Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.033
Nuriyatul Hamidah, Ahmad Takhfif
As the school closure is implemented, it affects the way teaching and learning at educational institutions from elementary to higher education in Indonesia. This situation promotes what we call remote learning. This research aimed at discovering and comprehend the lived experience of college students in remote learning during the COVID-19 pandemic. The subject was 110 students who are in the 4th and 6th semester from the English education student at IAIN Tulungagung. Meanwhile, the method used in this study is qualitative research method in which it takes a phenomenological approach. In order to understand students’ experiences, the researchers analyze the results from the questionnaire and have an interview. Then, the results revealed that the students’ experience is quite challenging. This experience is related to the media or methods used during remote learning. Besides, their learning experience can be categorized as blended media learning in which learning situations involved of a mix media involving technological learning and conventional media. It included the use of e-learning and conventional learning. In short, after examining how college students learned during COVID-19, the researchers could propose the efficacy of remote learning, especially for language learning.
{"title":"EFL Students’ Remote Learning Experience During the Covid-19 Pandemic Outbreak","authors":"Nuriyatul Hamidah, Ahmad Takhfif","doi":"10.2991/assehr.k.220201.033","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.033","url":null,"abstract":"As the school closure is implemented, it affects the way teaching and learning at educational institutions from elementary to higher education in Indonesia. This situation promotes what we call remote learning. This research aimed at discovering and comprehend the lived experience of college students in remote learning during the COVID-19 pandemic. The subject was 110 students who are in the 4th and 6th semester from the English education student at IAIN Tulungagung. Meanwhile, the method used in this study is qualitative research method in which it takes a phenomenological approach. In order to understand students’ experiences, the researchers analyze the results from the questionnaire and have an interview. Then, the results revealed that the students’ experience is quite challenging. This experience is related to the media or methods used during remote learning. Besides, their learning experience can be categorized as blended media learning in which learning situations involved of a mix media involving technological learning and conventional media. It included the use of e-learning and conventional learning. In short, after examining how college students learned during COVID-19, the researchers could propose the efficacy of remote learning, especially for language learning.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116556781","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.047
L. Prihandoko, D. Djatmika, J. Nurkamto
The Covid-19 outbreak has resulted in the transformation of EFL undergraduate thesis supervision from offline to online, bringing with it its inherent complexities. Hence, this qualitative study sought to investigate the complexities associated with online EFL thesis supervision from the lecturers' perspective. The complexities in this study were conceptually categorized as problems and solutions. The participants were purposefully chosen. They were 30 lecturers from two universities in Central Java and Papua. The data were collected using interviews and analyzed using an interactive model. The findings revealed a variety of problems with online thesis supervision, such as facing difficulties in going along with the shift from offline to online thesis supervision, having ineffective interactions between lecturers and students, having less time available to constantly access online media, being hampered in the field data collection process because many schools students had targeted to collect their data held online learning, and suffering from a decrease in students' motivation. To cope with such problems, there were some solutions offered by lecturers. The lecturers asked students to remind them of the online thesis supervision schedule, making active use of communication technology, assisting students in interacting with authorized parties of students' research objects, and reorienting students' research data collection. Further research is expected to focus on a similar problem to that addressed in this study, but with a larger sample size drawn from various provinces throughout Indonesia. Such studies may be beneficial for extending our current findings and adding to the body of knowledge regarding online thesis supervision in the Indonesian context.
