Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.061
Lailan Syafrina Dewi
The goals of the study were to determine which hyponymy category was the most frequent and which was the infrequent in the short tale of “My Hero is You (How Kids Can Fight Covid-19)”created by IASC. The descriptive qualitative method was used in this study. The data was examined by breaking down substance and then researching different types of hyponymy and classifying the hyponymy. In the short tale of “My Hero is You (How Kids Can Fight Covid-19)” There are seventeen kinds of hyponymy category. Those hyponymy are transportation, occupation, place, room, disease, body parts, size, appearance, planet, male, female, flower, age, distance, toiletries, virus, and number. In view the goal of examination to discover the most frequent kinds of hyponymy category and the infrequent kinds of hyponymy category, it was uncovered that the most frequent one type of hyponymy category is "appearance" with a sum of 13 words and the infrequent one type of hyponymy category are "virus", "toiletries", "flower", "room" and "transportation" with a sum of 5 and 1 words in every class. The examination inferred that for students aged 16 years and over who want to improve their English skill. It was ideal to recall words through hyponymy. In this way, understudies be able to develop their jargon, compose and talk in English unquestionably.
{"title":"Semantic Analysis of Hyponymy in the Short Story “My Hero is You (How Kids Can Fight Covid-19)” By IASC","authors":"Lailan Syafrina Dewi","doi":"10.2991/assehr.k.220201.061","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.061","url":null,"abstract":"The goals of the study were to determine which hyponymy category was the most frequent and which was the infrequent in the short tale of “My Hero is You (How Kids Can Fight Covid-19)”created by IASC. The descriptive qualitative method was used in this study. The data was examined by breaking down substance and then researching different types of hyponymy and classifying the hyponymy. In the short tale of “My Hero is You (How Kids Can Fight Covid-19)” There are seventeen kinds of hyponymy category. Those hyponymy are transportation, occupation, place, room, disease, body parts, size, appearance, planet, male, female, flower, age, distance, toiletries, virus, and number. In view the goal of examination to discover the most frequent kinds of hyponymy category and the infrequent kinds of hyponymy category, it was uncovered that the most frequent one type of hyponymy category is \"appearance\" with a sum of 13 words and the infrequent one type of hyponymy category are \"virus\", \"toiletries\", \"flower\", \"room\" and \"transportation\" with a sum of 5 and 1 words in every class. The examination inferred that for students aged 16 years and over who want to improve their English skill. It was ideal to recall words through hyponymy. In this way, understudies be able to develop their jargon, compose and talk in English unquestionably.","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":"117049517","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.220201.056
Herlina Daddi, Nurdevi Bte Abdul
This study aims at exploring lecturers’ strategies in teaching speaking skill at university context. The participants were one male lecturer and one female lecturer. The data were collected by conducting observations and interviews. The research findings showed Lecturer A focused the class on accuracy while lecturer B encouraged the students to speak smoothly without too much hesitation and confidence which is related to fluency. The strategies used by the lecturers to promote speaking activity successfully were talking a lot as much as possible of allocated time given, the students is not dominated by the talkative participation in the class, encourage students to be motivated. The students are interested to talk on the given topics. Therefore, it can be concluded that those lecturers have their own ways to apply five speaking strategies which are associated with the level of students and the class environment.
{"title":"A Case Study on Male and Female Lecturers’ Strategies in Teaching Speaking Skill at Tertiary Education Context","authors":"Herlina Daddi, Nurdevi Bte Abdul","doi":"10.2991/assehr.k.220201.056","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.056","url":null,"abstract":"This study aims at exploring lecturers’ strategies in teaching speaking skill at university context. The participants were one male lecturer and one female lecturer. The data were collected by conducting observations and interviews. The research findings showed Lecturer A focused the class on accuracy while lecturer B encouraged the students to speak smoothly without too much hesitation and confidence which is related to fluency. The strategies used by the lecturers to promote speaking activity successfully were talking a lot as much as possible of allocated time given, the students is not dominated by the talkative participation in the class, encourage students to be motivated. The students are interested to talk on the given topics. Therefore, it can be concluded that those lecturers have their own ways to apply five speaking strategies which are associated with the level of students and the class environment.","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":"115063411","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.220201.044
Yentri Anggeraini
The COVID-19 pandemic has changed the teaching process. From face-to-face learning to online learning with various conditions/locations between learners and teachers. This research aims to explore the implementation of digital tools in online classrooms. This is a case study that explores the teaching process and classroom activities in the online teaching and learning process of students in fourth semester of the English Department. When collecting the data, the researchers used observations, interviews, and qualitative visual/digital files. The researcher considered triangulation in the way of data collection. In order to obtain the reliability of the research, the transcript check and the persistence check of the code meaning were adopted. This research reveals that the common digital tools in the online classrooms are Zoom, WhatsApp groups, and Google Classroom. It can be deduced that the common problems that learners face when presenting and listening to explanations through Zoom are internet connection, low battery power, and inability to hear during the explanation process. clear. This online learning familiarizes learners and lecturer with EFL digital media.
