a teaching methodology course and one lecturer. Specifically, the data were gathered through WhatsApp Group observation and Zoom interviews. The discussion of the study was presented using an explanatory format because it was a qualitative study. From the study, there were 3 types of communication strategies found in synchronous (Zoom), namely codeswitching (87%), time-gaining (13%), and foreignizing (0,3%). While in asynchronous mode using WhatsApp Group, codeswitching (12,5%) and literal translation (87,5%) were found. and synchronous media (Zoom). It was found that the students’ engagement in the WhatsApp group was higher (82%) than was found in Zoom (18%). However, the attitude and awareness of the students also played a significant role in the development of the communication strategies. This study contributes to the research on communication strategies found not only in oral form but also in written form and can be a consideration to promote the teaching of communication strategies.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.15294/eej.v13i1.72196
Gabby Allen Vica, Hendi Pratama, Katharina Rustipa
Language is a communication tool which is used to exchange information between the speakers and the hearers according to their particular purposes. The indirect message in communication is called off record politeness; it helps the speakers avoiding responsibility of the hearers’ self image. The purposes of the study are explaining off record politeness strategies based four maxim violation. Then, explaining the characteristics of gender differentiate male and female’s off record politeness strategies. Moreover, explaining the relationship among different off record strategies and the gender. The data in this study is male and female’s utterances cointaining off record politeness. The result shows that male frequently used rthetorical questions and female mostly used metaphors strategies. The frequent male’s characteristic in communication is succint language meanwhile female’s characteristic is storytelling. The result found relationship between gender’s characteristics in the use of off record politeness strategies.
{"title":"Off-Record Politeness Strategies and Different Gender’s Characteristics in Woman at Point Zero Novel","authors":"Gabby Allen Vica, Hendi Pratama, Katharina Rustipa","doi":"10.15294/eej.v13i1.72196","DOIUrl":"https://doi.org/10.15294/eej.v13i1.72196","url":null,"abstract":"Language is a communication tool which is used to exchange information between the speakers and the hearers according to their particular purposes. The indirect message in communication is called off record politeness; it helps the speakers avoiding responsibility of the hearers’ self image. The purposes of the study are explaining off record politeness strategies based four maxim violation. Then, explaining the characteristics of gender differentiate male and female’s off record politeness strategies. Moreover, explaining the relationship among different off record strategies and the gender. The data in this study is male and female’s utterances cointaining off record politeness. The result shows that male frequently used rthetorical questions and female mostly used metaphors strategies. The frequent male’s characteristic in communication is succint language meanwhile female’s characteristic is storytelling. The result found relationship between gender’s characteristics in the use of off record politeness strategies.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.15294/eej.v13i1.71606
Nurul Septi Yani, Fahrur Rozi, Katharina Rustipa
This research aims to explain the use of Quizizz to develop instructional PJBL practices in teaching writing to the eighth-graders of MTs Ihsaniyah Balapulang, Tegal. This research applied mixed-methods research design and the concurrent embedded design. There were 30% quantitative data which were collected through students’ formative assessment and 70% qualitative data which were collected through observation, documents, and interview. This study involved an English teacher and 19 students of MTs.Ihsaniyah Balapulang. The instruments used were observation checklist, interview, documentation, and formative test. The researcherss did the validity, reliability, practicality, authenticity and T-test. The T-test result shows that the sig (2-tailed) value is 0.00 <0.05 and the t-count (5.759) > t-count (2.1009). Thus, it can be concluded that the hypothesis used in this study was accepted. It means that the use of Quizizz to develop instructional PJBL practices can be said to be effective. The teaching and learning observation in the classroom also show that the English teacher was able to effectively conduct the teaching of writing recount text, and the students were enthusiastic about participating in writing lessons using PJBL and Quizizz. Therefore, Quizizz and PJBL can be considered as an effective approach to improve students’ writing.
{"title":"The Use of Quizizz to Develop Instructional PJBL Practices in Teaching Writing","authors":"Nurul Septi Yani, Fahrur Rozi, Katharina Rustipa","doi":"10.15294/eej.v13i1.71606","DOIUrl":"https://doi.org/10.15294/eej.v13i1.71606","url":null,"abstract":"This research aims to explain the use of Quizizz to develop instructional PJBL practices in teaching writing to the eighth-graders of MTs Ihsaniyah Balapulang, Tegal. This research applied mixed-methods research design and the concurrent embedded design. There were 30% quantitative data which were collected through students’ formative assessment and 70% qualitative data which were collected through observation, documents, and interview. This study involved an English teacher and 19 students of MTs.Ihsaniyah Balapulang. The instruments used were observation checklist, interview, documentation, and formative test. The researcherss did the validity, reliability, practicality, authenticity and T-test. The T-test result shows that the sig (2-tailed) value is 0.00 <0.05 and the t-count (5.759) > t-count (2.1009). Thus, it can be concluded that the hypothesis used in this study was accepted. It means that the use of Quizizz to develop instructional PJBL practices can be said to be effective. The teaching and learning observation in the classroom also show that the English teacher was able to effectively conduct the teaching of writing recount text, and the students were enthusiastic about participating in writing lessons using PJBL and Quizizz. Therefore, Quizizz and PJBL can be considered as an effective approach to improve students’ writing.","PeriodicalId":30982,"journal":{"name":"English Education Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135747945","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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