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The Use of Problem Based Learning in Improving Students’ Speaking Skill 基于问题的学习方法在提高学生口语能力中的应用
Pub Date : 2022-12-31 DOI: 10.31004/jele.v7i2.309
R. Oktadela, Yusti Elida
This study aims to develop a model of  PBL ( Problem Based Learning) in English teaching . It belongs to research and development (R D), which includes research and information collection, planning, developing preliminary form of product, preliminary field testing, product revision, field testing, operational product revision, field operational testing, final product revision, and dissemination and implementation. Based on the stages of R D, the findings can be explained as follows. Firstly, based on the study of the concept  of PBL model, five stages proposed by Glickman were implemented, namely: (1) pre-conference with the lecturer; (2) classroom observations; (3) the analysis and interpretation of the observation results and set up the konverensi approach; (4) meetings after observing; (5) evaluating the four stages. All stages were carried out by utilizing information. Secondly,students’ and lecturer’s perception or understanding on PBL model is yet complete. Thirdly, PBL Model based on the character can be considered as a breakthrough for guiding teachers to improve their teaching competence.
本研究旨在建立基于问题的英语教学模式。它属于研发(r&d),包括研究和信息收集、计划、开发产品的初步形式、初步现场测试、产品修订、现场测试、可操作产品修订、现场操作测试、最终产品修订、传播和实施。基于研发阶段,研究结果可以解释如下。首先,在研究PBL模型概念的基础上,实施了Glickman提出的五个阶段,即:(1)与讲师会前;(2)课堂观察;(3)对观测结果进行分析和解释,建立konverensi方法;(四)观察后的会议;(5)评价四个阶段。所有阶段都是利用信息进行的。其次,学生和讲师对PBL模式的认知或理解还不完整。第三,基于品格的PBL模式可以作为指导教师提高教学能力的突破口。
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引用次数: 0
EFL Students Responses’ to Online Corrective Feedback in the Teaching of Academic Writing during the Covid-19 新冠肺炎期间英语学生对学术写作教学中在线纠错反馈的反应
Pub Date : 2022-12-31 DOI: 10.31004/jele.v7i2.292
Silsilya Wahyu Nurya, P. Tyas
During covid-19 pandemic, online learning is one of the alternatives that can be used by the lecturer in carrying out learning. This study aims to analyze the students' response to corrective feedback given by the lecturer during online learning. The research methodology used is a quantitative survey design. The research subjects are 140 student academic writing classes from the 2020 batch of the English Language Education Program in Universitas Brawijaya.  The instrument used is questionnaires filled out online by students. They were 17 questions in four section that were distributed to investigate: 1) collecting personal information and types of online platforms used to provide corrective feedback, 2) the identification the types of error to be corrected from the student’s responses, 3) students’ responses for technique the lecturers should correct their errors, 4) students’ responses to corrected errors by the lecturer. There were 106 responses received (88 female and 18 male students). Based on the results, overall online corrective feedback conducted by the lecturer in academic writing classes has a positive response in the midst of the Covid-19 pandemic situation. Most students find the online corrective feedback in their academic writing class useful during pandemic Covid-19.
