Pub Date : 2023-12-19DOI: 10.33369/jeet.7.4.1085-1100
Muhammad Syam ’ un, Al Ghazi, Kholid
This study aims to produce a product model of learning devices through a simple game to improve the speed and agility of upper grade of elementary school students, as well as determine the feasibility and effectiveness of learning device models through simple games.This learning device model was developed to be used by upper grade elementary school students, during PJOK learning, so that upper grade elementary school students are able to maintain speed and agility performance during PJOK learning. The method used in this research is a research and development method ( Research and Development) the Borg & Gall model which reviews problems, data collection, product design, design validation, design revisions, product trials, product revisions, usage trials, product revisions, and dissemination. The subjects of this study were PJOK teachers and elementary school students. The trials carried out included two stages, namely small-scale trials conducted on one PJOK teacher with 20 students, large-scale trials with two PJOK teachers with 40 students, and an effectiveness test with two PJOK teachers with 40 students. Based on the findings of the data and analysis, the researcher describes several parts of the findings through the validation assessment of material experts, obtaining an average rating of 3.83 in the "good/decent" category, validation by media experts obtaining a rating of 4.1 in the "good/decent" category. "good/decent", and the validation of Indonesian language experts received an assessment of 3.9 in the "good/decent" category, at the small-scale trial stage, the teacher's assessment results were obtained at 4.2 in the "very feasible" category and the test results speed and agility by 60% and 50% in the "enough" category, at the large-scale trial stage, the teacher's assessment results were obtained by 4.3 in the "very decent" category and the speed and agility test results were 75% and 65% with category "worthy". Based on the effectiveness test of the speed variable with the 40 m sprint test, the pretest value was 5.5% and the posttest was 90%. The agility variable with zig-zag running (IIlinois Aglitiy Test) obtained a pretest value of 47.5% and a posttest of 82.5%. It can be concluded that producing a learning device model through a simple game that has been validated for its feasibility and tested for its effectiveness in increasing the speed and agility of upper grade elementary school students. Keywords: Simple Game, Speed, Agility
{"title":"The Simple Game of the Learning Model Approach on Elementary School Students","authors":"Muhammad Syam ’ un, Al Ghazi, Kholid","doi":"10.33369/jeet.7.4.1085-1100","DOIUrl":"https://doi.org/10.33369/jeet.7.4.1085-1100","url":null,"abstract":"This study aims to produce a product model of learning devices through a simple game to improve the speed and agility of upper grade of elementary school students, as well as determine the feasibility and effectiveness of learning device models through simple games.This learning device model was developed to be used by upper grade elementary school students, during PJOK learning, so that upper grade elementary school students are able to maintain speed and agility performance during PJOK learning. The method used in this research is a research and development method ( Research and Development) the Borg & Gall model which reviews problems, data collection, product design, design validation, design revisions, product trials, product revisions, usage trials, product revisions, and dissemination. The subjects of this study were PJOK teachers and elementary school students. The trials carried out included two stages, namely small-scale trials conducted on one PJOK teacher with 20 students, large-scale trials with two PJOK teachers with 40 students, and an effectiveness test with two PJOK teachers with 40 students. Based on the findings of the data and analysis, the researcher describes several parts of the findings through the validation assessment of material experts, obtaining an average rating of 3.83 in the \"good/decent\" category, validation by media experts obtaining a rating of 4.1 in the \"good/decent\" category. \"good/decent\", and the validation of Indonesian language experts received an assessment of 3.9 in the \"good/decent\" category, at the small-scale trial stage, the teacher's assessment results were obtained at 4.2 in the \"very feasible\" category and the test results speed and agility by 60% and 50% in the \"enough\" category, at the large-scale trial stage, the teacher's assessment results were obtained by 4.3 in the \"very decent\" category and the speed and agility test results were 75% and 65% with category \"worthy\". Based on the effectiveness test of the speed variable with the 40 m sprint test, the pretest value was 5.5% and the posttest was 90%. The agility variable with zig-zag running (IIlinois Aglitiy Test) obtained a pretest value of 47.5% and a posttest of 82.5%. It can be concluded that producing a learning device model through a simple game that has been validated for its feasibility and tested for its effectiveness in increasing the speed and agility of upper grade elementary school students. Keywords: Simple Game, Speed, Agility","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"48 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171370","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 : 2023-12-16DOI: 10.33369/jeet.7.4.1071-1084
