This study aims to find out the effectiveness of Computer-Assisted Language Learning (CALL) by smartphones to increase English proficiency of Papuan EFL students. The mixed method was implemented specifically related to the explanatory sequential design (Quantitative-Qualitative) where the research design comprised two interactive sequential stages. The first stage was carried out by collecting and analyzing quantitative data using the pre-experimental method to find out the difference before and after being given treatment. The samples were determined using purposive sampling where 30 Papuan EFL students were selected, and data were analyzed by using SPSS. The second stage was carried out by collecting and analyzing qualitative data using structured interviews. The samples were determined using purposive sampling also, and 7 Papuan EFL students were considered representative to obtain data. The results show that Computer-Assisted Language Learning (CALL) by smartphones is effective to increase English proficiency of Papuan EFL students by a significant increase of 38.70%. The effectiveness of this learning cannot be separated from the aspects of efficiency, flexibility, and accessibility supported by excellence in terms of visualization and auditory systems. Moreover, some factors that certainly become constraints of Computer-Assisted Language Learning (CALL) including internet networks, small screens, notifications and advertisements, lack of proficiency towards applications, unsupported smartphones, and battery power. By solving all these constraints, CALL can be more effective to be applied in teaching and learning. The significant implication provides better change in the world of education through learning strategies in utilizing technology especially certain context and conditions in Papua.
{"title":"The Effectiveness of Computer-Assisted Language Learning (CALL) by Smartphones to Increase English Proficiency of Papuan EFL Students","authors":"Wira Kafryawan","doi":"10.29240/ef.v7i1.7090","DOIUrl":"https://doi.org/10.29240/ef.v7i1.7090","url":null,"abstract":"This study aims to find out the effectiveness of Computer-Assisted Language Learning (CALL) by smartphones to increase English proficiency of Papuan EFL students. The mixed method was implemented specifically related to the explanatory sequential design (Quantitative-Qualitative) where the research design comprised two interactive sequential stages. The first stage was carried out by collecting and analyzing quantitative data using the pre-experimental method to find out the difference before and after being given treatment. The samples were determined using purposive sampling where 30 Papuan EFL students were selected, and data were analyzed by using SPSS. The second stage was carried out by collecting and analyzing qualitative data using structured interviews. The samples were determined using purposive sampling also, and 7 Papuan EFL students were considered representative to obtain data. The results show that Computer-Assisted Language Learning (CALL) by smartphones is effective to increase English proficiency of Papuan EFL students by a significant increase of 38.70%. The effectiveness of this learning cannot be separated from the aspects of efficiency, flexibility, and accessibility supported by excellence in terms of visualization and auditory systems. Moreover, some factors that certainly become constraints of Computer-Assisted Language Learning (CALL) including internet networks, small screens, notifications and advertisements, lack of proficiency towards applications, unsupported smartphones, and battery power. By solving all these constraints, CALL can be more effective to be applied in teaching and learning. The significant implication provides better change in the world of education through learning strategies in utilizing technology especially certain context and conditions in Papua.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80321465","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}
Since the Kurikulum Merdeka was implemented to respond to the learning loss students experienced during the Covid-19 pandemic, student-centered learning assessment (SCLA) has become a significant part of current Indonesian senior high school educational initiatives. However, previous research found that teachers need more understanding of the concept of SCLA. Thus, this study explores vocational high school EFL teacher's understanding of SCLA in implementing problem-based learning in the Kurikulum Merdeka aligned with the theory from Jonassen (2000). This qualitative case study employed an interview as the main instrument to discover an understanding from one teacher. Based on the data analysis through thematic analysis, the findings revealed that the teacher had a fair understanding of the student-centered learning assessment's concepts, advantages, and obstacles. Nevertheless, the teacher still needed to learn more about SCLA. Although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centered learning assessment while improving the future teaching- learning process, particularly the assessment system. Moreover, there is an expectation for the school, principals, and other stakeholders to pay attention to providing teachers with training regarding student-centered learning assessment. In addition, teachers are expected to be willing to stay up-to-date with the change of curriculum, including the shift in the assessment form, teachers' role, and learning to understand the current curriculum and the learning methods.