{"title":"Exploring the Implementation of Digital Tools in Online Classroom","authors":"Yentri Anggeraini","doi":"10.2991/assehr.k.220201.044","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.044","url":null,"abstract":"The COVID-19 pandemic has changed the teaching process. From face-to-face learning to online learning with various conditions/locations between learners and teachers. This research aims to explore the implementation of digital tools in online classrooms. This is a case study that explores the teaching process and classroom activities in the online teaching and learning process of students in fourth semester of the English Department. When collecting the data, the researchers used observations, interviews, and qualitative visual/digital files. The researcher considered triangulation in the way of data collection. In order to obtain the reliability of the research, the transcript check and the persistence check of the code meaning were adopted. This research reveals that the common digital tools in the online classrooms are Zoom, WhatsApp groups, and Google Classroom. It can be deduced that the common problems that learners face when presenting and listening to explanations through Zoom are internet connection, low battery power, and inability to hear during the explanation process. clear. This online learning familiarizes learners and lecturer with EFL digital media.","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":"116955755","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.220201.021
Gusti Nur Hafifah, Francisca Maria Ivone, B. Cahyono
Teachers' cognition (knowledge, belief, attitude, and self-efficacy) regarding ICT in ELT needs to be revealed to gain a more comprehensive understanding of their perspective and understanding of incorporating ICT into their everyday instructional activities. This study aims to create Teacher Cognition on ICT (TC-ICT) scales that can be used to assess their cognition level. The paper describes the processes of building the instrument, from domain definition and delimitation to instrument construction. This survey research used an online questionnaire to collect data from 54 respondents and then conducted a confirmatory factor analysis to analyze the results. The validity of the 68 items with a loading factor of more than 6.0 and the AVE score exceeded 5.0 was confirmed by the study. Furthermore, all five factors (knowledge of ICT, belief in ICT, attitude toward ICT, ICT self-efficacy, and ICT perceived use in ELT) had a composite reliability value of better than 0.7. As a result, all indicators used to measure the variables were found to be reliable. Furthermore, all variables' Cronbach's Alpha values were better than 0.6. Thus, the instrument items were shown to be valid and reliable in assessing the essential variables, and they may be utilized in teacher cognition dimensions and scales studies.
{"title":"Developing a Teacher Cognition on ICT Instrument: A Confirmatory Factor Analysis","authors":"Gusti Nur Hafifah, Francisca Maria Ivone, B. Cahyono","doi":"10.2991/assehr.k.220201.021","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.021","url":null,"abstract":"Teachers' cognition (knowledge, belief, attitude, and self-efficacy) regarding ICT in ELT needs to be revealed to gain a more comprehensive understanding of their perspective and understanding of incorporating ICT into their everyday instructional activities. This study aims to create Teacher Cognition on ICT (TC-ICT) scales that can be used to assess their cognition level. The paper describes the processes of building the instrument, from domain definition and delimitation to instrument construction. This survey research used an online questionnaire to collect data from 54 respondents and then conducted a confirmatory factor analysis to analyze the results. The validity of the 68 items with a loading factor of more than 6.0 and the AVE score exceeded 5.0 was confirmed by the study. Furthermore, all five factors (knowledge of ICT, belief in ICT, attitude toward ICT, ICT self-efficacy, and ICT perceived use in ELT) had a composite reliability value of better than 0.7. As a result, all indicators used to measure the variables were found to be reliable. Furthermore, all variables' Cronbach's Alpha values were better than 0.6. Thus, the instrument items were shown to be valid and reliable in assessing the essential variables, and they may be utilized in teacher cognition dimensions and scales studies.","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":"120942804","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.220201.006
Desi Rochmawati, Ika Fathin Resti Martanti
Speaking skill is an English language competence that is very important for effective communication either in educational or professional environment. This skill is also required by students of Nursing Study Program to support their academic and professional development. However, students still have limited exposure to English materials related to their field of science. Active English for Nursing (AFORN) application, therefore, it was elaborated to support the students’ needs. AFORN is an Android-based application for learning English speaking skills as complementary learning media that are accessible at anytime and anywhere. The objective of this study was to observe how AFORN helped students enhance their speaking skills. This was an Action Research project. The subjects of this study were the second-semester students of Nursing Study Program. The data were collected by doing observation, interview, and tests. There were four stages in this study, namely planning, action, observation, and reflection. The focus of the Action stages was implementing AFORN as an m-learning medium to help students learn English based on their own pace. The result of this study shows that there was an improvement of students’ speaking skills in terms of vocabulary, grammar, language expressions, and pronunciations. Besides the students became more motivated to learn English after using the alternative learning medium i.e. AFORN which could be flexibly accessed through their Android-based gadgets.