在2019冠状病毒病大流行期间,在线学习是讲师可用于开展学习的替代方案之一。本研究旨在分析学生在网络学习中对讲师给予的纠正性反馈的反应。使用的研究方法是定量调查设计。研究对象为布拉维贾亚大学2020年英语语言教育项目140个学生学术写作班。使用的工具是由学生在线填写的调查问卷。这些问题分为四个部分,共17个问题,用于调查:1)收集个人信息和用于提供纠正反馈的在线平台类型,2)从学生的回答中识别需要纠正的错误类型,3)学生对讲师应该纠正错误的技术的回答,4)学生对讲师纠正错误的回答。共收到106份回复(88名女生,18名男生)。从结果来看,在新冠肺炎疫情背景下,学术写作课讲师进行的在线纠正反馈总体上得到了积极的回应。大多数学生发现,在新冠疫情期间,学术写作课上的在线纠正反馈很有用。
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引用次数: 0
The Influence of Vocabulary Self-Collection Strategy on the Vocabulary Mastery 词汇自我收集策略对词汇掌握的影响
Pub Date : 2022-12-30 DOI: 10.31004/jele.v7i2.320
Intan Chrysti Olivia, S. Yuliani, Dita Adawiyah
The objective of the study was to find out there was a significant influence of using vocabulary self-colection strategy on the vocabulary mastery of the Seventh Grade Students at SMP YKPP Pendopo. The method was pre-experimental. The population of this study was the seventh grade students of SMP YKPP Pendopo with totaling 105 students. The sample selected by using convenience method with the total 31 students. The data collected by mean of tests, namely pretest and posttest. The data analyzed by Matched t-test. The score of tobtained was 0.0083 1697 at the significant level p0.05 for two tailed and degree of freedom was 30, t table was 1.697. It indicated that the used of vocabulary self-collection strategy on the vocabulary mastery of the seventh grade students at SMP YKPP Pendopo was significant influence.
本研究的目的是发现词汇自我收集策略对小学七年级学生词汇掌握的显著影响。该方法为预实验。本研究的研究对象为中专小学七年级学生,共105名学生。样本采用方便法选取,共31名学生。通过前测和后测两种测试方法收集的数据。数据采用匹配t检验分析。得到的分数为0.0083 1697,在显著水平p0.05双尾,自由度为30,t表为1.697。结果表明,词汇自我收集策略的使用对小学七年级学生的词汇掌握有显著影响。
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引用次数: 0
An Analysis Students’ Difficulties in Reading Comprehension of Descriptive Text 学生阅读理解描述性文本的困难分析
Pub Date : 2022-12-30 DOI: 10.31004/jele.v7i2.276
Wilda Fitri, E. Eliza, I. Irwandi, Loli Safitri
This study aims to explain the kind of difficult aspect in reading comprehension of the descriptive text faced by the students at eighth grade of SMPN 1 Sintoga. The method applied was descriptive quantitative, where the test and questionnaire were used as the instrument of the data. The sample of this study was VIII 2  chosen by using a simple random sampling technique. The test consisted of 30 question items divided into five types of questions: topic, main idea, word reference, location information, reference. Index difficulty and percentage were used to analyze the data. The result of the test showed that the majority of the eighth-grade students of SMPN 1 Sintoga found difficulties including answering topic 76%, main idea 72%, word reference 79%, location information 62%, and reference 80%. The kind of difficult aspect that encountered by the students of SMPN 1 Sintoga was finding main idea questions because the located main idea was difficult to find. As the result, kind of the difficult aspect faced by was in achieving the inference for reading comprehension test
本研究旨在解释新加坡中学八年级学生在阅读理解描述性文本时所面临的困难。所采用的方法是描述性定量,其中测试和问卷作为数据的工具。本研究的样本采用简单的随机抽样方法。测试共有30个题项,分为主题、主旨、词汇参考、位置信息、参考等5类题项。采用指标难度和百分比对数据进行分析。测试结果显示,大多数SMPN 1 Sintoga的八年级学生发现的困难包括回答主题76%,主要思想72%,单词参考79%,位置信息62%,参考80%。SMPN 1 Sintoga的学生遇到的困难是找到主旨问题,因为定位的主旨很难找到。因此,学生在阅读理解测试中所面临的一个难点是推理的实现
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引用次数: 0
Black Voice Portrayed in The Movie of The Hidden Figures by Theodore Melfi 西奥多·梅尔菲电影《隐藏人物》中黑人的声音
Pub Date : 2022-11-30 DOI: 10.29240/ef.v6i2.5233
Maya Puspita, Muhammad Iqbal Ramdhani
The film Hidden Figures is based on the actual tale of three African-American women who work at NASA on space rocket launches. Katherine G. Johnson, Mary Jackson, and Dorothy Vaughan are the three African-American women. With the backdrop of the 1960s, these three women face the discrimination (differences in race or skin color) in their workplace at NASA. This study aims to explore the theory of black feminism from Patricia Hill Collins and integrate it with the Self Defenses Mechanism theory from Sigmund Freud about how they faced problems at that time. This research using a qualitative descriptive approach. This study finds black feminism in the film Hidden Figures in the form of discrimination experienced by these characters in the form of gender, race and class. However, the resistance carried out by these characters is through Aggression, namely expressing anger, Apathetic, namely by withdrawing not to enter into a problem, Isolation, namely respecting something that causes frustration, and finally, Introjection, which is taking the positive side of other people. 
