Gamification in the education system emerges for the first time in the late 2000s, and since its emergence, gamification has gained recognition as an innovative approach in education, creating dynamic and engaging learning environments. However, with its current emergence, studies relating to gamification in education are still limited. As such, the current study is conducted to answer two research questions. First, what factors to be considered when applying gamification into the teaching process, and second, what are the challenges when applying gamification into the teaching process. This research used interview to collect the data from two English teachers who have been implementing gamification in their teaching for several time, and thus the present study falls into qualitative research. The findings emphasize the importance of considering game mechanics, engagement and motivation levels, alignment with learning outcomes, learner needs and preferences, and contextual factors to effectively implement gamification. Additionally, the study highlights challenges such as designing effective game mechanics, potential distraction from learning goals, balancing gamification with traditional teaching methods, and ensuring sufficient resources and support for implementation. These findings underscore the necessity for teachers to comprehend gamification and evaluate its compatibility with students' learning needs in order to achieve better educational outcomes.
{"title":"Unlocking the Potential: Exploring Factors and Overcoming Challenges in Gamifying English Literacy","authors":"None Kurniawan Suryatama, None Ika Lestari Damayanti","doi":"10.33369/jeet.7.4.862-880","DOIUrl":"https://doi.org/10.33369/jeet.7.4.862-880","url":null,"abstract":"Gamification in the education system emerges for the first time in the late 2000s, and since its emergence, gamification has gained recognition as an innovative approach in education, creating dynamic and engaging learning environments. However, with its current emergence, studies relating to gamification in education are still limited. As such, the current study is conducted to answer two research questions. First, what factors to be considered when applying gamification into the teaching process, and second, what are the challenges when applying gamification into the teaching process. This research used interview to collect the data from two English teachers who have been implementing gamification in their teaching for several time, and thus the present study falls into qualitative research. The findings emphasize the importance of considering game mechanics, engagement and motivation levels, alignment with learning outcomes, learner needs and preferences, and contextual factors to effectively implement gamification. Additionally, the study highlights challenges such as designing effective game mechanics, potential distraction from learning goals, balancing gamification with traditional teaching methods, and ensuring sufficient resources and support for implementation. These findings underscore the necessity for teachers to comprehend gamification and evaluate its compatibility with students' learning needs in order to achieve better educational outcomes.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132177","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 : 2023-10-29DOI: 10.33369/jeet.7.3.759-768
Rahma Viranita, Ildi Kurniawan, Azhar Aziz Lubis
This research aims to find out the types of learning strategies in speaking for presentation applied by the fourth semester students’ of the English Education Study Program at the University of Bengkulu. This research was descriptive quantitative research. The population of this research was the fourth-semester students of the English Education Study Program of the University of Bengkulu in the 2020-2021 academic year. The total sample of this research was 28 students. The data were collected by using a questionnaire. The questionnaire consisted of 18 items which 3 categories strategies (Cognitive strategy, Metacognitive strategy, and Social-affective strategy). The questionnaire was adapted from (Liao & Chiang, 2004). This research used SPSS (Statistical Package for the Social Science) 16.0 program to get the types of learning strategies in speaking for presentation applied by the fourth semester students’. The results of this research showed the type of learning strategies applied applied by students, is cognitive strategy. The cognitive strategies with a weighted average 3.15. Then, the metacognitive strategies with a weighted average 3.09. The last, the social-effective strategies got weighted avarage 3.07. Similarly, it can be concluded the types of learning strategies in speaking for presentation applied by the fourth semester students’ were Cognitive strategies.
