Pub Date : 2022-01-01DOI: 10.1007/978-3-030-99991-9
Huan-Qing Zhao, L. Zhang
{"title":"Teaching Writing in English as a Foreign Language","authors":"Huan-Qing Zhao, L. Zhang","doi":"10.1007/978-3-030-99991-9","DOIUrl":"https://doi.org/10.1007/978-3-030-99991-9","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82540046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-3-030-99622-2
Jack K. H. Pun, Samantha Curle, Dogan, Yuksel
{"title":"The Use of Technology in English Medium Education","authors":"Jack K. H. Pun, Samantha Curle, Dogan, Yuksel","doi":"10.1007/978-3-030-99622-2","DOIUrl":"https://doi.org/10.1007/978-3-030-99622-2","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75476288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-3-030-99520-1
L. Teng
{"title":"Self-regulated Learning and Second Language Writing","authors":"L. Teng","doi":"10.1007/978-3-030-99520-1","DOIUrl":"https://doi.org/10.1007/978-3-030-99520-1","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77484488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-3-030-91881-1
{"title":"Individual and Contextual Factors in the English Language Classroom","authors":"","doi":"10.1007/978-3-030-91881-1","DOIUrl":"https://doi.org/10.1007/978-3-030-91881-1","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"345 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77619532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-3-031-04154-9
N. Ibrahim
{"title":"Critical Literacy Approach to English as a Foreign Language","authors":"N. Ibrahim","doi":"10.1007/978-3-031-04154-9","DOIUrl":"https://doi.org/10.1007/978-3-031-04154-9","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89349389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1007/978-3-030-93467-5
{"title":"Language Teacher Motivation, Autonomy and Development in East Asia","authors":"","doi":"10.1007/978-3-030-93467-5","DOIUrl":"https://doi.org/10.1007/978-3-030-93467-5","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84528205","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 : 2019-01-01DOI: 10.1007/978-3-030-23257-3
G. Schauer
{"title":"Teaching and Learning English in the Primary School","authors":"G. Schauer","doi":"10.1007/978-3-030-23257-3","DOIUrl":"https://doi.org/10.1007/978-3-030-23257-3","url":null,"abstract":"","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"53 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83224252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objectives of the study are to find out the ability of the students in writing descriptive text both before and after the treatment either at control group or experiment group; to find out the effectiveness of Interactive Media for teaching writing descriptive text; to find out what writing elements that received significant improvement after being taught by Interactive Media. This research was conducted using experimental study to overcome students’ problem in learning English especially writing skill. The researcher used two classes as the subject: XI MIPA-1 as the experiment group and XI MIPA-4 as control group. Those MIPA classes belong to Argo Mulyo High School /SMA N 1 Sedayu, Argomulyo, Bantul.The experimental class was taught the descriptive text by using Interactive Media in the form of Macromedia Flash while control group was taught by using non-computer based lessons. Total sample of both classes were 60 students. The research was conducted within quasi-experiment study which used pre-post tests design of experiment and control groups. The researcher used this method in order to find out whether computer-based instruction/Interactive Media could make significant improvement on the students’ descriptive writing skill. Such effectiveness was seen from difference of means between pre-post of both control and experiment groups and its t-test score at the degree of significancy. The t-test was higher than the t-table, Interactive Media then was proved significancy in improving the students’ writing descriptive text skill. The students’ writing was analyzed and scored based on rubrics postulated by Brown and Bailey including paragraph organization, its content, language structure, vocabulary and mechanics. The experiment shows that the t-test was (3.16) which is higher than t-table (2.000). The aspects of wtiting that has significant improvement were content, organization, structure, vocabulary - means pre-test of experimental group = 76.5 and control group = 70.8 increased into, experimental group = 87.22 and control group = 78.8 during post test with standard deviation of experimental group = 7.7 and control group = 9.97. Since there was a significant improvement of students’ writing skill by using Interactive Media, this research then confirms that Interactive Media is effective for teaching writing at SMA level.