{"title":"Complexities of Online Thesis Supervision during the Covid-19 Pandemic: EFL Lecturers’ Perceptions","authors":"L. Prihandoko, D. Djatmika, J. Nurkamto","doi":"10.2991/assehr.k.220201.047","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.047","url":null,"abstract":"The Covid-19 outbreak has resulted in the transformation of EFL undergraduate thesis supervision from offline to online, bringing with it its inherent complexities. Hence, this qualitative study sought to investigate the complexities associated with online EFL thesis supervision from the lecturers' perspective. The complexities in this study were conceptually categorized as problems and solutions. The participants were purposefully chosen. They were 30 lecturers from two universities in Central Java and Papua. The data were collected using interviews and analyzed using an interactive model. The findings revealed a variety of problems with online thesis supervision, such as facing difficulties in going along with the shift from offline to online thesis supervision, having ineffective interactions between lecturers and students, having less time available to constantly access online media, being hampered in the field data collection process because many schools students had targeted to collect their data held online learning, and suffering from a decrease in students' motivation. To cope with such problems, there were some solutions offered by lecturers. The lecturers asked students to remind them of the online thesis supervision schedule, making active use of communication technology, assisting students in interacting with authorized parties of students' research objects, and reorienting students' research data collection. Further research is expected to focus on a similar problem to that addressed in this study, but with a larger sample size drawn from various provinces throughout Indonesia. Such studies may be beneficial for extending our current findings and adding to the body of knowledge regarding online thesis supervision in the Indonesian context.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128141429","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.019
Ghina Zikra Winanda, Desvalini Anwar
Questions are often used to stimulate the recall of prior knowledge, build critical-thinking skills and promote comprehension. There are two of the classifications of questioning that can be used in formulating learning objectives, LOTs and HOTs. This study aimed to investigate the cognitive domain of Bloom’s taxonomy used in questions asked by teachers to their students at SMK Negeri 2 Padang. The source of data in this study was student’s tasks and student’s test in English subject of grade XI. This study analyzed the teacher’s questions that frequently used the levels of the cognitive domain of Bloom’s taxonomy. This study was descriptive research to describe and analyze the existed condition in the field. As the results, in the students perceived that the most frequent cognitive domain used by the teacher in 80 questions (tasks, mid-term) was the domain of LOTS with 70% and HOTS 30%, which understand (C2) 33 questions, followed by the cognitive domain of applying (C3) 15 questions, analyze (C4) with 13 questions, remember (C1) 12 questions, evaluate (C5) 7 questions, and lastly the cognitive domain of creating (C6) 0 question. On the other hand, the teachers believed that they use the cognitive domain of understanding as the most frequent cognitive domain in questions.
{"title":"Analysis of the Implementation Higher Order Thinking Skills in Tasks and Test of English Subject at SMK Negeri 2 Padang","authors":"Ghina Zikra Winanda, Desvalini Anwar","doi":"10.2991/assehr.k.220201.019","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.019","url":null,"abstract":"Questions are often used to stimulate the recall of prior knowledge, build critical-thinking skills and promote comprehension. There are two of the classifications of questioning that can be used in formulating learning objectives, LOTs and HOTs. This study aimed to investigate the cognitive domain of Bloom’s taxonomy used in questions asked by teachers to their students at SMK Negeri 2 Padang. The source of data in this study was student’s tasks and student’s test in English subject of grade XI. This study analyzed the teacher’s questions that frequently used the levels of the cognitive domain of Bloom’s taxonomy. This study was descriptive research to describe and analyze the existed condition in the field. As the results, in the students perceived that the most frequent cognitive domain used by the teacher in 80 questions (tasks, mid-term) was the domain of LOTS with 70% and HOTS 30%, which understand (C2) 33 questions, followed by the cognitive domain of applying (C3) 15 questions, analyze (C4) with 13 questions, remember (C1) 12 questions, evaluate (C5) 7 questions, and lastly the cognitive domain of creating (C6) 0 question. On the other hand, the teachers believed that they use the cognitive domain of understanding as the most frequent cognitive domain in questions.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128173641","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.041
Yulina Oktaviani Harahap, Hermawati Syarif
Writing is one of the skills in learning English that has to be mastered by students, especially at the tertiary level. Students are hoped to be able to write a thesis proposal, but anxiety obstructs students' thesis proposal writing. Anxiety is a psychological factor that can effected the students' troubles in writing a thesis. Based on the explanation above, this study had a goal to analyse students’ anxiety in writing an introduction of thesis proposal. The anxienty levels, types and causes in writing of thesis proposal were examined. This study was descriptive research which aimed to describe and analyse the existed condition in the field. The subjects of the research were the students at Universitas Muslim Nusantara Al-Washliyah in academic year 2017/2018. The data was carried out through an e-questionnaire and interview. As a result of the study, students’ anxiety in writing introduction of thesis proposal was identified and classified based on several indicators related to the levels (high, moderate, andlow), types (cognitive, somatic, and behaviour avoidance) and causes of anxiety (low self-confidence, self-perception, and lack of knowledge) in writing background of thesis proposal.
