Pub Date : 2023-06-24DOI: 10.25134/erjee.v11i2.7718
S. Hadianti, Benny Nugraha, Ika Tri Yunianika
The presence of scientific writing as a new compulsory course attracts educational institutions, including Universitas Terbuka. Not only because the course is a new course, which means many possible and valuable reactions to it, but also due to the puzzling condition surrounding it. Like two sides of a coin, scientific writing is hoped to bring essential value. Therefore, students will perceive it positively, yet it also generates anxiety because the difficulty of the lesson itself needs to be digested through an online platform. This research is constructed to explore the issue. To make it easier to follow, we limit our concern to two research questions and one hypothesis. The first question is on how students perceive scientific writing courses and the second do students consider the course as necessary or compulsory. On the other side, we promote a hypothesis that argues that students will perceive the scientific course as necessary yet fail to internalize the skill from the course. This study uses a mixed method which can be utilized to answer the research question as well as the hypothesis. The sample is 47 participants that enroll in a scientific writing class using a nested sampling design. Based on quantitative analysis, it is found that the hypothesis is accepted and there are 3 levels of perception that can also answer the research question such as high, moderate, and low perception.
{"title":"NECESSARY OR COMPULSORY: STUDENTS' PERCEPTION ON SCIENTIFIC WRITING AND EVERYTHING IN BETWEEN","authors":"S. Hadianti, Benny Nugraha, Ika Tri Yunianika","doi":"10.25134/erjee.v11i2.7718","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7718","url":null,"abstract":"The presence of scientific writing as a new compulsory course attracts educational institutions, including Universitas Terbuka. Not only because the course is a new course, which means many possible and valuable reactions to it, but also due to the puzzling condition surrounding it. Like two sides of a coin, scientific writing is hoped to bring essential value. Therefore, students will perceive it positively, yet it also generates anxiety because the difficulty of the lesson itself needs to be digested through an online platform. This research is constructed to explore the issue. To make it easier to follow, we limit our concern to two research questions and one hypothesis. The first question is on how students perceive scientific writing courses and the second do students consider the course as necessary or compulsory. On the other side, we promote a hypothesis that argues that students will perceive the scientific course as necessary yet fail to internalize the skill from the course. This study uses a mixed method which can be utilized to answer the research question as well as the hypothesis. The sample is 47 participants that enroll in a scientific writing class using a nested sampling design. Based on quantitative analysis, it is found that the hypothesis is accepted and there are 3 levels of perception that can also answer the research question such as high, moderate, and low perception.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47252146","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.7468
S. Maesyaroh, N. Asikin, Daswa Daswa
SMP Negeri 1 Garawangi Kuningan is one of junior high schools that uses manual English learning media such as books and paper for learning evaluation. This manual learning system will raise many problems such as longer time consuming the assessment process, moreover, the use of books and paper allows tearing or damage, and it leads to teacher-centered learning process that can make students bored and reduce student learning interest. Therefore, innovation in the development of web-based English learning media for junior high school students is needed. This web-based innovation helps students to learn and understand English after school hours. The target achieved in this study is the production of English learning application that is interesting, easy to understand, and easy to use. This study uses a qualitative descriptive method because it is based on data from direct observation and the theoretical basis of learning media. Meanwhile, for the system development method, Extreme Programming that is consisting of 4 stages i.e., planning design, coding, and testing is used in the study. The result of this study shows that this application of English learning media is accepted to be used by students to learn English after school hours.