本研究旨在找出班古鲁大学英语教育学习计划第四学期学生在演讲中使用的学习策略类型。本研究为描述性定量研究。本研究的对象是2020-2021学年明库鲁大学英语教育学习项目第四学期的学生。本研究的总样本为28名学生。数据是通过问卷调查收集的。问卷共18项，分为认知策略、元认知策略和社会情感策略三大类。问卷改编自[Liao &]蒋介石,2004)。本研究使用SPSS (Statistical Package for the Social Science) 16.0程序，得到第四学期学生在演讲中使用的学习策略类型。本研究结果表明，学生使用的学习策略类型是认知策略。认知策略的加权平均得分为3.15。然后，元认知策略的加权平均值为3.09。社会有效策略的加权平均值为3.07。同样，可以得出第四学期学生在演讲中使用的学习策略类型为认知策略。
{"title":"Learning Strategies in Speaking for Presentation Applied by EFL Students","authors":"Rahma Viranita, Ildi Kurniawan, Azhar Aziz Lubis","doi":"10.33369/jeet.7.3.759-768","DOIUrl":"https://doi.org/10.33369/jeet.7.3.759-768","url":null,"abstract":"This research aims to find out the types of learning strategies in speaking for presentation applied by the fourth semester students’ of the English Education Study Program at the University of Bengkulu. This research was descriptive quantitative research. The population of this research was the fourth-semester students of the English Education Study Program of the University of Bengkulu in the 2020-2021 academic year. The total sample of this research was 28 students. The data were collected by using a questionnaire. The questionnaire consisted of 18 items which 3 categories strategies (Cognitive strategy, Metacognitive strategy, and Social-affective strategy). The questionnaire was adapted from (Liao & Chiang, 2004). This research used SPSS (Statistical Package for the Social Science) 16.0 program to get the types of learning strategies in speaking for presentation applied by the fourth semester students’. The results of this research showed the type of learning strategies applied applied by students, is cognitive strategy. The cognitive strategies with a weighted average 3.15. Then, the metacognitive strategies with a weighted average 3.09. The last, the social-effective strategies got weighted avarage 3.07. Similarly, it can be concluded the types of learning strategies in speaking for presentation applied by the fourth semester students’ were Cognitive strategies.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"26 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157578","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 : 2023-10-29DOI: 10.33369/jeet.7.3.745-758
Andina Cipta Wardani, Catur Kepirianto
Many factors influence the second language acquisition process for adulthood. One of the factors is the prior language (L1) that a person possesses. This research analyses the role of prior language in adults who are claimed hardly to acquire a second language (L2). This research also tried to figure out how the L1 affects the L2. This research is supposed to know whether L1 prevents adults from acquiring a second language or, instead, L1 helps adults acquire a second language (L2). It is descriptive qualitative research. The instruments are questionnaires via Google form and voice records to be analysed with the Speech Analyzer application. The population is employees who work in the branch office of a construction company with a total of about 100 employees. Their L1 is Indonesian, and their L2 is English. The sampling method used is a random sampling from various company divisions that communicate with foreign co-workers or clients and deal with documents written in English. This research shows that prior language determines adults’ accents and pronunciation, interpreting the meaning, processing the information in L1 then producing it in L2. Significantly, the prior language does help adults acquire English as a second language.
{"title":"The Role of Prior Language in The Acquisition of English Language by Indonesian Adult","authors":"Andina Cipta Wardani, Catur Kepirianto","doi":"10.33369/jeet.7.3.745-758","DOIUrl":"https://doi.org/10.33369/jeet.7.3.745-758","url":null,"abstract":"Many factors influence the second language acquisition process for adulthood. One of the factors is the prior language (L1) that a person possesses. This research analyses the role of prior language in adults who are claimed hardly to acquire a second language (L2). This research also tried to figure out how the L1 affects the L2. This research is supposed to know whether L1 prevents adults from acquiring a second language or, instead, L1 helps adults acquire a second language (L2). It is descriptive qualitative research. The instruments are questionnaires via Google form and voice records to be analysed with the Speech Analyzer application. The population is employees who work in the branch office of a construction company with a total of about 100 employees. Their L1 is Indonesian, and their L2 is English. The sampling method used is a random sampling from various company divisions that communicate with foreign co-workers or clients and deal with documents written in English. This research shows that prior language determines adults’ accents and pronunciation, interpreting the meaning, processing the information in L1 then producing it in L2. Significantly, the prior language does help adults acquire English as a second language. 