{"title":"Students’ Anxiety in Writing Introduction of Thesis Proposal at Universitas Muslim Nusantara Al-Washliyah Medan","authors":"Yulina Oktaviani Harahap, Hermawati Syarif","doi":"10.2991/assehr.k.220201.041","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.041","url":null,"abstract":"Writing is one of the skills in learning English that has to be mastered by students, especially at the tertiary level. Students are hoped to be able to write a thesis proposal, but anxiety obstructs students' thesis proposal writing. Anxiety is a psychological factor that can effected the students' troubles in writing a thesis. Based on the explanation above, this study had a goal to analyse students’ anxiety in writing an introduction of thesis proposal. The anxienty levels, types and causes in writing of thesis proposal were examined. This study was descriptive research which aimed to describe and analyse the existed condition in the field. The subjects of the research were the students at Universitas Muslim Nusantara Al-Washliyah in academic year 2017/2018. The data was carried out through an e-questionnaire and interview. As a result of the study, students’ anxiety in writing introduction of thesis proposal was identified and classified based on several indicators related to the levels (high, moderate, andlow), types (cognitive, somatic, and behaviour avoidance) and causes of anxiety (low self-confidence, self-perception, and lack of knowledge) in writing background of thesis proposal.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132595152","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.034
Ratna Nery, Fitri Novia
Reading is an important skill that students need to comprehend and interpret the content of an English text. Teaching reading at the junior high school level aims to improve students' comprehension skills. The exposition text is one of the genres listed in the English curriculum for junior high school. It is also one of the more challenging genres for learners to grasp when it comes to text comprehension. The aim of this study was to discover students' difficulties in comprehending exposition text based on their reading comprehension level as determined by Barret's Taxonomy.This study was descriptive qualitative. The participant consisted of 42 students from Ponpes Bait Qur'an Kayuagung.The reading test in the form of multiple choice with 40 questions of exposition text was applied in this study as an instrument. Based on Barret's Taxonomy analysis, students' problems with exposition comprehension were linked to literal comprehension, reorganization, inference, evaluation, and appreciation. Hence, the POE strategy is recommended to address students' difficulties in comprehending exposition text.
{"title":"Exploring Students’ Difficulties in Comprehending Exposition Text Towards POE Strategy","authors":"Ratna Nery, Fitri Novia","doi":"10.2991/assehr.k.220201.034","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.034","url":null,"abstract":"Reading is an important skill that students need to comprehend and interpret the content of an English text. Teaching reading at the junior high school level aims to improve students' comprehension skills. The exposition text is one of the genres listed in the English curriculum for junior high school. It is also one of the more challenging genres for learners to grasp when it comes to text comprehension. The aim of this study was to discover students' difficulties in comprehending exposition text based on their reading comprehension level as determined by Barret's Taxonomy.This study was descriptive qualitative. The participant consisted of 42 students from Ponpes Bait Qur'an Kayuagung.The reading test in the form of multiple choice with 40 questions of exposition text was applied in this study as an instrument. Based on Barret's Taxonomy analysis, students' problems with exposition comprehension were linked to literal comprehension, reorganization, inference, evaluation, and appreciation. Hence, the POE strategy is recommended to address students' difficulties in comprehending exposition text.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131409476","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.012
A. Lubis, E. Rahmawati
Previous research has reported that flipped learning can enhance the students’ English skills and learning behaviors. However, some challenges remain mainly on the students’ ignorance and demotivation due to increased workload that should be accomplished. Moreover, empirical evidence on the benefits of flipped learning across proficiency levels in EFL context is considerably scant. This study, therefore, reports on the incorporation of flipped learning in teaching grammar to 94 first-semester undergraduate students at a private university in South Jakarta, Indonesia. Embracing a quantitative and qualitative design, three grammar tests (premidand post-tests) were administered to explore the impact of flipped learning on the students’ grammar skills across proficiency levels. A questionnaire with close-andopen-ended items was handed in to the students afterwards. The quantitative results demonstrated that the students’ grammar skills increased from the mean score of the pre-test to that of the post-test across proficiency levels. The qualitative results justified such positive impact; regardless of the students’ level of proficiency in English grammar because flipped learning could activate learning motivation, learner autonomy, and learning awareness. Limited vocabulary mastery, inability to manage the time, ignorance, and technical issues were still identified as the challenges in incorporating flipped learning in an EFL grammar class. Recommendations for future research are also presented.