SMP Negeri 1 Garawangi Kuningan是一所使用书籍和纸张等手动英语学习媒体进行学习评估的初中。这种手工学习系统会带来许多问题，如评估过程耗时较长，此外，书籍和纸张的使用会导致撕裂或损坏，并导致以教师为中心的学习过程，会让学生感到无聊，降低学生的学习兴趣。因此，初中生网络英语学习媒体的开发需要创新。这种基于网络的创新有助于学生在放学后学习和理解英语。本研究的目标是制作有趣、易于理解、易于使用的英语学习应用程序。本研究采用定性描述方法，因为它基于直接观察的数据和学习媒体的理论基础。同时，对于系统开发方法，本研究采用了由规划设计、编码和测试四个阶段组成的极限编程。本研究的结果表明，这种英语学习媒体的应用被学生在放学后使用来学习英语。
{"title":"INNOVATION OF WEB BASED ENGLISH LEARNING MEDIA DEVELOPMENT","authors":"S. Maesyaroh, N. Asikin, Daswa Daswa","doi":"10.25134/erjee.v11i2.7468","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7468","url":null,"abstract":"SMP Negeri 1 Garawangi Kuningan is one of junior high schools that uses manual English learning media such as books and paper for learning evaluation. This manual learning system will raise many problems such as longer time consuming the assessment process, moreover, the use of books and paper allows tearing or damage, and it leads to teacher-centered learning process that can make students bored and reduce student learning interest. Therefore, innovation in the development of web-based English learning media for junior high school students is needed. This web-based innovation helps students to learn and understand English after school hours. The target achieved in this study is the production of English learning application that is interesting, easy to understand, and easy to use. This study uses a qualitative descriptive method because it is based on data from direct observation and the theoretical basis of learning media. Meanwhile, for the system development method, Extreme Programming that is consisting of 4 stages i.e., planning design, coding, and testing is used in the study. The result of this study shows that this application of English learning media is accepted to be used by students to learn English after school hours.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42803682","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.7909
Rotua Elfrida, A. Pasaribu
Many scholars have conducted research on hate speech, spanning from hate speech delivery tactics to the negative consequences they create, as well as the role of technology in the dissemination of hate speech on social media. However, research on hate speech categories and degrees is still relatively unexplored. As a result, the purpose of this research is to uncover the strategies and levels of hate speech on social media, primarily YouTube channels, in response to the Minister of Religion's comments about the sound of mosque loudspeakers that need to be adjusted in volume. This comment has generated both positive and negative reactions in Indonesian society. This research looks into netizen comments in the comments column on the YouTube channel that carries the statement. Purposive sampling was used to select 300 comments from among the 840 comments in the comments column. For the purposes of this study, the sample was obtained in the form of comments containing hate speech. The data was then analyzed using content analysis, in which the data was categorized and categorized according to hate speech categories. According to the study's findings, there are three types of hate speech in netizen comments: early warning, dehumanization and demonization, and violence and incitement. Early warning is the most common type of hate speech, followed by violence and hostility, as well as dehumanization and demonization. Due to cultural influences and contrasts in rank and power between the commentator and the person who is the subject of the hate speech, hate speech delivered by Indonesian netizens tends to be dominated by disagreement, negative character, and action.
{"title":"HATE SPEECH ON SOCIAL MEDIA: A CASE STUDY OF BLASPHEMY IN INDONESIAN CONTEXT","authors":"Rotua Elfrida, A. Pasaribu","doi":"10.25134/erjee.v11i2.7909","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7909","url":null,"abstract":"Many scholars have conducted research on hate speech, spanning from hate speech delivery tactics to the negative consequences they create, as well as the role of technology in the dissemination of hate speech on social media. However, research on hate speech categories and degrees is still relatively unexplored. As a result, the purpose of this research is to uncover the strategies and levels of hate speech on social media, primarily YouTube channels, in response to the Minister of Religion's comments about the sound of mosque loudspeakers that need to be adjusted in volume. This comment has generated both positive and negative reactions in Indonesian society. This research looks into netizen comments in the comments column on the YouTube channel that carries the statement. Purposive sampling was used to select 300 comments from among the 840 comments in the comments column. For the purposes of this study, the sample was obtained in the form of comments containing hate speech. The data was then analyzed using content analysis, in which the data was categorized and categorized according to hate speech categories. According to the study's findings, there are three types of hate speech in netizen comments: early warning, dehumanization and demonization, and violence and incitement. Early warning is the most common type of hate speech, followed by violence and hostility, as well as dehumanization and demonization. Due to cultural influences and contrasts in rank and power between the commentator and the person who is the subject of the hate speech, hate speech delivered by Indonesian netizens tends to be dominated by disagreement, negative character, and action.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48615069","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.7319
Anak Agung Putri Maharani, Ni Made Wersi Murtini, Anak Agung Putu Arsana
Along with the rapid development of technology integrated within English language teaching, English teachers are necessitated to be digitally literate. In the attempt to be digitally literate, they need to acquire technical and pedagogical skills representing their readiness to integrate digital technology efficiently and effectively into the teaching learning process. This study, therefore, aimed at determining the digital literacy readiness level of the English teachers, to discover the differences between male and female English teachers’ digital literacy readiness and to probe the factors that affect the English teachers’ digital literacy readiness. The respondents were 33 English teachers currently working both in public and private high schools in Denpasar, Bali. Then, to address the issue, a mixed-method design was used. A questionnaire, an interview, and a focus group discussion were all conducted. Descriptive statistical analysis was used to examine the collected quantitative data; meanwhile, the qualitative analysis, encompassing data collection, data reduction, data presentation, and conclusion, was used to assess the collected qualitative data. It was found that the digital literacy readiness level of the English teachers was adequate. Specifically, based on gender, male and female English teachers were different in their readiness. They also identified 2 major factors affecting their digital literacy readiness.