Maya Puspitasari, Muhammad Arifin Pelawi
The Education Ministry has eliminated standardised high-stakes testing called Ujian Nasional (UN) since 2021 throughout schools all around Indonesia. However, it might be practical to look backwards at the UN and its implementation with the impact it gives on the teachers. This article has a concern about the washback consequences of a high-stakes exam on teachers. The effects were investigated within the specific context of the 2016 UN for students in Indonesia at the junior secondary level. A semi-structured interview with eight English teachers was set up to explore the teachers' perceptions towards the UN. Regarding feelings, all participants shared divergent feelings ranging from disinterested to excessive levels of fear or anxiety and mixed feelings. The data also showed mixed opinions, both positive and negative, regarding the examination. The students were thought to be motivated to study because the examination was used for selection purposes. The results did, however, also imply that the students' performance on the national exam was thought to have been assessed unfairly. The instructors demonstrated how the exam affected their teaching roles and methods. Making the national exam a low-stakes test was one of the suggestions made by attendees to enhance it.
{"title":"English High-stakes Testing in Indonesia: Friend or Foe?","authors":"Maya Puspitasari, Muhammad Arifin Pelawi","doi":"10.33369/jeet.7.4.1071-1084","DOIUrl":"https://doi.org/10.33369/jeet.7.4.1071-1084","url":null,"abstract":"The Education Ministry has eliminated standardised high-stakes testing called Ujian Nasional (UN) since 2021 throughout schools all around Indonesia. However, it might be practical to look backwards at the UN and its implementation with the impact it gives on the teachers. This article has a concern about the washback consequences of a high-stakes exam on teachers. The effects were investigated within the specific context of the 2016 UN for students in Indonesia at the junior secondary level. A semi-structured interview with eight English teachers was set up to explore the teachers' perceptions towards the UN. Regarding feelings, all participants shared divergent feelings ranging from disinterested to excessive levels of fear or anxiety and mixed feelings. The data also showed mixed opinions, both positive and negative, regarding the examination. The students were thought to be motivated to study because the examination was used for selection purposes. The results did, however, also imply that the students' performance on the national exam was thought to have been assessed unfairly. The instructors demonstrated how the exam affected their teaching roles and methods. Making the national exam a low-stakes test was one of the suggestions made by attendees to enhance it.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177100","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 : 2023-11-14DOI: 10.33369/jeet.7.4.1060-1070
Ardiana Ardiana, Ariana Ariana, Eka Irianti
In high school, EFL learners are supposed to have the capability of writing a good descriptive text as one of the demand of the curriculum. However, many students still experience problems in producing a successful writing. This study aims at promoting high school students’ writing skills, particularly in writing descriptive text, by utilizing project-based learning. This study employed a Classroom Action Research through two cycles which include planning, acting, observing, and evaluating stages. The data were collected from 23 students of X IIS 4 class of SMA Negeri 4 Takalar as the study subjects by using writing tests and observation. The results of the study show that there was an improvement in students’ scores and behaviour when learning with project-based approach. In the diagnostic test, the students mean score was 65.57. The score improved by 9.9% in cycle I and 13.81% in cycle II to 72.09 and 82.04, respectively. Besides, in the pretest, only five students who can achieve the minimum completeness criteria, but in the end of cycle 2, twenty students can pass the minimum score. In addition, students become more actively engaged in the learning process as they are enthusiastic with the projects given by the teacher. This means that the use of project-based learning gave positive impact to students’ learning to write descriptive paragraphs and teachers are suggested to use it in teaching in EFL writing classrooms.