{"title":"Enhancing English Speaking Skill by Using AFORN, an M-Learning Medium for Nursing Students","authors":"Desi Rochmawati, Ika Fathin Resti Martanti","doi":"10.2991/assehr.k.220201.006","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.006","url":null,"abstract":"Speaking skill is an English language competence that is very important for effective communication either in educational or professional environment. This skill is also required by students of Nursing Study Program to support their academic and professional development. However, students still have limited exposure to English materials related to their field of science. Active English for Nursing (AFORN) application, therefore, it was elaborated to support the students’ needs. AFORN is an Android-based application for learning English speaking skills as complementary learning media that are accessible at anytime and anywhere. The objective of this study was to observe how AFORN helped students enhance their speaking skills. This was an Action Research project. The subjects of this study were the second-semester students of Nursing Study Program. The data were collected by doing observation, interview, and tests. There were four stages in this study, namely planning, action, observation, and reflection. The focus of the Action stages was implementing AFORN as an m-learning medium to help students learn English based on their own pace. The result of this study shows that there was an improvement of students’ speaking skills in terms of vocabulary, grammar, language expressions, and pronunciations. Besides the students became more motivated to learn English after using the alternative learning medium i.e. AFORN which could be flexibly accessed through their Android-based gadgets.","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":"126430219","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.220201.017
Rohani Ganie, T. Sinar, Fikry Prastya Syahputra
TOEFL purposes have developed in recent years, not only for educational needs but also for other needs, such as; job applicant requirements. Meanwhile, the examinee still considers TOEFL as a difficult test. Reading Comprehension appears as one of the sections in TOEFL. As a result of this phenomenon, the goal of this study was to determine how intrinsic analysis theory improved student reading comprehension scores. The method used in this research was the action research method. The research stages started from pre-test, problems identification, treatment implementation, post-test, findings evaluation, and conclusion. The tests were delivered through Google Form and Google Classroom. In addition, the treatment implementation was using Zoom conference. There are 84 students tested in this research. The students form two groups. Group A is doing a reading comprehension test with a narrative genre, meanwhile group B with a descriptive genre. There is a rising in group A average score, from 53 in the pre-test to 83 in the posttest. Besides, group B average score rises from 68 to 92. Therefore, we suggest applying intrinsic analysis in solving the reading comprehension test. However, it needs another research that interacts with student cognitive thinking when taking the reading comprehension test for TOEFL.
{"title":"Intrinsic Analysis and Types of Question Understanding in Solving Reading Comprehension Question","authors":"Rohani Ganie, T. Sinar, Fikry Prastya Syahputra","doi":"10.2991/assehr.k.220201.017","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.017","url":null,"abstract":"TOEFL purposes have developed in recent years, not only for educational needs but also for other needs, such as; job applicant requirements. Meanwhile, the examinee still considers TOEFL as a difficult test. Reading Comprehension appears as one of the sections in TOEFL. As a result of this phenomenon, the goal of this study was to determine how intrinsic analysis theory improved student reading comprehension scores. The method used in this research was the action research method. The research stages started from pre-test, problems identification, treatment implementation, post-test, findings evaluation, and conclusion. The tests were delivered through Google Form and Google Classroom. In addition, the treatment implementation was using Zoom conference. There are 84 students tested in this research. The students form two groups. Group A is doing a reading comprehension test with a narrative genre, meanwhile group B with a descriptive genre. There is a rising in group A average score, from 53 in the pre-test to 83 in the posttest. Besides, group B average score rises from 68 to 92. Therefore, we suggest applying intrinsic analysis in solving the reading comprehension test. However, it needs another research that interacts with student cognitive thinking when taking the reading comprehension test for TOEFL.","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":"130055215","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.220201.039
U. G. Pertiwi, Evi A. Vebriyanti, L. M. Nurani, Dana Waskita
In this digital era, transforming the traditional classroom to the online environment becomes urgent, particularly during the COVID 19 pandemic. E-learning becomes an alternative platform for online learning as it provides space for the teacher to open, design, and manage a class. Designing digital material becomes a prerequisite in this circumstance, and it requires teachers’ competence in using technology, including digital literacy. This competence will cultivate teachers’ self-efficacy, which is an essential factor in the success of E-learning implementation; therefore, this study investigates teachers’ self-efficacy on designing digital material uploaded in E-learning. This study explores 20 vocational school teachers’ experience in using E-learning by investigating what digital material and E-learning are perceived by the teachers and how they design and implement it in the E-learning. The teachers’ experience is captured through questionnaires, interviews and class observation then the data are analysed under Efficacy theory. The result shows that the teachers’ self-efficacy, in general, is at a medium level, and their ICT knowledge and competence influence their ability in designing digital material and use it in E-learning. Those with adequate knowledge and competency pose a high self-efficacy, while those with less knowledge and skill, their selfefficacy in designing is considered moderate. Therefore, intensive teacher training in digitalizing material is urgent to boost the teachers’ self-efficacy and ICT competence to gain success and benefits from E-learning.