{"title":"Exploring Vocational High School EFL Teacher’s Understanding of Student-Centered Learning Assessment","authors":"Raniah mardiant, Eri Kurniawan","doi":"10.29240/ef.v7i1.7033","DOIUrl":"https://doi.org/10.29240/ef.v7i1.7033","url":null,"abstract":"Since the Kurikulum Merdeka was implemented to respond to the learning loss students experienced during the Covid-19 pandemic, student-centered learning assessment (SCLA) has become a significant part of current Indonesian senior high school educational initiatives. However, previous research found that teachers need more understanding of the concept of SCLA. Thus, this study explores vocational high school EFL teacher's understanding of SCLA in implementing problem-based learning in the Kurikulum Merdeka aligned with the theory from Jonassen (2000). This qualitative case study employed an interview as the main instrument to discover an understanding from one teacher. Based on the data analysis through thematic analysis, the findings revealed that the teacher had a fair understanding of the student-centered learning assessment's concepts, advantages, and obstacles. Nevertheless, the teacher still needed to learn more about SCLA. Although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centered learning assessment while improving the future teaching- learning process, particularly the assessment system. Moreover, there is an expectation for the school, principals, and other stakeholders to pay attention to providing teachers with training regarding student-centered learning assessment. In addition, teachers are expected to be willing to stay up-to-date with the change of curriculum, including the shift in the assessment form, teachers' role, and learning to understand the current curriculum and the learning methods.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90567302","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 objective of this research is to find out the effectiveness of the application cake in order to increase the students listening comprehension easy and fun. The student also easy understands. There are two stages method of research they are: First, the researcher conducts a literature review, problem analysis, and observation, determines the sample, surveys on vocabulary comprehension, and pre-tests to determine the abilities of the research subjects, and the second is carried out by implementing the learning method which is then analyzed so that it leads to the final instrument test, then the last is the researcher conducted a post-test. Meanwhile the instrument in this research is pretest and posttest. The sample of this research is members of the English Club at the University of Muhammadiyah Lampung. The number of samples taken was 39 students. The instruments to be used are pre-test and post-test. The results of the pot test showed as many as 3 respondents got scores with a range between 40-50. A total of 7 respondents scored between 52-60, then dial with 7 respondents who got a score between 62-70. The highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. Closed with 4 people who got a score between 82-90. The use of cake application in the listening learning process has quite a significant impact on learning achievement, when compared to the previous score, the post-test score is higher than the pre-test score.
{"title":"Sharpen Listening Skills Through Innovative Probing-Promting Application of Cake in Limited Face-to-Face Learning in the Era of Independent Learning","authors":"Bastian Sugandi, A. Syafiq","doi":"10.29240/ef.v7i1.6880","DOIUrl":"https://doi.org/10.29240/ef.v7i1.6880","url":null,"abstract":"The objective of this research is to find out the effectiveness of the application cake in order to increase the students listening comprehension easy and fun. The student also easy understands. There are two stages method of research they are: First, the researcher conducts a literature review, problem analysis, and observation, determines the sample, surveys on vocabulary comprehension, and pre-tests to determine the abilities of the research subjects, and the second is carried out by implementing the learning method which is then analyzed so that it leads to the final instrument test, then the last is the researcher conducted a post-test. Meanwhile the instrument in this research is pretest and posttest. The sample of this research is members of the English Club at the University of Muhammadiyah Lampung. The number of samples taken was 39 students. The instruments to be used are pre-test and post-test. The results of the pot test showed as many as 3 respondents got scores with a range between 40-50. A total of 7 respondents scored between 52-60, then dial with 7 respondents who got a score between 62-70. The highest score is dominated by the 4th series with 18 respondents who get scores with a range between 72-80. Closed with 4 people who got a score between 82-90. The use of cake application in the listening learning process has quite a significant impact on learning achievement, when compared to the previous score, the post-test score is higher than the pre-test score.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"48 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75410973","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 is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. The instrument that had been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. For 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). Some solutions to solve students’ reading motivation are 1) Sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) By viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) Furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities.