在高中阶段，作为课程要求之一，英语学习者应该具备撰写优秀描述性文章的能力。然而，许多学生在成功写作方面仍然存在问题。本研究旨在通过基于项目的学习，提高高中生的写作能力，尤其是写作描述性文章的能力。本研究采用了课堂行动研究的方法，包括计划、行动、观察和评估四个阶段。通过写作测试和观察，从作为研究对象的 SMA Negeri 4 Takalar 高中 IIS 4 班的 23 名学生中收集了数据。研究结果表明，采用基于项目的方法学习时，学生的成绩和行为都有所改善。在诊断测试中，学生的平均得分为 65.57 分。在第一周期和第二周期，分数分别提高了 9.9%和 13.81%，达到 72.09 分和 82.04 分。此外，在前测中，只有五名学生能达到最低完整度标准，但在第二周期结束时，有二十名学生能通过最低分数线。此外，由于学生对教师布置的项目充满热情，他们在学习过程中变得更加积极主动。这说明项目式学习的使用对学生学习写作描述性段落产生了积极影响，建议教师在英语写作课堂教学中加以使用。
{"title":"Project-based Learning to Promote High School Students Descriptive Writing","authors":"Ardiana Ardiana, Ariana Ariana, Eka Irianti","doi":"10.33369/jeet.7.4.1060-1070","DOIUrl":"https://doi.org/10.33369/jeet.7.4.1060-1070","url":null,"abstract":"In high school, EFL learners are supposed to have the capability of writing a good descriptive text as one of the demand of the curriculum. However, many students still experience problems in producing a successful writing. This study aims at promoting high school students’ writing skills, particularly in writing descriptive text, by utilizing project-based learning. This study employed a Classroom Action Research through two cycles which include planning, acting, observing, and evaluating stages. The data were collected from 23 students of X IIS 4 class of SMA Negeri 4 Takalar as the study subjects by using writing tests and observation. The results of the study show that there was an improvement in students’ scores and behaviour when learning with project-based approach. In the diagnostic test, the students mean score was 65.57. The score improved by 9.9% in cycle I and 13.81% in cycle II to 72.09 and 82.04, respectively. Besides, in the pretest, only five students who can achieve the minimum completeness criteria, but in the end of cycle 2, twenty students can pass the minimum score. In addition, students become more actively engaged in the learning process as they are enthusiastic with the projects given by the teacher. This means that the use of project-based learning gave positive impact to students’ learning to write descriptive paragraphs and teachers are suggested to use it in teaching in EFL writing classrooms.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277666","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 : 2023-11-12DOI: 10.33369/jeet.7.4.1046-1059
Andi Rustandi, R. Febriani, Sevia Fauziah
This study aims to investigate: (1) the types of code-switching used by English teachers in teaching the classroom; and (2) the frequency of code-switching functions used by English teachers in teaching activities. According to Poplack’s theory, there are three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching. In addition, there are also three functions of code-switching that will be found in classroom activities according to Sert’s theory: topic switch, affective function, and repetitive function. This study was conducted using a qualitative method with a case study approach. The participant in this study was an English teacher at one of the Islamic junior high schools in Ciamis. To determine the participant, the writer used the purposive sampling technique. Data collection in this study was carried out through observation and recording. The writer conducted observation twice, and then recording was used to analyze the data. The results show: (1). The teacher did all the types of code-switching according to Poplack’s theory in her teaching activities, namely, inter-sentential switching, intra-sentential switching, and tag switching. (2). The code-switching function that was dominantly used by English teachers was the topic switch function, with 109 cases, or 82%, while the results of affective and repetitive functions were equal.