本研究的目的是了解实验组和对照组学生在治疗前后书写描述性文字的能力;探究互动媒体在描述性文本写作教学中的有效性;找出哪些写作元素在互动媒体教学后得到了显著的改善。本研究采用实验研究的方法来解决学生在英语学习尤其是写作技巧上的问题。这些MIPA课程属于Argo Mulyo高中/SMA N 1 Sedayu, Argomulyo, Bantul。实验组采用交互式媒体Macromedia Flash进行描述性课文教学，对照组采用非计算机教学。两个班的总样本为60名学生。本研究采用准实验研究，采用试验组和对照组的前后测试设计。研究者使用这种方法是为了发现基于计算机的教学/互动媒体是否能显著提高学生的描述性写作技能。从对照组和实验组前后均值的差异及其t检验分数的显著性程度可以看出这种有效性。t检验高于t表，证明互动媒体对提高学生描述性文字写作能力有显著性作用。根据Brown和Bailey提出的段落组织、内容、语言结构、词汇和机制等标准对学生的写作进行分析和评分。实验表明，t检验为(3.16)，高于t表(2.000)。在阅读内容、组织、结构、词汇等方面有显著改善，实验组前测均值为76.5，对照组为70.8，后测均值为87.22，对照组为78.8，实验组标准差为7.7，对照组标准差为9.97。由于使用互动媒体对学生的写作技能有显著的提高，因此本研究证实了互动媒体对SMA水平的写作教学是有效的。
{"title":"The Effectiveness Of English Interactive Media In Teaching Writing (An Experimental Study Conducted For Eleventh Graders In Sma N1 Sedayu, Bantul Yogyakarta)","authors":"Atayewa Merjen Gurbangeldiyewna, Hermayawati Hermayawati","doi":"10.26486/JELE.V3I1.264","DOIUrl":"https://doi.org/10.26486/JELE.V3I1.264","url":null,"abstract":"The objectives of the study are to find out the ability of the students in writing descriptive text both before and after the treatment either at control group or experiment group; to find out the effectiveness of Interactive Media for teaching writing descriptive text; to find out what writing elements that received significant improvement after being taught by Interactive Media. This research was conducted using experimental study to overcome students’ problem in learning English especially writing skill. The researcher used two classes as the subject: XI MIPA-1 as the experiment group and XI MIPA-4 as control group. Those MIPA classes belong to Argo Mulyo High School /SMA N 1 Sedayu, Argomulyo, Bantul.The experimental class was taught the descriptive text by using Interactive Media in the form of Macromedia Flash while control group was taught by using non-computer based lessons. Total sample of both classes were 60 students. The research was conducted within quasi-experiment study which used pre-post tests design of experiment and control groups. The researcher used this method in order to find out whether computer-based instruction/Interactive Media could make significant improvement on the students’ descriptive writing skill. Such effectiveness was seen from difference of means between pre-post of both control and experiment groups and its t-test score at the degree of significancy. The t-test was higher than the t-table, Interactive Media then was proved significancy in improving the students’ writing descriptive text skill. The students’ writing was analyzed and scored based on rubrics postulated by Brown and Bailey including paragraph organization, its content, language structure, vocabulary and mechanics. The experiment shows that the t-test was (3.16) which is higher than t-table (2.000). The aspects of wtiting that has significant improvement were content, organization, structure, vocabulary - means pre-test of experimental group = 76.5 and control group = 70.8 increased into, experimental group = 87.22 and control group = 78.8 during post test with standard deviation of experimental group = 7.7 and control group = 9.97. Since there was a significant improvement of students’ writing skill by using Interactive Media, this research then confirms that Interactive Media is effective for teaching writing at SMA level.","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"25 14","pages":"17-28"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72421078","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}
Vocabulary is basic part of language when we learn english. Nowadays, introducing english vocabulary can be started in the kindergarten school. In early age, the young learners are easy to accept the language that has been given by teacher. Therefore, young learner in early age (approximately 3-4 years old) should get stimulation and learn English vocabulary in order to get preparation to study in higher level. This research was conducted to increase the young learners’ vocabulary mastery in b class of tungga dewi day-care. The classroom action research was implemented in this research. The teaching technique using songs were implemented through teaching and learning activities in two cycles of classroom action research. Each cycle of classroom action research was planning, acting, observing and reflecting. In this research, instruments to gather the data were field notes and observation checklists. Field notes and observation checklists were applied to take the data during the teaching learning process. The data would be analysed in order to solve the problems. Songs were applied in the activities of the first cycle of classrooms action research. The result of the first cycle was not quiet successful because the average of post –test score in cycle one was 37,8. Therefore, the teacher-researcher conducted the second cycle. The second cycle was conducted based on the result of the first cycle. Songs were combined the body movement in second cycle of the classroom action research. The result of the second cycle was successful because the average of post-test score was 77,78. As a conclusion, it can be concluded that the implementation of english songs could help to increase the young learner’s vocabulary mastery.