","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"51 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157581","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 : 2023-10-27DOI: 10.33369/jeet.7.3.703-716
Amara Aulia Putri, Erni Sukesi, None Zahrida
The purpose of this study is to determine the common subject-verb agreement difficulties that students encounter in the English Education Study Program at the University of Bengkulu. This study adopted a qualitative methodology. The population was the sixth semester of the 2022/2023 a English Education Study Program. The sample of this study was 33 students consisting of 11 males and 22 females. Data collection was done through validated and reliable tests consisting of 30 items representing 6 subject-verb agreements; full verbs, linking verbs, modals, auxiliary be, auxiliary have, and auxiliary do. Furthermore, this study used simple statistics (percentage and average) to analyze the data. In accordance to the study's findings, the majority of learners have struggles using subject-verb agreements. Found 540 obstacles in the test. The students' own difficulties were difficulties using Full Verbs (18%), Linking Verbs (21.5%), Modals (23%), Auxiliary be (16.5%), Auxiliary have (14%), and Auxiliary do (7%). Modal becomes the dominant difficulty for students. It was possible that students have difficulty understanding patterns in modals and did not know the term modals themselves. Moreover, students also could not identify the subject and verb in the sentence, lacked vocabulary, did not practice often, and did not recheck wrong answers. This result suggests that an appropriate method is still needed to improve understanding with subject-verb agreement.
{"title":"EFL Students’ Difficulties on Using Subject-Verb Agreement","authors":"Amara Aulia Putri, Erni Sukesi, None Zahrida","doi":"10.33369/jeet.7.3.703-716","DOIUrl":"https://doi.org/10.33369/jeet.7.3.703-716","url":null,"abstract":"The purpose of this study is to determine the common subject-verb agreement difficulties that students encounter in the English Education Study Program at the University of Bengkulu. This study adopted a qualitative methodology. The population was the sixth semester of the 2022/2023 a English Education Study Program. The sample of this study was 33 students consisting of 11 males and 22 females. Data collection was done through validated and reliable tests consisting of 30 items representing 6 subject-verb agreements; full verbs, linking verbs, modals, auxiliary be, auxiliary have, and auxiliary do. Furthermore, this study used simple statistics (percentage and average) to analyze the data. In accordance to the study's findings, the majority of learners have struggles using subject-verb agreements. Found 540 obstacles in the test. The students' own difficulties were difficulties using Full Verbs (18%), Linking Verbs (21.5%), Modals (23%), Auxiliary be (16.5%), Auxiliary have (14%), and Auxiliary do (7%). Modal becomes the dominant difficulty for students. It was possible that students have difficulty understanding patterns in modals and did not know the term modals themselves. Moreover, students also could not identify the subject and verb in the sentence, lacked vocabulary, did not practice often, and did not recheck wrong answers. This result suggests that an appropriate method is still needed to improve understanding with subject-verb agreement.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136317877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The media utilized in the teaching and learning process should adapt to the circumstances and settings, as well as be compatible with the abilities of the students. The media industry has a common need for creative men and women who can effectively communicate information and ideas via words and visuals. This study was aimed to found out: whether or not there were an influence of interaction among picture series, motivation and gender toward speaking achievement. Method of this research used quantitative with factorial 2x2x2 design approach. There were 60 students as sample, 30 students for experimental group and 30 students for control group. The sample was taken by using purposive sampling., the data were collected by using speaking test and questionnaires. To verify the hypotheses, the data were analyzed by using three-way ANAVA. Based on the data analysis, the result of three-way ANAVA showed that the interaction between: 1) the experiment and control classes obtained significant values = 0.001 < 0.05, the first hypothesis was acceptable, 2) the male and female genders obtained significant values = 0.367 > 0.05, the second hypothesis cannot be accepted, 3) high and low motivation obtained significant value = 0.085 > 0.05, the third hypothesis is unacceptable, 4) class and gender obtained significant value = 0.820 > 0.05, the fourth hypothesis is not acceptable, 5) class and motivation obtained Significant value = 0.669 > 0.05, then the fifth hypothesis is unacceptable, 6) Gender and motivation obtained Significant value = 0.015 < 0.05, then the sixth hypothesis is acceptable, and 7) the interaction among class, gender and motivation was obtained Significant value = 0.380 > 0.05, the seventh hypothesis was unacceptable. Thus, it could be concluded that there was no interaction between class, gender and motivation for speaking achievement scores.