{"title":"What Can Reading Motivation Do for Improving Student’s Reading Comprehension? Implications for Reading Instruction in the School","authors":"Dony Efriza, Dini Deswarni, Marsika Sepyanda","doi":"10.29240/ef.v7i1.4344","DOIUrl":"https://doi.org/10.29240/ef.v7i1.4344","url":null,"abstract":"This study is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. The instrument that had been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. For 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). Some solutions to solve students’ reading motivation are 1) Sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) By viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) Furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"376 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84947353","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}
Umniyah Juman Rosyidah, Ekaning Dewanti Laksmi, M. Anugerahwati
Gamification is considered as a strategy to involve students in solving problems related to learning English, rather than playing games. Duolingo, an application that uses gamification, is suitable for junior high school students as a formal classroom setting in English learning. This study aimed at investigating whether the use of gamification in Duolingo App can improve the listening proficiency of junior high school students in English. This research uses quasi-experimental design with quantitative approach. The data is collected using test and observation and analyzed using SPSS 26 App. The results show that the sig. (2 tailed) indicated is 0.002 meaning that there is difference between post-test of experiment class and control class. It is concluded that gamification in Duolingo app affects English listening proficiency of junior high school students. Hence, Duolingo App has the potential to serve as a valuable tool for educators to enhance their students' listening skills. Additionally, gamification can form the foundation for the development of technological learning resources. However, this study has some limitations, and further research involving different educational levels, media, and longer experiment duration is necessary to obtain detailed and reliable results that can be applied to the broader population.
{"title":"Gamification in Duolingo App on Improving English Listening Proficiency of Junior High School Students","authors":"Umniyah Juman Rosyidah, Ekaning Dewanti Laksmi, M. Anugerahwati","doi":"10.29240/ef.v7i1.5377","DOIUrl":"https://doi.org/10.29240/ef.v7i1.5377","url":null,"abstract":"Gamification is considered as a strategy to involve students in solving problems related to learning English, rather than playing games. Duolingo, an application that uses gamification, is suitable for junior high school students as a formal classroom setting in English learning. This study aimed at investigating whether the use of gamification in Duolingo App can improve the listening proficiency of junior high school students in English. This research uses quasi-experimental design with quantitative approach. The data is collected using test and observation and analyzed using SPSS 26 App. The results show that the sig. (2 tailed) indicated is 0.002 meaning that there is difference between post-test of experiment class and control class. It is concluded that gamification in Duolingo app affects English listening proficiency of junior high school students. Hence, Duolingo App has the potential to serve as a valuable tool for educators to enhance their students' listening skills. Additionally, gamification can form the foundation for the development of technological learning resources. However, this study has some limitations, and further research involving different educational levels, media, and longer experiment duration is necessary to obtain detailed and reliable results that can be applied to the broader population.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80617941","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}
Becoming a part of an English village as a form of immersion program differs significantly from studying English in a classroom setting where students can directly practice speaking in real-life situations. This study looks at how Indonesian students perceive the benefits of intense classes in an English Immersion Program on their cognitive development both during and after the program. The biggest Indonesian English Village, Kampung Inggris Pare, was the location. This qualitative case study involving participant observation, interviews, and photos included 14 participants. An interactive analytic model was then used to gather, reduce, present, and make conclusions from the data. According to the study, most participants improved after taking intense English classes in Kampung Inggris Pare, especially in the cognitive areas. Vocabulary was the area where they felt most Heavily Upgraded (HUg), followed by fluency and pronunciation. This study suggests that an immersion program like English Village is one way to address several issues with English learning in schools. An English Immersion Program's intense sessions might be advantageous for students.