{"title":"Code-switching used by English teachers in teaching EFL students","authors":"Andi Rustandi, R. Febriani, Sevia Fauziah","doi":"10.33369/jeet.7.4.1046-1059","DOIUrl":"https://doi.org/10.33369/jeet.7.4.1046-1059","url":null,"abstract":"This study aims to investigate: (1) the types of code-switching used by English teachers in teaching the classroom; and (2) the frequency of code-switching functions used by English teachers in teaching activities. According to Poplack’s theory, there are three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching. In addition, there are also three functions of code-switching that will be found in classroom activities according to Sert’s theory: topic switch, affective function, and repetitive function. This study was conducted using a qualitative method with a case study approach. The participant in this study was an English teacher at one of the Islamic junior high schools in Ciamis. To determine the participant, the writer used the purposive sampling technique. Data collection in this study was carried out through observation and recording. The writer conducted observation twice, and then recording was used to analyze the data. The results show: (1). The teacher did all the types of code-switching according to Poplack’s theory in her teaching activities, namely, inter-sentential switching, intra-sentential switching, and tag switching. (2). The code-switching function that was dominantly used by English teachers was the topic switch function, with 109 cases, or 82%, while the results of affective and repetitive functions were equal.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"84 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279285","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 : 2023-11-08DOI: 10.33369/jeet.7.4.1023-1045
Saidna Zulfiqar Bin-Tahir, Susiati Susiati, A. Tenriawali, Geminiastiti Sakkir
The death of 11 of the 71 local languages in Maluku without a proper burial is a very sad thing for generations of speakers of these languages. Meanwhile, 71 other local languages are threatened with extinction. Even though there has been a Maluku province regional regulation No. 14 of 2005 and Regional Regulation No. 3 of 2009 as well as central government policies through Minister of Education, Culture, Research, and Technology regulations No. 7 of 2022 concerning the independent curriculum. These efforts, up to now, have not produced effective results, so it is very urgent to research and revitalize it based on the needs and conditions of the Maluku people, especially on the island of Buru to prevent language death and extinction. Therefore, this research aims to develop 4 in 1 multilingual-based Maluku regional language teaching materials (Buru language) in implementing the Merdeka curriculum in Buru Regency. To achieve the objectives of this research, the appropriate research method to employ is Research and Development (R&D) with an analysis, design, development, implementation, and evaluation (ADDIE) model design. This design shows several research stages starting with analyzing the needs of students, teachers, and stakeholders as well as analyzing the situation in 6 Madrasah Tsanawiyah (MTs) schools in the Buru district. The results of data analysis will be used as material to design and develop syllabi, lesson plans, and Buru language textbooks in the 4 in 1 multilingual learning model, then develop textbook products and will be implemented in the independent curriculum and evaluated through experimental tests on small, medium and large scales
{"title":"Designing Local Language Material based on Multilingual 4 in 1 in Merdeka Curriculum Implementation","authors":"Saidna Zulfiqar Bin-Tahir, Susiati Susiati, A. Tenriawali, Geminiastiti Sakkir","doi":"10.33369/jeet.7.4.1023-1045","DOIUrl":"https://doi.org/10.33369/jeet.7.4.1023-1045","url":null,"abstract":"The death of 11 of the 71 local languages in Maluku without a proper burial is a very sad thing for generations of speakers of these languages. Meanwhile, 71 other local languages are threatened with extinction. Even though there has been a Maluku province regional regulation No. 14 of 2005 and Regional Regulation No. 3 of 2009 as well as central government policies through Minister of Education, Culture, Research, and Technology regulations No. 7 of 2022 concerning the independent curriculum. These efforts, up to now, have not produced effective results, so it is very urgent to research and revitalize it based on the needs and conditions of the Maluku people, especially on the island of Buru to prevent language death and extinction. Therefore, this research aims to develop 4 in 1 multilingual-based Maluku regional language teaching materials (Buru language) in implementing the Merdeka curriculum in Buru Regency. To achieve the objectives of this research, the appropriate research method to employ is Research and Development (R&D) with an analysis, design, development, implementation, and evaluation (ADDIE) model design. This design shows several research stages starting with analyzing the needs of students, teachers, and stakeholders as well as analyzing the situation in 6 Madrasah Tsanawiyah (MTs) schools in the Buru district. The results of data analysis will be used as material to design and develop syllabi, lesson plans, and Buru language textbooks in the 4 in 1 multilingual learning model, then develop textbook products and will be implemented in the independent curriculum and evaluated through experimental tests on small, medium and large scales","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139283051","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 : 2023-11-06DOI: 10.33369/jeet.7.4.1009-1022
Devina Septiani, Azhar Aziz Lubis, Sufiyandi Sufiyandi
This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.