电影《隐藏人物》是根据三名在美国宇航局从事太空火箭发射工作的非裔美国女性的真实故事改编的。凯瑟琳·g·约翰逊、玛丽·杰克逊和多萝西·沃恩是三位非裔美国女性。以20世纪60年代为背景,这三位女性在NASA的工作场所面临着歧视(种族或肤色的差异)。本研究旨在探讨Patricia Hill Collins的黑人女权主义理论,并将其与弗洛伊德的自我防御机制理论相结合,探讨黑人在当时是如何面对问题的。本研究采用定性描述方法。本研究发现电影《隐藏人物》中的黑人女权主义表现为这些角色所遭受的性别、种族和阶级歧视。然而,这些角色所进行的抵抗是通过侵略,即表达愤怒,冷漠,即通过退缩而不进入问题,孤立,即尊重引起挫折的事情,最后,内参,这是站在别人积极的一面。
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引用次数: 0
Error Analysis on Noun Phrase in Students’ Undergraduate Theses 大学生毕业论文名词短语错误分析
Pub Date : 2022-11-30 DOI: 10.29240/ef.v6i2.4659
Tania Syafutri, Syafryadin Syafryadin, Dedi Sofyan
The aim of this research is (1) to analyze the components of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (2) to analyze the types of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (3) to find out the differences between noun phrase errors made students in the introduction parts of their undergraduate theses. The method used in this research was mix method. The instrument comprised observation and documentation. The result of this research was as follows: (1) the most dominant component of noun phrase error made by UPI and Unib students in the introduction parts was a head error, (2) the most dominant type of error in noun phrases made by UPI was addition error; however, the most dominant type of noun phrase errors among Unib students was omission error, (3) the number of noun phrase errors in Unib was higher than those in UPI. It is recommended that students improve their mastery of noun phrases, that lecturers teach students how to write the introduction well, specifically on noun phrases, and that next researchers investigate additional aspects of noun phrases.
本研究的目的是:(1)分析大学生在本科毕业论文导论部分中经常出现的名词短语错误的构成;(2)分析大学生在本科毕业论文导论部分中经常出现的名词短语错误的类型;(3)找出大学生在本科毕业论文导论部分中名词短语错误的差异。本研究采用混合法。仪器包括观察和记录。研究结果表明:(1)大学英语系和大学英语系学生名词短语错误中最主要的成分是头部错误,(2)大学英语系学生名词短语错误中最主要的类型是加法错误;(3)大学英语名词短语错误数量高于大学英语名词短语错误数量。建议学生提高他们对名词短语的掌握,老师教学生如何写好引言,特别是名词短语,接下来的研究人员调查名词短语的其他方面。
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引用次数: 0
Women’s Stereotypes in “Pretty Girl” Song Lyrics: A Critical Discourse Analysis Study 《美少女》歌词中的女性刻板印象:批评话语分析研究
Pub Date : 2022-11-30 DOI: 10.29240/ef.v6i2.4902
F. Aprilia, Neisya Neisya
One of the components in music or song which can be used as an access to the image of women is song lyrics. Woman image presents mental, spiritual, and daily behavior expression by women in many aspects; physical and psychological as women's self-image, family as well as community traits as part of social images. Through language written as song lyrics, a discourse can be expressed according to what the songwriter feels and thinks. The objective of this study is to find out how the image of women which becomes a stereotype is represented in the lyrics of the song "Pretty Girl" by Maggie Lindemann. This study was a qualitative study using the Critical Discourse Analysis (CDA) approach with Norman Fairclough's model. The model was used to analyze the feminist discourses contained in the lyrics of the song "Pretty Girl" by Maggie Lindemann. The analysis found that the song "Pretty Girl" sung by Maggie Lindemann contained discourses about Maggie Lindemann's rebuttal of women stereotypes. 