作为浸入式课程的一部分，成为英语村的一部分与在课堂上学习英语有很大的不同，在课堂上，学生可以直接在现实生活中练习口语。本研究着眼于印尼学生如何感知英语浸入式课程中高强度课程对他们在课程期间和之后的认知发展的好处。印尼最大的英语村Kampung Inggris Pare就在这里。这个定性案例研究包括参与者观察、访谈和照片，包括14名参与者。然后使用交互式分析模型来收集、减少、呈现数据并从数据中得出结论。根据这项研究，大多数参与者在甘榜Inggris Pare参加了密集的英语课程后都有所改善，尤其是在认知领域。词汇量是他们感觉进步最大的领域，其次是流利度和发音。这项研究表明，像英语村这样的浸入式课程是解决学校英语学习中几个问题的一种方法。英语浸入式课程的高强度课程可能对学生有利。
{"title":"Indonesian Students’ Growth Perception of an English Immersion Program","authors":"W. Pratiwi","doi":"10.29240/ef.v7i1.6594","DOIUrl":"https://doi.org/10.29240/ef.v7i1.6594","url":null,"abstract":"Becoming a part of an English village as a form of immersion program differs significantly from studying English in a classroom setting where students can directly practice speaking in real-life situations. This study looks at how Indonesian students perceive the benefits of intense classes in an English Immersion Program on their cognitive development both during and after the program. The biggest Indonesian English Village, Kampung Inggris Pare, was the location. This qualitative case study involving participant observation, interviews, and photos included 14 participants. An interactive analytic model was then used to gather, reduce, present, and make conclusions from the data. According to the study, most participants improved after taking intense English classes in Kampung Inggris Pare, especially in the cognitive areas. Vocabulary was the area where they felt most Heavily Upgraded (HUg), followed by fluency and pronunciation. This study suggests that an immersion program like English Village is one way to address several issues with English learning in schools. An English Immersion Program's intense sessions might be advantageous for students.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82135233","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 aims to analyze and examine the use of the suggestopedia method in teaching English Grammar as one of the primary methods for understanding Grammar material. The research method used is a descriptive qualitative approach with the type of case study. The research location is in the Al Hamidiyah area of the Nurul Jadid Islamic boarding school student cottage and for research subject in special classes for student linguistics including two language teachers as primary informant subject and one student as secondry informants subject. Meanwhile, the data collection used in this study included direct observation and unstructured interviews in determining the data's accuracy. The data analysis technique consists of the stages of collecting data, preparing it for analysis, analyzing it, and then concluding the analysis. The results obtained from the application of the suggestopedia method are the increasing understanding of students in participating in Grammar lessons because students are invited to understand the core of the material in an enjoyable and calming way, namely by good class arrangement and being given soothing music accompaniment. The implication is that students' understanding of learning can be achieved with variations in the learning carried out by the teacher so that students do not feel anxious and enjoy themselves in class.
{"title":"Utilizing Suggestopedia Method in Teaching English Grammar","authors":"Siti Halimatus Sa'diyah, Fathor Rozi, Wahyu Lestari","doi":"10.29240/ef.v7i1.5525","DOIUrl":"https://doi.org/10.29240/ef.v7i1.5525","url":null,"abstract":"This study aims to analyze and examine the use of the suggestopedia method in teaching English Grammar as one of the primary methods for understanding Grammar material. The research method used is a descriptive qualitative approach with the type of case study. The research location is in the Al Hamidiyah area of the Nurul Jadid Islamic boarding school student cottage and for research subject in special classes for student linguistics including two language teachers as primary informant subject and one student as secondry informants subject. Meanwhile, the data collection used in this study included direct observation and unstructured interviews in determining the data's accuracy. The data analysis technique consists of the stages of collecting data, preparing it for analysis, analyzing it, and then concluding the analysis. The results obtained from the application of the suggestopedia method are the increasing understanding of students in participating in Grammar lessons because students are invited to understand the core of the material in an enjoyable and calming way, namely by good class arrangement and being given soothing music accompaniment. The implication is that students' understanding of learning can be achieved with variations in the learning carried out by the teacher so that students do not feel anxious and enjoy themselves in class.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82467812","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 goal of this study was to look at students' motivation for English studying at Cendana Senior High School in Pekanbaru. The researchers utilized a descriptive quantitative technique. There were 113 pupils in third grade, divided into four classrooms. The researchers employed a purposive selection strategy to choose 30 pupils from this group. The researchers employed questionnaires to collect data. According to the study's results, the degree of blended-learning students' English learning motivation was 73,2%, indicating that the students were well motivated. In this study, the instrumental factor was found to be the most crucial component in students' motivation for English blended learning. Blended learning is fascinating to the instructor and students because it allows them to exercise English in several ways. Students can learn not only by seeing and hearing the instructor in front of the class on a chalkboard but also by the teacher's excitement and personal characteristics. Students may get more engaged in studying English through various techniques, and they may also exercise their knowledge through blended learning. There might be other explanations from films or music.