{"title":"Exploring Picture Series, Students Motivation and Gender Toward Speaking Achievement","authors":"None Kurnia Saputri, None Darmawan Budiyanto, None Sisca Meidina Saputri, None Enny Hidajati, Maryanti Sawitry","doi":"10.33369/jeet.7.3.731-744","DOIUrl":"https://doi.org/10.33369/jeet.7.3.731-744","url":null,"abstract":"The media utilized in the teaching and learning process should adapt to the circumstances and settings, as well as be compatible with the abilities of the students. The media industry has a common need for creative men and women who can effectively communicate information and ideas via words and visuals. This study was aimed to found out: whether or not there were an influence of interaction among picture series, motivation and gender toward speaking achievement. Method of this research used quantitative with factorial 2x2x2 design approach. There were 60 students as sample, 30 students for experimental group and 30 students for control group. The sample was taken by using purposive sampling., the data were collected by using speaking test and questionnaires. To verify the hypotheses, the data were analyzed by using three-way ANAVA. Based on the data analysis, the result of three-way ANAVA showed that the interaction between: 1) the experiment and control classes obtained significant values = 0.001 < 0.05, the first hypothesis was acceptable, 2) the male and female genders obtained significant values = 0.367 > 0.05, the second hypothesis cannot be accepted, 3) high and low motivation obtained significant value = 0.085 > 0.05, the third hypothesis is unacceptable, 4) class and gender obtained significant value = 0.820 > 0.05, the fourth hypothesis is not acceptable, 5) class and motivation obtained Significant value = 0.669 > 0.05, then the fifth hypothesis is unacceptable, 6) Gender and motivation obtained Significant value = 0.015 < 0.05, then the sixth hypothesis is acceptable, and 7) the interaction among class, gender and motivation was obtained Significant value = 0.380 > 0.05, the seventh hypothesis was unacceptable. Thus, it could be concluded that there was no interaction between class, gender and motivation for speaking achievement scores.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"27 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136317878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research analyzes the Civil Engineering department students' needs for English learning materials and the need regarding the language element by students in English learning material in the civil engineering department. Populations in this research were carried out in the Department of Civil Engineering, at the University of Bengkulu. This research used descriptive quantitative research with questionnaire as the tools in collecting data and interview was carried out to find out in-depth and strengthen the questionnaire. To analyze the data, the writer involved two steps in analyzing the data collected; Give questionnaires to civil students using Google Form and then they were given 2 days to fill out and Analyze and explain the results of the list of answers from the questionnaire. The result of this research showed that the civil engineer students want to improve their English speaking skills and listening skills to communicate in their activities in the field of civil engineering where the material provided is easily understood by the students. In addition, the language element they want is more conversational. The English conversations given are more situational conversations and the texts given are more discussion texts. The last, English is important for professional needs because English is needed for everything such as the TOEFL score and confidence in their English which is one of the requirements to continue studying and to become an employee in a company.
{"title":"Need Analysis of English Learning Materials for Civil Engineering Department Students","authors":"Indra Kurnia Ramadhan, Gita Mutiara Hati, Elfrida Elfrida","doi":"10.33369/jeet.7.3.717-730","DOIUrl":"https://doi.org/10.33369/jeet.7.3.717-730","url":null,"abstract":"This research analyzes the Civil Engineering department students' needs for English learning materials and the need regarding the language element by students in English learning material in the civil engineering department. Populations in this research were carried out in the Department of Civil Engineering, at the University of Bengkulu. This research used descriptive quantitative research with questionnaire as the tools in collecting data and interview was carried out to find out in-depth and strengthen the questionnaire. To analyze the data, the writer involved two steps in analyzing the data collected; Give questionnaires to civil students using Google Form and then they were given 2 days to fill out and Analyze and explain the results of the list of answers from the questionnaire. The result of this research showed that the civil engineer students want to improve their English speaking skills and listening skills to communicate in their activities in the field of civil engineering where the material provided is easily understood by the students. In addition, the language element they want is more conversational. The English conversations given are more situational conversations and the texts given are more discussion texts. The last, English is important for professional needs because English is needed for everything such as the TOEFL score and confidence in their English which is one of the requirements to continue studying and to become an employee in a company.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"45 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136317883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research uses the descriptive qualitative method as the research methodology. This research was conducted to know what is the most common social media influence student’s English-Speaking ability and how does social media influence student English speaking ability. The population in this research were the students of Pertukaran Mahasiswa Merdeka Inbound State University of Malang in this research were 10 students. The data collection method used in this research was an interview. The results shown that the most social media that influence students to improve their speaking ability is YouTube. Social can influence the students to improve their speaking ability because in social media there are so many contents that provide them to learn English especially to improve their speaking ability such as video, picture, photo, etc.