在音乐或歌曲中,可以用来接近女性形象的一个组成部分是歌词。女性形象是女性心理、精神、日常行为等多方面的表现;生理和心理作为女性的自我形象,家庭和社区特质作为社会形象的一部分。通过以歌词形式书写的语言,可以根据词曲作者的感受和想法来表达话语。本研究的目的是找出女性的形象,成为一个刻板印象是如何在玛吉林德曼的歌曲“漂亮女孩”的歌词中表现出来的。本研究采用费尔克劳的批评性话语分析模型,采用批评性话语分析方法进行定性研究。运用该模型分析了玛吉·林德曼(Maggie Lindemann)歌曲《Pretty Girl》歌词中包含的女权主义话语。分析发现,玛吉·林德曼演唱的歌曲《Pretty Girl》包含了玛吉·林德曼对女性刻板印象的反驳话语。
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引用次数: 1
Teaching English by Using Canva: Students’ and Lecturers’ Voice 用Canva教英语:学生和老师的声音
Pub Date : 2022-11-30 DOI: 10.29240/ef.v6i2.5709
Erfin Wijayanti
This research discovers students’ and lecturers’ voice on using Canva in English language teaching. This research employed quantitative descriptive method with 31 English Foreign Language (EFL) students and 5 lecturers. The data are gained from 31 students and 5 lecturers of English Department at IAIN Fattahul Muluk Papua. The students’ and lecturers are given a set of questionnaires to obtain their response on using Canva. After gaining the data, the researcher analysed the students’ and lecturers’ response by counting its frequency and percentage. The findings of this research Indicated that the majority of students and lecturers have positive voice on using Canva in English language teaching based on three indicators that is provided by researcher, those are: usefulness, ease to use, and easy access. This research revealed that Canva is usefulness tool for English language teaching. Canva is also ease of use tool for English language teaching which easy to use, effective, improve teaching and learning process, and easy to distribute. At the end, Canva has easy access because Canva provides everything for teaching and learning process such as video, images, colourful. Besides, Canva becomes an interesting App, and good choice for learning and teaching process. 
本研究发现了学生和教师对在英语教学中使用Canva的声音。本研究采用定量描述法对31名英语外语学生和5名讲师进行调查。数据来自IAIN Fattahul Muluk Papua英语系的31名学生和5名讲师。给学生和讲师一套调查问卷,以获得他们对使用Canva的反应。在获得数据后,研究人员通过计算其频率和百分比来分析学生和讲师的反应。本研究的结果表明,根据研究者提供的三个指标,即有用性、易用性和易获取性,大多数学生和教师对在英语教学中使用Canva持积极态度。本研究表明,Canva是一种有用的英语教学工具。Canva也是一款易于使用的英语语言教学工具,使用简单、有效、提高教与学的过程,并且易于分发。最后,Canva很容易访问,因为Canva提供了教学和学习过程中的一切,如视频,图像,彩色。此外,Canva成为一个有趣的应用程序,是学习和教学过程的良好选择。
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引用次数: 5
Investigating Verbal Humor in Selected Mr. Iglesias Sitcom Shows Episodes 调查伊格莱西亚斯先生情景喜剧选集中的言语幽默
Pub Date : 2022-11-30 DOI: 10.29240/ef.v6i2.5458
Kafa Bella Nabila, Ouda Teda Ena, Barli Bram
Humor can be found in people's daily life, movie, and stand-up comedy. People use it to criticize and entertain at the same time. In entertaining and criticizing a situation, humor can be in a form of a TV show or sitcom. This research focuses on verbal humor in a sitcom entitled Mr. Iglesias. This study aims to figure out the types of verbal humor using the General Theory of Verbal Humor (GTVH) by Attardo & Raskin (1991). This research examined five episodes of Mr. Iglesias’s shows from seasons 1 to 5 using a descriptive qualitative method. The results showed that this situation comedy has 58 expressions that employed linguistic humor. It could be classified into 8 of the 12 types of verbal humor. The six aspects of GTVH theory used to analyze the linguistic section were script opposition, logical mechanism, situation, target, narrative strategy, and language. Based on the six aspects of GTVH, this situational comedy indicated sarcasm as the most used verbal humor category.