{"title":"Metacognitive Strategies Employed by English Students in Reading Comprehension","authors":"Devina Septiani, Azhar Aziz Lubis, Sufiyandi Sufiyandi","doi":"10.33369/jeet.7.4.1009-1022","DOIUrl":"https://doi.org/10.33369/jeet.7.4.1009-1022","url":null,"abstract":"This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139287796","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 : 2023-11-05DOI: 10.33369/jeet.7.4.990-1008
Kusrin Kusrin, Supeno
Teacher feedback becomes essential things for student-teachers. It assists them in evaluating learning progress. However, student-teachers’ engagement is under-explored. This present study is objective to showcase Indirect-focused written corrective feedback (IFWCF). This case study focused on investigating the combination of indirect-focused written corrective feedback (IFWCF) simultaneously to the higher education students in Indonesia who engaged affectively, behaviorally, and cognitively in narrative writing class. This study uses the narrative inquiry method. The data were collected from students’ reflective journals and their corrected worksheets as teacher’s feedback and interviews. The results indicate that effectively, students engage IFWCF positively although two participants by birth felt confused and frustrated. Cognitively, students think of making plans to follow up on IFWCF, and behaviorally, they materialize the plans to fix the corrected worksheets. In conclusion, the implementation of IFWCF in writing courses has pedagogical implications for EFL students.
{"title":"Student Teacher Engagement in Teacher Indirect-Focused Written Corrective Feedback (IFWCF) in a Tertiary EFL Writing Classroom","authors":"Kusrin Kusrin, Supeno","doi":"10.33369/jeet.7.4.990-1008","DOIUrl":"https://doi.org/10.33369/jeet.7.4.990-1008","url":null,"abstract":"Teacher feedback becomes essential things for student-teachers. It assists them in evaluating learning progress. However, student-teachers’ engagement is under-explored. This present study is objective to showcase Indirect-focused written corrective feedback (IFWCF). This case study focused on investigating the combination of indirect-focused written corrective feedback (IFWCF) simultaneously to the higher education students in Indonesia who engaged affectively, behaviorally, and cognitively in narrative writing class. This study uses the narrative inquiry method. The data were collected from students’ reflective journals and their corrected worksheets as teacher’s feedback and interviews. The results indicate that effectively, students engage IFWCF positively although two participants by birth felt confused and frustrated. Cognitively, students think of making plans to follow up on IFWCF, and behaviorally, they materialize the plans to fix the corrected worksheets. In conclusion, the implementation of IFWCF in writing courses has pedagogical implications for EFL students.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139288997","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 : 2023-11-03DOI: 10.33369/jeet.7.4.956-968
Sri Imelwaty, Yulistia Rahmi Putri, None Sesmiyanti
The study aims to describe the pre-service English teachers’ perceptions and attitudes toward World Englishes (WE) Paradigm from Kachru's theory within the Indonesian context. Limited studies have been undertaken relating to Indonesian pre-service teachers’ perceptions and attitudes to the WE paradigm. The design of this study employed a qualitative case study focusing on the exploration of an individual pre-service English teacher’s perceptions and attitudes toward the phenomenon of the WE paradigm. Twenty participants who are pre-service English teachers participated in this study. Initially, the participants were asked to take The Verbal Guise Test to for stimulating the participants’ knowledge (cognitive) about varieties of English and introduce the WE paradigm. Afterward, the semi-structured interview was conducted with open-ended questions to explore how the students view different varieties of WE. The data were then transcribed and analyzed using thematic analysis by coding, classifying themes, and interpreting. The findings of the study indicated that academically participants still have a preference of the inner circle (IC) English to support the learning process. But for non-academic context the majority of participants had the ability to understand and recognize English variations and showed interest in using and learning more about WE.