{"title":"Incorporating Flipped Learning in Teaching English Grammar for EFL Students Across Proficiency Levels","authors":"A. Lubis, E. Rahmawati","doi":"10.2991/assehr.k.220201.012","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.012","url":null,"abstract":"Previous research has reported that flipped learning can enhance the students’ English skills and learning behaviors. However, some challenges remain mainly on the students’ ignorance and demotivation due to increased workload that should be accomplished. Moreover, empirical evidence on the benefits of flipped learning across proficiency levels in EFL context is considerably scant. This study, therefore, reports on the incorporation of flipped learning in teaching grammar to 94 first-semester undergraduate students at a private university in South Jakarta, Indonesia. Embracing a quantitative and qualitative design, three grammar tests (premidand post-tests) were administered to explore the impact of flipped learning on the students’ grammar skills across proficiency levels. A questionnaire with close-andopen-ended items was handed in to the students afterwards. The quantitative results demonstrated that the students’ grammar skills increased from the mean score of the pre-test to that of the post-test across proficiency levels. The qualitative results justified such positive impact; regardless of the students’ level of proficiency in English grammar because flipped learning could activate learning motivation, learner autonomy, and learning awareness. Limited vocabulary mastery, inability to manage the time, ignorance, and technical issues were still identified as the challenges in incorporating flipped learning in an EFL grammar class. Recommendations for future research are also presented.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124532193","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.011
Dzulfia Eka Putri, Jufrizal Jufrizal
One source of English learning material is the textbook. Textbooks aren't merely for teachers to utilize when they're teaching or learning. Textbook aids learners in acquiring material linked to their English studies. This study attempted to evaluate the English learning material in textbooks, particularly textbooks for vocational school students, based on the preceding rationale. Source of data in this study is students’ textbooks that used at Grade XI of SMKN 1 Lembah Melintang. This research comes under the heading of evaluative research, which evaluates phenomena in order to describe the state of things in the field. The documentation will be used to assess the textbooks used by students as English learning materials. As a result of the study, textbook evaluation related to the English learning material is identified and classified based on BNSP’s (2011) classification. It consists of content, language, and presentation aspect.