{"title":"Using Blended Learning to Increase Students’ English Learning Motivation","authors":"N. Nurdiana, A. Afrizal, R. Roswati, I. Damayanti","doi":"10.29240/ef.v7i1.6636","DOIUrl":"https://doi.org/10.29240/ef.v7i1.6636","url":null,"abstract":"The goal of this study was to look at students' motivation for English studying at Cendana Senior High School in Pekanbaru. The researchers utilized a descriptive quantitative technique. There were 113 pupils in third grade, divided into four classrooms. The researchers employed a purposive selection strategy to choose 30 pupils from this group. The researchers employed questionnaires to collect data. According to the study's results, the degree of blended-learning students' English learning motivation was 73,2%, indicating that the students were well motivated. In this study, the instrumental factor was found to be the most crucial component in students' motivation for English blended learning. Blended learning is fascinating to the instructor and students because it allows them to exercise English in several ways. Students can learn not only by seeing and hearing the instructor in front of the class on a chalkboard but also by the teacher's excitement and personal characteristics. Students may get more engaged in studying English through various techniques, and they may also exercise their knowledge through blended learning. There might be other explanations from films or music.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89446135","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 aims to examine and describe vocational school students' perceptions of learning extensive listening through YouTube videos. The researcher used a mixed methods design to test students' perceptions of learning extensive listening through YouTube videos. Data were analysed quantitatively obtained from questionnaires and qualitatively obtained from the interview method. This study collected data from 36 students from SMKN 12 Malang. The results of the current study indicate students show positive perceptions of learning extensive listening through YouTube videos. A large number of students revealed that YouTube videos can enhance and motivate them to learn to listen extensively. The conclusions of the interviews were strengthened by the results, which that revealed students agreed among the application of YouTube videos for teaching extensive listening. In addition, students believe that YouTube videos are more useful when learning English, especially in teaching extensive listening.
{"title":"Vocational School Students’ Perceptions of Learning Extensive Listening through YouTube Videos","authors":"Zalfa Nabilah Dzihnie, A. Gozali","doi":"10.29240/ef.v7i1.6936","DOIUrl":"https://doi.org/10.29240/ef.v7i1.6936","url":null,"abstract":"This study aims to examine and describe vocational school students' perceptions of learning extensive listening through YouTube videos. The researcher used a mixed methods design to test students' perceptions of learning extensive listening through YouTube videos. Data were analysed quantitatively obtained from questionnaires and qualitatively obtained from the interview method. This study collected data from 36 students from SMKN 12 Malang. The results of the current study indicate students show positive perceptions of learning extensive listening through YouTube videos. A large number of students revealed that YouTube videos can enhance and motivate them to learn to listen extensively. The conclusions of the interviews were strengthened by the results, which that revealed students agreed among the application of YouTube videos for teaching extensive listening. In addition, students believe that YouTube videos are more useful when learning English, especially in teaching extensive listening.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87597107","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}