{"title":"Teacher’s Self-Efficacy on Designing Digital Material in E-Learning: A Case Study in a Vocational School","authors":"U. G. Pertiwi, Evi A. Vebriyanti, L. M. Nurani, Dana Waskita","doi":"10.2991/assehr.k.220201.039","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.039","url":null,"abstract":"In this digital era, transforming the traditional classroom to the online environment becomes urgent, particularly during the COVID 19 pandemic. E-learning becomes an alternative platform for online learning as it provides space for the teacher to open, design, and manage a class. Designing digital material becomes a prerequisite in this circumstance, and it requires teachers’ competence in using technology, including digital literacy. This competence will cultivate teachers’ self-efficacy, which is an essential factor in the success of E-learning implementation; therefore, this study investigates teachers’ self-efficacy on designing digital material uploaded in E-learning. This study explores 20 vocational school teachers’ experience in using E-learning by investigating what digital material and E-learning are perceived by the teachers and how they design and implement it in the E-learning. The teachers’ experience is captured through questionnaires, interviews and class observation then the data are analysed under Efficacy theory. The result shows that the teachers’ self-efficacy, in general, is at a medium level, and their ICT knowledge and competence influence their ability in designing digital material and use it in E-learning. Those with adequate knowledge and competency pose a high self-efficacy, while those with less knowledge and skill, their selfefficacy in designing is considered moderate. Therefore, intensive teacher training in digitalizing material is urgent to boost the teachers’ self-efficacy and ICT competence to gain success and benefits from E-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":"130563961","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.220201.060
A. Hidayah, Widyashanti Kunthara Anindhita
This study applied a critical discourse analysis approach to Donald Trump's speech at his first public event since being diagnosed with Covid-19. The objective of this research is to describe the vocabulary selection strategy used by Donald Trump in his first public speech since being diagnosed with Covid-19. This study is a descriptive qualitative study. Documentation is a data collection technique. The research data came from Donald Trump's speech at the first public event since Covid-19 was diagnosed on October 10, 2020. This study found three types of vocabulary for classifying, four types of vocabulary for limiting views, three types of vocabulary for discourse battle, and three types of vocabulary for marginalization.
{"title":"Donald Trump’s Vocabulary Selection Strategy in a Public Speech for the First Time Since Covid-19 Diagnosis","authors":"A. Hidayah, Widyashanti Kunthara Anindhita","doi":"10.2991/assehr.k.220201.060","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.060","url":null,"abstract":"This study applied a critical discourse analysis approach to Donald Trump's speech at his first public event since being diagnosed with Covid-19. The objective of this research is to describe the vocabulary selection strategy used by Donald Trump in his first public speech since being diagnosed with Covid-19. This study is a descriptive qualitative study. Documentation is a data collection technique. The research data came from Donald Trump's speech at the first public event since Covid-19 was diagnosed on October 10, 2020. This study found three types of vocabulary for classifying, four types of vocabulary for limiting views, three types of vocabulary for discourse battle, and three types of vocabulary for marginalization.","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":"114665283","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.220201.016
Fatin Amira, Zul Amri
In language learning, the learners need to acquire the knowledge of some skills such as speaking, writing, listening, and reading. Among the four skills, speaking is said to be a very important skill. It is a productive skill that people use for communication and used by the language learner more frequently in their activities. During this covid-19 situation, the teaching and learning process has changed from tradition classrooms into virtual classrooms. The teacher’s creativity in using learning media should be optimized to get all the students engaged in the learning process. This paper aimed to analyze students’ speaking ability on YouTube based video project in online speaking class during covid19 pandemic. The participants of this study were the third year of English Department students of Universitas Asahan 2019/2020 academic year and 19 students were chosen as the samples. This study belongs to descriptive research. The researcher took the sample by using purposive sampling. The data came from the students’ final assignment in speaking class in form of short drama. The students’ speaking performance videos were used for measuring the students’ speaking ability. Four videos had been analyzed based on Harris in Depdiknas proficiency descriptions. It consists of pronunciation, structure, vocabulary, fluency, and comprehension. Having regard to the conclusions, this study showed that the majority of students’ speaking ability was in good level (75,16%). However, mastering grammar and fluency became the most influencing factors in improving their ability in speaking based on the data gathered. It means that by uploading their video project on YouTube can be more excellent if the students mastering all aspects of speaking while doing conversation in English, so that their speaking may improve.