幽默可以在人们的日常生活、电影和单口喜剧中找到。人们用它来批评和娱乐的同时。在娱乐和批评一种情况时,幽默可以以电视节目或情景喜剧的形式出现。本研究的重点是情景喜剧《伊格莱西亚斯先生》中的言语幽默。本研究旨在运用Attardo & Raskin(1991)的言语幽默一般理论(General Theory of verbal humor, GTVH)分析言语幽默的类型。这项研究用描述性定性的方法分析了伊格莱西亚斯从第一季到第五季的五集节目。结果表明,该情景喜剧有58种语言幽默表达。它可以被分为12种言语幽默中的8种。GTVH理论用于分析语言部分的六个方面是剧本对立、逻辑机制、情境、目标、叙事策略和语言。基于GTVH的六个方面,这部情景喜剧表明讽刺是使用最多的言语幽默类别。
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引用次数: 1
English Teachers' Perception of Implementing Project-Based Learning in Secondary Schools 中学英语教师实施项目式学习的认知
Pub Date : 2022-11-30 DOI: 10.29240/ef.v6i2.5452
Utari Dwi Sartika, Syafryadin Syafryadin, A. Azwandi
The aims of this study were to investigate English teachers’ perceptions in implementing Project-Based Learning and to analyze the English teachers’ challenges of implementing Project-Based Learning in Secondary Schools in Bengkulu City. 16 English teachers in Senior High Schools and 14 English teachers in Junior High Schools who have implemented Project-Based Learning in their class served as participants in this study. An explanatory sequential mixed method research applied to investigate the teachers’ perceptions in implementing Project-Based Learning for gathering quantitative data by using Questionnaire in the first phase. Then, in collecting qualitative data to analyze the challenges of the implementation of Project-Based Learning in English classroom, the researcher conducted interview which explained the result in the first phase. There are a total of 30 questions on the questionnaire, all of which pertain the internal factors and the external factors, also the challenges which affected the English teachers’ perceptions in Secondary School. The findings of this study suggested English teachers’ perceptions and challenges in implementing Project-Based Learning in Secondary Schools had a positive response. Meanwhile, the English teachers’ challenges are caused by the limited of time and of  knowledge, the management of class, and the situation of pandemic.
本研究的目的在于调查白古鲁市中学英语教师实施项目式学习的看法,并分析中学英语教师实施项目式学习所面临的挑战。本研究以班内实施项目式学习的16名高中英语教师和14名初中英语教师为研究对象。第一阶段采用解释序贯混合方法,通过问卷调查的方式,调查教师在实施项目式学习过程中对收集定量数据的看法。然后,在收集定性数据以分析Project-Based Learning在英语课堂中实施的挑战时,研究者进行了访谈,并解释了第一阶段的结果。问卷共有30个问题,所有问题都涉及到内部因素和外部因素,以及影响中学英语教师认知的挑战。本研究结果显示,中学英语教师对实施项目式学习的认知和挑战有正面的回应。同时,时间和知识的有限性、班级管理的有限性以及疫情形势给英语教师带来了挑战。
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引用次数: 2
期刊
English Franca Academic Journal of English Language and Education
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