{"title":"SMART SOCIETY 5.0: THE DIGITAL LITERACY READINESS OF THE ENGLISH TEACHERS","authors":"Anak Agung Putri Maharani, Ni Made Wersi Murtini, Anak Agung Putu Arsana","doi":"10.25134/erjee.v11i2.7319","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7319","url":null,"abstract":"Along with the rapid development of technology integrated within English language teaching, English teachers are necessitated to be digitally literate. In the attempt to be digitally literate, they need to acquire technical and pedagogical skills representing their readiness to integrate digital technology efficiently and effectively into the teaching learning process. This study, therefore, aimed at determining the digital literacy readiness level of the English teachers, to discover the differences between male and female English teachers’ digital literacy readiness and to probe the factors that affect the English teachers’ digital literacy readiness. The respondents were 33 English teachers currently working both in public and private high schools in Denpasar, Bali. Then, to address the issue, a mixed-method design was used. A questionnaire, an interview, and a focus group discussion were all conducted. Descriptive statistical analysis was used to examine the collected quantitative data; meanwhile, the qualitative analysis, encompassing data collection, data reduction, data presentation, and conclusion, was used to assess the collected qualitative data. It was found that the digital literacy readiness level of the English teachers was adequate. Specifically, based on gender, male and female English teachers were different in their readiness. They also identified 2 major factors affecting their digital literacy readiness. ","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909569","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.7874
L. Nurjamin, Dadang Sudana, Wawan Gunawan
This study explores the representation of socio-cognitive components in Indonesian political multimodal news text using the framework of Systemic Functional Multimodal Discourse Analysis (SF-MDA). With the increasing prominence of multimedia in contemporary news production, understanding how socio-cognitive aspects are conveyed through multiple modes becomes essential. Drawing on SF-MDA, which combines systemic functional linguistics and multimodal analysis, the study examines how Indonesian political news texts incorporate social and cognitive elements to shape meaning and influence audience perceptions. This study was undertaken qualitatively involving three online news published by Indonesia’s publishers as the data. The result reveals that the visual and verbal modes merged in the news tend to highlight the good image of the political figures. It means that the meanings of visual and verbal components of the news persuasively work together to create the good impressions among readers to the human actor in the news. As the implication, multimodal resources are strategically employed to shape public opinion and promote specific political ideologies. Ultimately, this research aims to contribute to the development of critical media literacy and foster a more nuanced understanding of the socio-political dynamics in contemporary Indonesia.
{"title":"DECODING SOCIO-COGNITIVE ELEMENTS IN INDONESIAN ONLINE NEWS: A SYSTEMIC FUNCTIONAL MULTIMODAL DISCOURSE ANALYSIS","authors":"L. Nurjamin, Dadang Sudana, Wawan Gunawan","doi":"10.25134/erjee.v11i2.7874","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7874","url":null,"abstract":"This study explores the representation of socio-cognitive components in Indonesian political multimodal news text using the framework of Systemic Functional Multimodal Discourse Analysis (SF-MDA). With the increasing prominence of multimedia in contemporary news production, understanding how socio-cognitive aspects are conveyed through multiple modes becomes essential. Drawing on SF-MDA, which combines systemic functional linguistics and multimodal analysis, the study examines how Indonesian political news texts incorporate social and cognitive elements to shape meaning and influence audience perceptions. This study was undertaken qualitatively involving three online news published by Indonesia’s publishers as the data. The result reveals that the visual and verbal modes merged in the news tend to highlight the good image of the political figures. It means that the meanings of visual and verbal components of the news persuasively work together to create the good impressions among readers to the human actor in the news. As the implication, multimodal resources are strategically employed to shape public opinion and promote specific political ideologies. Ultimately, this research aims to contribute to the development of critical media literacy and foster a more nuanced understanding of the socio-political dynamics in contemporary Indonesia.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208483","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.7712
Sri Mujayanah, Nirwanto Maruf, Slamet Asari
The study aimed to explore the impact of WhatsApp use on reading comprehension among English as a Foreign Language (EFL) learners in Indonesia. Results from the questionnaire showed that a majority of the participants used WhatsApp for reading activities often or very often, with new articles, fiction or literature, and non-fiction books being the most common types of reading materials accessed. The majority of EFL learners spent 1-2 hours on WhatsApp for reading activities, and cited convenience and accessibility as the main reasons for using the platform. The results also showed a significant number of EFL learners believed that using WhatsApp had improved their reading comprehension skills, although some participants did not find it to be an effective tool. The most commonly cited advantage of using WhatsApp for reading activities was convenience and accessibility, followed by engagement with peers and opportunities for discussion and exchange of ideas. Meanwhile, the most commonly cited disadvantage was distraction from other conversation or notifications, limited access to a wide range of reading materials, and lack of interaction with the teacher or tutor. The results also indicated that the majority of EFL learners improved their reading comprehension skills over time when using WhatsApp for reading activities, with a focus on reading texts or materials, participating in group discussions, and completing reading comprehension exercises. The study results provide valuable insights into the impact of WhatsApp use on reading comprehension among EFL learners and could help identify areas for improvement in utilizing the platform for reading activities.