{"title":"Increasing Young Learners’ Vocabulary Mastery By Using English Songs","authors":"Cicih Kurnia","doi":"10.26486/JELE.V3I1.266","DOIUrl":"https://doi.org/10.26486/JELE.V3I1.266","url":null,"abstract":"Vocabulary is basic part of language when we learn english. Nowadays, introducing english vocabulary can be started in the kindergarten school. In early age, the young learners are easy to accept the language that has been given by teacher. Therefore, young learner in early age (approximately 3-4 years old) should get stimulation and learn English vocabulary in order to get preparation to study in higher level. This research was conducted to increase the young learners’ vocabulary mastery in b class of tungga dewi day-care. The classroom action research was implemented in this research. The teaching technique using songs were implemented through teaching and learning activities in two cycles of classroom action research. Each cycle of classroom action research was planning, acting, observing and reflecting. In this research, instruments to gather the data were field notes and observation checklists. Field notes and observation checklists were applied to take the data during the teaching learning process. The data would be analysed in order to solve the problems. Songs were applied in the activities of the first cycle of classrooms action research. The result of the first cycle was not quiet successful because the average of post –test score in cycle one was 37,8. Therefore, the teacher-researcher conducted the second cycle. The second cycle was conducted based on the result of the first cycle. Songs were combined the body movement in second cycle of the classroom action research. The result of the second cycle was successful because the average of post-test score was 77,78. As a conclusion, it can be concluded that the implementation of english songs could help to increase the young learner’s vocabulary mastery.","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"72 1","pages":"42-53"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86353629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The background of the study was based on phenomenon at the eighth grade students of SMP Bopkri Godean. Some of them were still too shy or even discourage to speak in English because they did not have enough idea of what to speak. It used their own audio voice recording in teaching English speaking to activate students’ ability in speaking English. So they will have something to speak. It will give positive outcome toward the problem. This was a classroom action research. The object of this study is the eighth class students of SMP Bopkri Godean. The methods of collecting data were using test and observation. The result of this study showed that in the pre cycle, the students’ average score was 41.96. In the first cycle, the students’ average score was 60.93. It means that there was a progress of students’ achievement after being taught by using their spoken audio recording. In the second cycle, the students’ average score was 75.93. Using their audio recording we were able to improve the students’ speaking ability because they became easier to express what they are going to say based on the prompt from us.
{"title":"Improving Students’ Speaking Skill By Using Their Spoken Audio Recording In The Middle School","authors":"Kristanto Wahyu Widyawan, Elysa Hartati","doi":"10.26486/JELE.V2I1.216","DOIUrl":"https://doi.org/10.26486/JELE.V2I1.216","url":null,"abstract":"The background of the study was based on phenomenon at the eighth grade students of SMP Bopkri Godean. Some of them were still too shy or even discourage to speak in English because they did not have enough idea of what to speak. It used their own audio voice recording in teaching English speaking to activate students’ ability in speaking English. So they will have something to speak. It will give positive outcome toward the problem. This was a classroom action research. The object of this study is the eighth class students of SMP Bopkri Godean. The methods of collecting data were using test and observation. The result of this study showed that in the pre cycle, the students’ average score was 41.96. In the first cycle, the students’ average score was 60.93. It means that there was a progress of students’ achievement after being taught by using their spoken audio recording. In the second cycle, the students’ average score was 75.93. Using their audio recording we were able to improve the students’ speaking ability because they became easier to express what they are going to say based on the prompt from us.","PeriodicalId":31603,"journal":{"name":"Jurnal Of English Language And Education","volume":"33 1","pages":"26-32"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90368770","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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