Short stories are considered an excellent and highly significant teaching approach in elementary level teaching and learning as they provide a useful and unique learning resource and encourage language acquisition, progress and personal interest. This study aims to better understand how primary school pupils see vocabulary development. A mixed-methods study was conducted with thirty sixth graders at SD IT Cahaya Rabbani Kepahiang to gather both quantitative and qualitative data. To collect quantitative data, a questionnaire was employed, and to collect qualitative data, interviews were used. Using SPSS and Excel, the data were descriptively examined. Because short stories are engaging, practical, and simple to grasp, 80% of SD IT Cahaya Rabbani Kepahiang students highly agree and believe that using short story media can help students learn more words in English. The study's conclusions indicate that students are open to using short stories to broaden their vocabulary and find them engaging. Therefore, English teachers should employ short stories to assist students learn vocabulary. The instructor should be mindful of the significance of selecting short stories wisely and doing it in a way that is both engaging and amusing. The selected short stories must also pay attention to the interests, needs, and skills of students. In this study, only a subset of children from the same school participated. Information was only collected once, through questionnaires and interviews. As a result, only students in the same school can use the findings. Additional research should include more people from various institutions to provide more thorough results. Additionally, it is possible to investigate the effectiveness of using short stories to help students expand their vocabulary by using different research methodologies like experimental or action research.Keywords: Students’ perception; short story; vocabulary
短篇小说作为一种有用的、独特的学习资源，能够促进语言的习得、进步和个人兴趣的培养，被认为是小学教学中一种非常重要的教学方法。本研究旨在更好地了解小学生如何看待词汇发展。采用混合方法对SD IT Cahaya Rabbani Kepahiang的36名六年级学生进行了研究，以收集定量和定性数据。收集定量数据采用问卷调查，收集定性数据采用访谈。使用SPSS和Excel对数据进行描述性检验。由于短篇故事吸引人，实用，易于掌握，80%的SD IT Cahaya Rabbani Kepahiang学生高度认同并认为使用短篇故事媒体可以帮助学生学习更多的英语单词。该研究的结论表明，学生们愿意用短篇小说来扩大词汇量，并发现它们很吸引人。因此，英语教师应该利用短篇故事来帮助学生学习词汇。教师应该注意明智地选择短篇故事的重要性，并以一种既吸引人又有趣的方式来讲述。所选的短篇小说还必须注意学生的兴趣、需求和技能。在这项研究中，只有一小部分来自同一所学校的孩子参与了这项研究。信息只收集了一次，通过问卷调查和访谈。因此，只有同一所学校的学生才能使用这些发现。进一步的研究应该包括更多来自不同机构的人，以提供更彻底的结果。此外，可以通过使用实验或行动研究等不同的研究方法来调查使用短篇故事帮助学生扩大词汇量的有效性。关键词:学生感知;短篇小说;词汇表
{"title":"Elementary School Students' Perceptions of Learning Vocabularies Using Short Stories","authors":"Neris Mayang Ledy, Iis Sujarwati, Syafryadin Syafryadin","doi":"10.29240/ef.v7i1.5890","DOIUrl":"https://doi.org/10.29240/ef.v7i1.5890","url":null,"abstract":"Short stories are considered an excellent and highly significant teaching approach in elementary level teaching and learning as they provide a useful and unique learning resource and encourage language acquisition, progress and personal interest. This study aims to better understand how primary school pupils see vocabulary development. A mixed-methods study was conducted with thirty sixth graders at SD IT Cahaya Rabbani Kepahiang to gather both quantitative and qualitative data. To collect quantitative data, a questionnaire was employed, and to collect qualitative data, interviews were used. Using SPSS and Excel, the data were descriptively examined. Because short stories are engaging, practical, and simple to grasp, 80% of SD IT Cahaya Rabbani Kepahiang students highly agree and believe that using short story media can help students learn more words in English. The study's conclusions indicate that students are open to using short stories to broaden their vocabulary and find them engaging. Therefore, English teachers should employ short stories to assist students learn vocabulary. The instructor should be mindful of the significance of selecting short stories wisely and doing it in a way that is both engaging and amusing. The selected short stories must also pay attention to the interests, needs, and skills of students. In this study, only a subset of children from the same school participated. Information was only collected once, through questionnaires and interviews. As a result, only students in the same school can use the findings. Additional research should include more people from various institutions to provide more thorough results. Additionally, it is possible to investigate the effectiveness of using short stories to help students expand their vocabulary by using different research methodologies like experimental or action research.Keywords: Students’ perception; short story; vocabulary","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89162735","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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