{"title":"WHATSAPP USE ON READING COMPREHENSION: EXPLORING THE IMPACT AMONG EFL LEARNERS","authors":"Sri Mujayanah, Nirwanto Maruf, Slamet Asari","doi":"10.25134/erjee.v11i2.7712","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7712","url":null,"abstract":"The study aimed to explore the impact of WhatsApp use on reading comprehension among English as a Foreign Language (EFL) learners in Indonesia. Results from the questionnaire showed that a majority of the participants used WhatsApp for reading activities often or very often, with new articles, fiction or literature, and non-fiction books being the most common types of reading materials accessed. The majority of EFL learners spent 1-2 hours on WhatsApp for reading activities, and cited convenience and accessibility as the main reasons for using the platform. The results also showed a significant number of EFL learners believed that using WhatsApp had improved their reading comprehension skills, although some participants did not find it to be an effective tool. The most commonly cited advantage of using WhatsApp for reading activities was convenience and accessibility, followed by engagement with peers and opportunities for discussion and exchange of ideas. Meanwhile, the most commonly cited disadvantage was distraction from other conversation or notifications, limited access to a wide range of reading materials, and lack of interaction with the teacher or tutor. The results also indicated that the majority of EFL learners improved their reading comprehension skills over time when using WhatsApp for reading activities, with a focus on reading texts or materials, participating in group discussions, and completing reading comprehension exercises. The study results provide valuable insights into the impact of WhatsApp use on reading comprehension among EFL learners and could help identify areas for improvement in utilizing the platform for reading activities.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647689","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.7251
Nirwanto Maruf
The aims of this study were to examine the relationship between teachers’ beliefs and attitudes about differentiation and the implementation of this approach in English as Foreign Language (EFL) classrooms in Indonesia. The study also aimed to examine the impact of these practices on student engagement and motivation. A total of 100 teachers from several different schools participated in the study which were scattered from the major islands in Indonesia, and the data were collected using a self-report questionnaire that was administered online by provided with link. Correlations analysis were conducted to examine the relationships between the variables. The results showed that teachers’ beliefs and attitudes about differentiation had a strong positive correlation with the implementation of this approach in their classrooms (r = 0.75, p 0.001). in addition, professional development in differentiation was positively correlated with teachers’ beliefs and attitudes about this approach (r = 0.65, p 0.001). The results also indicated a strong positive relationship between teachers’ beliefs and attitudes about differentiation and student achievement in EFL classrooms (r = 0.80, p 0.001). These findings suggest that teachers’ beliefs and attitudes about differentiation play a significant role in their implementation of this approach in the classroom, and that differentiated instruction has the potential to improve student achievement and engagement in EFL classroom in Indonesia. However, further research with a larger and more diverse sample is needed to fully understand these relationships in the Indonesian context.