{"title":"Students’ Perceptions and Attitudes toward World Englishes Paradigm","authors":"Sri Imelwaty, Yulistia Rahmi Putri, None Sesmiyanti","doi":"10.33369/jeet.7.4.956-968","DOIUrl":"https://doi.org/10.33369/jeet.7.4.956-968","url":null,"abstract":"The study aims to describe the pre-service English teachers’ perceptions and attitudes toward World Englishes (WE) Paradigm from Kachru's theory within the Indonesian context. Limited studies have been undertaken relating to Indonesian pre-service teachers’ perceptions and attitudes to the WE paradigm. The design of this study employed a qualitative case study focusing on the exploration of an individual pre-service English teacher’s perceptions and attitudes toward the phenomenon of the WE paradigm. Twenty participants who are pre-service English teachers participated in this study. Initially, the participants were asked to take The Verbal Guise Test to for stimulating the participants’ knowledge (cognitive) about varieties of English and introduce the WE paradigm. Afterward, the semi-structured interview was conducted with open-ended questions to explore how the students view different varieties of WE. The data were then transcribed and analyzed using thematic analysis by coding, classifying themes, and interpreting. The findings of the study indicated that academically participants still have a preference of the inner circle (IC) English to support the learning process. But for non-academic context the majority of participants had the ability to understand and recognize English variations and showed interest in using and learning more about WE.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"39 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873412","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 : 2023-11-03DOI: 10.33369/jeet.7.4.969-989
None Amalia Nurhasanah, None Aryawira Pratama, None Mayang Sastra Sumardi, Khotimah Mahmudah, None Wahyuni Fitria, None Edi Rozal
Personal Branding is a step taken by a lecturer, one of which is publishing articles in accredited journals. Academic writing is intended to contribute to the field of education both practically and theoretically. This scientific research focuses on descriptive analysis of lecturers' voices about the struggle in achieving a publication target. The author uses a qualitative method with a phenomenological design and semi-structured interviews to obtain data from selected senior lecturers at certain public institutions. In general, the findings of this research are categorized into six points. Of the two sub-themes, the research results tend to lead to positive and negative attitudes in English-language publications. Furthermore, the discursive challenge shows that Participants have difficulty writing with regard to word choice, grammar, and vocabulary bank, while the non-discursive challenge shows that Participants have difficulty processing their soft skills such as time management in writing and financial management in publications. In terms of psychology, the lecturers' internal motivation in writing is the target for achieving a higher career. The more they write, the more performance points they get so they can reach a certain career level. Meanwhile, external motivation is in the form of government regulations and legal institutions that require an educator in higher education to carry out scientific activities such as research and reports in the form of published scientific articles. The implications of this research are expecting support from the institution where they work and the writer's family to understand their obligations as a lecturer.
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Pub Date : 2023-11-01DOI: 10.33369/jeet.7.4.942-955
Buhari Buhari
This study compares and contrasts the speaking activities that are regularly assigned to students in the classroom and explores how both teachers and students view the program's overall worth. The research uses experimental design as its methodology. Students who were enrolled in the first semester of the academic year 2021–2022 made up the study's population. The purposive sampling strategy was used by the current researcher. The researcher participated in two courses with a combined total of 80 students as samples for this study. The outcomes of this study are anticipated to provide important data and make a substantial addition to linguistic research, particularly in the field of language instruction. This study's sole objective was to use Semantics Networking Techniques to improve the students' oral English skills. The findings of this study highlight the significance of communicative language, language learning approaches, and semantic networking strategies in fostering students' development in various fields.
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","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"41 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454951","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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