{"title":"Textbook Evaluation of English Learning Material at SMKN 1 Lembah Melintang","authors":"Dzulfia Eka Putri, Jufrizal Jufrizal","doi":"10.2991/assehr.k.220201.011","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.011","url":null,"abstract":"One source of English learning material is the textbook. Textbooks aren't merely for teachers to utilize when they're teaching or learning. Textbook aids learners in acquiring material linked to their English studies. This study attempted to evaluate the English learning material in textbooks, particularly textbooks for vocational school students, based on the preceding rationale. Source of data in this study is students’ textbooks that used at Grade XI of SMKN 1 Lembah Melintang. This research comes under the heading of evaluative research, which evaluates phenomena in order to describe the state of things in the field. The documentation will be used to assess the textbooks used by students as English learning materials. As a result of the study, textbook evaluation related to the English learning material is identified and classified based on BNSP’s (2011) classification. It consists of content, language, and presentation aspect.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114394286","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.054
Ni Made Wahyu Suganti Cahyani, M. Santosa
Emergency remote learning has led students and teachers to interact in distance by the involvement of media, platforms and learning strategies within a full virtual learning community. This study aims to investigate community of online learning in the E-learning class and how this can humanise the online learning. There are 26 students of Post-Graduate Program of a teacher training University in Bali involved in this mixed methods study. The data were gathered from Virtual Café using observation checklist and an interview guide. The checklist for observation was developed in three aspects of Community of Inquiry; Cognitive Presence, Teaching Presence, and Social Presence. Those presences are identified as quantitative data which then supported by an interview that combined 6 aspects of Humanising Online Learning; a liquid syllabus, adaptive teaching, visual and dynamic homepage, asynchronous video communications, asynchronous video discussions, and wisdom wall as qualitative data. The study revealed that students’ posts and comments are categorised into life experiences, interests, and trending issues which lead them to have a community of online learning and feel humanised. The use of Virtual Café has facilitated the students to learn comfortably by not feeling left out in the content subject virtual class since it keeps engaging them to participate in interesting ways while being humane. This study implies that active, effective, and humanised online learning can be optimally carried out by considering all learning aspects as one community within humanised learning ecosystem.
{"title":"Virtual Café: Equitizing Online Learning within Active and Meaningful Community of Learning in the EFL Content Subjects","authors":"Ni Made Wahyu Suganti Cahyani, M. Santosa","doi":"10.2991/assehr.k.220201.054","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.054","url":null,"abstract":"Emergency remote learning has led students and teachers to interact in distance by the involvement of media, platforms and learning strategies within a full virtual learning community. This study aims to investigate community of online learning in the E-learning class and how this can humanise the online learning. There are 26 students of Post-Graduate Program of a teacher training University in Bali involved in this mixed methods study. The data were gathered from Virtual Café using observation checklist and an interview guide. The checklist for observation was developed in three aspects of Community of Inquiry; Cognitive Presence, Teaching Presence, and Social Presence. Those presences are identified as quantitative data which then supported by an interview that combined 6 aspects of Humanising Online Learning; a liquid syllabus, adaptive teaching, visual and dynamic homepage, asynchronous video communications, asynchronous video discussions, and wisdom wall as qualitative data. The study revealed that students’ posts and comments are categorised into life experiences, interests, and trending issues which lead them to have a community of online learning and feel humanised. The use of Virtual Café has facilitated the students to learn comfortably by not feeling left out in the content subject virtual class since it keeps engaging them to participate in interesting ways while being humane. This study implies that active, effective, and humanised online learning can be optimally carried out by considering all learning aspects as one community within humanised learning ecosystem.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127487406","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.007
Dessy Atika Suri Hutasuhut, Muhammad Al Hafizh
Coherence is one of the elements that should be considered in writing, especially in writing a review of related theories of the thesis proposal. Furthermore, it is also known if the review of related theories is one of the main sections in the thesis proposal since the students’ understanding of the topic of study can be seen in this section. Their knowledge in this section can be seen when they have to find out, explain, and review the theories from some experts. However, some coherence issues occur in writing a review of related theories of the thesis proposal. The matters are the students often lack in using the transitional signals to connect the ideas in writing the review of related theories, grammatical problems, and the way students organize the ideas. Related to these issues, this article has the aim to seek the ability of graduate students to construct coherence in the review of related theories of thesis proposals. The descriptive research design was used in this study to describe their ability to create coherence. To determine their ability, 24 reviews of related theories from different thesis proposals were chosen using purposive sampling. It was found that most of the graduate students had good ability in constructing coherence in their review of related theories of thesis proposal. Thus, it can be interpreted if graduate students understood well and could apply the coherence well enough in writing a review of related theories.