{"title":"THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS","authors":"Nirwanto Maruf","doi":"10.25134/erjee.v11i2.7251","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.7251","url":null,"abstract":"The aims of this study were to examine the relationship between teachers’ beliefs and attitudes about differentiation and the implementation of this approach in English as Foreign Language (EFL) classrooms in Indonesia. The study also aimed to examine the impact of these practices on student engagement and motivation. A total of 100 teachers from several different schools participated in the study which were scattered from the major islands in Indonesia, and the data were collected using a self-report questionnaire that was administered online by provided with link. Correlations analysis were conducted to examine the relationships between the variables. The results showed that teachers’ beliefs and attitudes about differentiation had a strong positive correlation with the implementation of this approach in their classrooms (r = 0.75, p 0.001). in addition, professional development in differentiation was positively correlated with teachers’ beliefs and attitudes about this approach (r = 0.65, p 0.001). The results also indicated a strong positive relationship between teachers’ beliefs and attitudes about differentiation and student achievement in EFL classrooms (r = 0.80, p 0.001). These findings suggest that teachers’ beliefs and attitudes about differentiation play a significant role in their implementation of this approach in the classroom, and that differentiated instruction has the potential to improve student achievement and engagement in EFL classroom in Indonesia. However, further research with a larger and more diverse sample is needed to fully understand these relationships in the Indonesian context.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41763022","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}
Learning English for Specific Purpose (ESP) for vocational students, is very important so that certain ways are needed to encourage students' needs. Students must receive sufficient material in certain ways based on their interests and majors. This study aims to analyze learning needs of tourism guide materials. The method used in this study is qualitative and quantitative research design where the data is collected with numerical form then described in the form of a description. The research instruments used in this study are questionnaires and open-ended interviews. This study conducts a needs analysis to measure student needs and to develop ESP materials. The participants of this research are 3rd and 4th semester students majoring in D3 Vocational Department UNMER Malang. The results of the study indicate the needs of students to improve their English-speaking skills and develop Cross Cultural Understanding (CCU) as tourism guiding materials. Furthermore, students' English skills also show low results which lead to low self-confidence because the learning methods used by lecturers have not developed due to the application of teacher-centered classes which lead to a lack of practice from students. Therefore, learning methods that are able to stimulate students’ speaking proficiency and CCU material development are needed.
{"title":"DEVELOPING CROSS-CULTURAL UNDERSTANDING (CCU) MATERIALS IN TOURISM GUIDING FOR VOCATIONAL STUDENTS","authors":"Anis Hidayah Nafa, Miftha Yuliana, Mohammad Kholilurrahman Jailani, Nana Parama Sari, Wuri Anggraini, Fardini Sabilah","doi":"10.25134/erjee.v11i2.6653","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.6653","url":null,"abstract":"Learning English for Specific Purpose (ESP) for vocational students, is very important so that certain ways are needed to encourage students' needs. Students must receive sufficient material in certain ways based on their interests and majors. This study aims to analyze learning needs of tourism guide materials. The method used in this study is qualitative and quantitative research design where the data is collected with numerical form then described in the form of a description. The research instruments used in this study are questionnaires and open-ended interviews. This study conducts a needs analysis to measure student needs and to develop ESP materials. The participants of this research are 3rd and 4th semester students majoring in D3 Vocational Department UNMER Malang. The results of the study indicate the needs of students to improve their English-speaking skills and develop Cross Cultural Understanding (CCU) as tourism guiding materials. Furthermore, students' English skills also show low results which lead to low self-confidence because the learning methods used by lecturers have not developed due to the application of teacher-centered classes which lead to a lack of practice from students. Therefore, learning methods that are able to stimulate students’ speaking proficiency and CCU material development are needed.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495438","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.8217
R. Lekawael, A. A. Reniwuryaan, Hanafi Bilmona
Studies about an attitude toward learning English have been conducted almost everywhere because of its important influence on the English learning process. The attitude can be categorized into three components namely cognitive, affective/emotional, and behavioral. The study is focused on the emotional component which covers the person’s emotions and feeling towards an object. It can directly affect one’s preferences in order to stand for or against or to like or dislike something. Due to the pandemic situation where all the subjects must be done virtual, the researcher attempts to explore what are students’ emotional attitudes toward the virtual oral presentation. The researcher finds it interesting since virtual learning is an uncommon method for students, especially in doing an oral presentation as well as the novelty of the previous related study. The research objective is to find out the students’ emotional attitudes towards oral presentation in virtual learning, especially in the fifth semester of the English education study program at Pattimura University. This study applied a survey as a research design by using a Questionnaire and Interview. The subject of this study consists of fifteen students who enrolled in SLA class. The result of the questionnaire showed that most students in the second language acquisition (SLA) class held a positive attitude toward the virtual oral presentation. The majority or 12 students (80%) strongly agreed that the oral presentation in virtual learning is more fun and preferable. On the other hand, 11 students (73.3%) strongly agreed that it reduces their anxiety level and also improves their self-confidence. In conclusion, it benefits so much to improve their motivation in English virtual learning compared to face-to-face oral presentations. In a face-to-face class, they had high speaking anxiety by having a great fear of getting involved in a conversation, great fear of the audience, and a great fear of failure. In addition, further researchers can focus on the technology application in virtual learning and its impact on students’ language ability as the novelty element of this study.