{"title":"Students’ Speaking Ability on YouTube Video Project in Online Class during Covid19 Pandemic at Universitas Asahan","authors":"Fatin Amira, Zul Amri","doi":"10.2991/assehr.k.220201.016","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.016","url":null,"abstract":"In language learning, the learners need to acquire the knowledge of some skills such as speaking, writing, listening, and reading. Among the four skills, speaking is said to be a very important skill. It is a productive skill that people use for communication and used by the language learner more frequently in their activities. During this covid-19 situation, the teaching and learning process has changed from tradition classrooms into virtual classrooms. The teacher’s creativity in using learning media should be optimized to get all the students engaged in the learning process. This paper aimed to analyze students’ speaking ability on YouTube based video project in online speaking class during covid19 pandemic. The participants of this study were the third year of English Department students of Universitas Asahan 2019/2020 academic year and 19 students were chosen as the samples. This study belongs to descriptive research. The researcher took the sample by using purposive sampling. The data came from the students’ final assignment in speaking class in form of short drama. The students’ speaking performance videos were used for measuring the students’ speaking ability. Four videos had been analyzed based on Harris in Depdiknas proficiency descriptions. It consists of pronunciation, structure, vocabulary, fluency, and comprehension. Having regard to the conclusions, this study showed that the majority of students’ speaking ability was in good level (75,16%). However, mastering grammar and fluency became the most influencing factors in improving their ability in speaking based on the data gathered. It means that by uploading their video project on YouTube can be more excellent if the students mastering all aspects of speaking while doing conversation in English, so that their speaking may improve.","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":"129306800","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.220201.058
Winny Berliana, Havid Ardi
The purpose of this research as descriptive research was to find out the platforms which students used in blended learning during Covid-19 pandemic, particularly the platform in improving speaking skill. The samples of this research were 7 students from XI Science and Social class, and also 4 English teachers of SMAN 5 Tebo, Jambi. The researcher used purposive sampling technique in determining the sample. Research data was collected through interview which was conducted with related students and teachers. The interview was conducted to induce the information supported beliefs, perceptions, experiences, and views toward the development. The findings obtained found various advantages of using the platform in the ELT class. The platform in this case succeeded in creating student interest in learning so that in the process it contributed to improving the technological and pedagogical aspects, especially in ELT. Further, increasing platform, particularly zoom which is equipped with a forum for discussion of its users, including teleconferencing facilities fulfilled the requests of blended learning. Thus, zoom could be a suggested platform for conducting on-line learning particularly throughout the pandemic. This study suggests that students should hone their speaking skills more often so that their understanding of the material will be better.
{"title":"An Analysis of Platforms in Blended Learning during Covid-19 Pandemic to Improve Speaking Skill in ELT Classroom","authors":"Winny Berliana, Havid Ardi","doi":"10.2991/assehr.k.220201.058","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.058","url":null,"abstract":"The purpose of this research as descriptive research was to find out the platforms which students used in blended learning during Covid-19 pandemic, particularly the platform in improving speaking skill. The samples of this research were 7 students from XI Science and Social class, and also 4 English teachers of SMAN 5 Tebo, Jambi. The researcher used purposive sampling technique in determining the sample. Research data was collected through interview which was conducted with related students and teachers. The interview was conducted to induce the information supported beliefs, perceptions, experiences, and views toward the development. The findings obtained found various advantages of using the platform in the ELT class. The platform in this case succeeded in creating student interest in learning so that in the process it contributed to improving the technological and pedagogical aspects, especially in ELT. Further, increasing platform, particularly zoom which is equipped with a forum for discussion of its users, including teleconferencing facilities fulfilled the requests of blended learning. Thus, zoom could be a suggested platform for conducting on-line learning particularly throughout the pandemic. This study suggests that students should hone their speaking skills more often so that their understanding of the material will be better.","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":"125374577","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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