{"title":"Graduate Students’ Ability in Constructing Coherence in the Review of Related Theories of Thesis Proposal","authors":"Dessy Atika Suri Hutasuhut, Muhammad Al Hafizh","doi":"10.2991/assehr.k.220201.007","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.007","url":null,"abstract":"Coherence is one of the elements that should be considered in writing, especially in writing a review of related theories of the thesis proposal. Furthermore, it is also known if the review of related theories is one of the main sections in the thesis proposal since the students’ understanding of the topic of study can be seen in this section. Their knowledge in this section can be seen when they have to find out, explain, and review the theories from some experts. However, some coherence issues occur in writing a review of related theories of the thesis proposal. The matters are the students often lack in using the transitional signals to connect the ideas in writing the review of related theories, grammatical problems, and the way students organize the ideas. Related to these issues, this article has the aim to seek the ability of graduate students to construct coherence in the review of related theories of thesis proposals. The descriptive research design was used in this study to describe their ability to create coherence. To determine their ability, 24 reviews of related theories from different thesis proposals were chosen using purposive sampling. It was found that most of the graduate students had good ability in constructing coherence in their review of related theories of thesis proposal. Thus, it can be interpreted if graduate students understood well and could apply the coherence well enough in writing a review of related theories.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128008637","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 : 1900-01-01DOI: 10.2991/assehr.k.220201.050
Faishol Hadi, Achmad Anang Darmawan
The aim of this study is to know the implementation of virtual board games teaching media in teaching speaking. The writer also conducted this study to investigate whether virtual board games teaching media was able to make the students have active engagement in spoken activity. The participants of this study were ten second semester English students of STKIP Al Hikmah who took Critical Speaking Course. The goal of this course was the students were able to master speaking skill for critical context. This study used descriptive qualitative research. The instruments of this study were an observation sheet and questionnaire. The observation sheet was used to get the data of the implementation of virtual board games in teaching speaking. the questionnaire was used to gain the data of students’ responses toward using virtual board games in teaching speaking. The result of this study showed that the implementation of this media created exciting atmosphere in teaching and learning speaking. The result from observation data showed that the students were very active to engage in oral communication activity. The result of the data from questionnaire showed that most students were excited learning speaking using board games teaching media. The result of the data also showed that some students said that virtual board game media was helpful for them in in mastering speaking skill.
本研究的目的是了解虚拟桌游教学媒体在口语教学中的应用。笔者还对虚拟桌游教学媒介是否能够使学生积极参与口语活动进行了研究。本研究的对象是10名参加批判性口语课程的STKIP Al Hikmah第二学期英语学生。本课程的目标是让学生掌握在关键语境下的说话技巧。本研究采用描述性定性研究。本研究的工具为观察表和问卷。采用观察表法对虚拟桌游在口语教学中的实施情况进行了分析。通过问卷调查的方式，了解学生在口语教学中使用虚拟桌游的反应情况。本研究结果表明，多媒体的使用营造了令人兴奋的口语教学氛围。观察数据显示，学生们在口头交流活动中表现得非常积极。问卷调查结果显示，使用桌游教学媒介学习口语的学生最多。数据的结果还显示，一些学生表示虚拟桌游媒体对他们掌握口语技能有帮助。
{"title":"The Implementation of Virtual Board Games in Teaching Speaking to the Undergraduate Students","authors":"Faishol Hadi, Achmad Anang Darmawan","doi":"10.2991/assehr.k.220201.050","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.050","url":null,"abstract":"The aim of this study is to know the implementation of virtual board games teaching media in teaching speaking. The writer also conducted this study to investigate whether virtual board games teaching media was able to make the students have active engagement in spoken activity. The participants of this study were ten second semester English students of STKIP Al Hikmah who took Critical Speaking Course. The goal of this course was the students were able to master speaking skill for critical context. This study used descriptive qualitative research. The instruments of this study were an observation sheet and questionnaire. The observation sheet was used to get the data of the implementation of virtual board games in teaching speaking. the questionnaire was used to gain the data of students’ responses toward using virtual board games in teaching speaking. The result of this study showed that the implementation of this media created exciting atmosphere in teaching and learning speaking. The result from observation data showed that the students were very active to engage in oral communication activity. The result of the data from questionnaire showed that most students were excited learning speaking using board games teaching media. The result of the data also showed that some students said that virtual board game media was helpful for them in in mastering speaking skill.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115636175","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：