{"title":"STUDENTS’ ATTITUDE TOWARDS ORAL PRESENTATION IN VIRTUAL LEARNING AT ENGLISH EDUCATION STUDY PROGRAM OF PATTIMURA UNIVERSITY","authors":"R. Lekawael, A. A. Reniwuryaan, Hanafi Bilmona","doi":"10.25134/erjee.v11i2.8217","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.8217","url":null,"abstract":"Studies about an attitude toward learning English have been conducted almost everywhere because of its important influence on the English learning process. The attitude can be categorized into three components namely cognitive, affective/emotional, and behavioral. The study is focused on the emotional component which covers the person’s emotions and feeling towards an object. It can directly affect one’s preferences in order to stand for or against or to like or dislike something. Due to the pandemic situation where all the subjects must be done virtual, the researcher attempts to explore what are students’ emotional attitudes toward the virtual oral presentation. The researcher finds it interesting since virtual learning is an uncommon method for students, especially in doing an oral presentation as well as the novelty of the previous related study. The research objective is to find out the students’ emotional attitudes towards oral presentation in virtual learning, especially in the fifth semester of the English education study program at Pattimura University. This study applied a survey as a research design by using a Questionnaire and Interview. The subject of this study consists of fifteen students who enrolled in SLA class. The result of the questionnaire showed that most students in the second language acquisition (SLA) class held a positive attitude toward the virtual oral presentation. The majority or 12 students (80%) strongly agreed that the oral presentation in virtual learning is more fun and preferable. On the other hand, 11 students (73.3%) strongly agreed that it reduces their anxiety level and also improves their self-confidence. In conclusion, it benefits so much to improve their motivation in English virtual learning compared to face-to-face oral presentations. In a face-to-face class, they had high speaking anxiety by having a great fear of getting involved in a conversation, great fear of the audience, and a great fear of failure. In addition, further researchers can focus on the technology application in virtual learning and its impact on students’ language ability as the novelty element of this study.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41467517","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 : 2023-06-24DOI: 10.25134/erjee.v11i2.6760
Kartin Lihawa, Karmila Machmud, Adimawati Helingo
This article is the research result of teaching-learning Academic Writing to English Students Department, UNG in the fourth semester of 2020. This research objective is to enrich applying theories accessed from online books and international Journals by avoiding plagiarism in students’ writing essay as theoretical bases of their research. Besides, they would be able to communicate in the target language of writing skill as a maximum standard. There are three categories of the rubric to analyze essay in this qualitative method; a) choosing ideas in introductory sentences before taking quotations, b) accuracy diction selection, and c) linkage ideas in well sentences formulation after choosing the quotation/paraphrase. The result, from 25 students’ writing, there are 15 students who got value of A category (60%), 5 students with A- category (20%), 3 students got B+ category (12%), and 2 students got C (8%).
{"title":"PORTRAYING ACADEMIC WRITING APPTITUDE AND THE PLAGIARISM ISSUES AMONG EFL STUDENTS","authors":"Kartin Lihawa, Karmila Machmud, Adimawati Helingo","doi":"10.25134/erjee.v11i2.6760","DOIUrl":"https://doi.org/10.25134/erjee.v11i2.6760","url":null,"abstract":"This article is the research result of teaching-learning Academic Writing to English Students Department, UNG in the fourth semester of 2020. This research objective is to enrich applying theories accessed from online books and international Journals by avoiding plagiarism in students’ writing essay as theoretical bases of their research. Besides, they would be able to communicate in the target language of writing skill as a maximum standard. There are three categories of the rubric to analyze essay in this qualitative method; a) choosing ideas in introductory sentences before taking quotations, b) accuracy diction selection, and c) linkage ideas in well sentences formulation after choosing the quotation/paraphrase. The result, from 25 students’ writing, there are 15 students who got value of A category (60%), 5 students with A- category (20%), 3 students got B+ category (12%), and 2 students got C (8%).","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48912479","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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