{"title":"The Interplay of social media and English Proficiency of Indonesian University Students’ Exchange","authors":"Andi Sadapotto, None Nadirah, None Muthmainnah, Muhammad Hanafi, Anugrah Yuda Pratama","doi":"10.33369/jeet.7.3.681-702","DOIUrl":"https://doi.org/10.33369/jeet.7.3.681-702","url":null,"abstract":"This research uses the descriptive qualitative method as the research methodology. This research was conducted to know what is the most common social media influence student’s English-Speaking ability and how does social media influence student English speaking ability. The population in this research were the students of Pertukaran Mahasiswa Merdeka Inbound State University of Malang in this research were 10 students. The data collection method used in this research was an interview. The results shown that the most social media that influence students to improve their speaking ability is YouTube. Social can influence the students to improve their speaking ability because in social media there are so many contents that provide them to learn English especially to improve their speaking ability such as video, picture, photo, etc.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"42 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218063","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 : 2023-10-25DOI: 10.33369/jeet.7.3.666-681
Hengki Hengki, Ratna Ratna, None Ahmad Al Yakin
This research investigates the requirement for soliloquies to be performed for the aim of developing speaking abilities using modifications of soliloquy performers whose exceptional performances have been shown. in Hamlet's famous play. This discovery calls into question the views of some critics who believe that soliloquy is irrelevant, confusing, and unneeded in the context of the play. This study highlights numerous critical points to achieve two crucial goals: practicing acting and practicing speaking English, both of which are connected. They have expressed themselves in public by listening to their conscience when unhappy and crying, when angry and shouting words accompanied by screams of irritation, and when joyful, happy, and grateful to God for the wonderful accomplishment they have achieved. Flat, low, and high notes, as well as sorrowful and glad sounds, are all played. Embody eloquence. They were aware that they were in the presence of many eyes and cameras, so they did not turn their backs on them. Dialog, characters, and facial expressions are all included. The use of words when expressing oneself through the gaze. These critical features were preserved, resulting in an outstanding performance. Their degree of performance is incredibly fulfilling; study data demonstrate that posttest scores considerably outnumber pretest scores. Drama activities are related to speaking or oral communication. The connection between oral communication and theater is intended to bridge the gap between the classroom and the outer world. Drama activities might help to enliven and improve speaking skills.
{"title":"The Impact of Soliloquy Approaches on Digital EFL Speaking Skill Instruction","authors":"Hengki Hengki, Ratna Ratna, None Ahmad Al Yakin","doi":"10.33369/jeet.7.3.666-681","DOIUrl":"https://doi.org/10.33369/jeet.7.3.666-681","url":null,"abstract":"This research investigates the requirement for soliloquies to be performed for the aim of developing speaking abilities using modifications of soliloquy performers whose exceptional performances have been shown. in Hamlet's famous play. This discovery calls into question the views of some critics who believe that soliloquy is irrelevant, confusing, and unneeded in the context of the play. This study highlights numerous critical points to achieve two crucial goals: practicing acting and practicing speaking English, both of which are connected. They have expressed themselves in public by listening to their conscience when unhappy and crying, when angry and shouting words accompanied by screams of irritation, and when joyful, happy, and grateful to God for the wonderful accomplishment they have achieved. Flat, low, and high notes, as well as sorrowful and glad sounds, are all played. Embody eloquence. They were aware that they were in the presence of many eyes and cameras, so they did not turn their backs on them. Dialog, characters, and facial expressions are all included. The use of words when expressing oneself through the gaze. These critical features were preserved, resulting in an outstanding performance. Their degree of performance is incredibly fulfilling; study data demonstrate that posttest scores considerably outnumber pretest scores. Drama activities are related to speaking or oral communication. The connection between oral communication and theater is intended to bridge the gap between the classroom and the outer world. Drama activities might help to enliven and improve speaking skills.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218057","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}
Child labour is one of the major obstacles to the realization of universal primary education in low- and middle-income countries. Child labour deprives children of their chances to acquire the required skills for the development of their potential. This is akin to a child trying to prepare for an exam while carrying a heavy backpack of worries, fears, and distractions on their back which affects their desired outcome. This study provided an updated review of the literature on child labour's influence on primary school pupils' enrolment. Child labour literature was explored via a scoping literature review strategy. As a result of this literature review, child labour negatively impacts primary school enrolment. This study also revealed that child labour is the major contributor to primary school pupils' dropout. Finally, this review revealed that enforcing a minimum employment age of 15 and reducing the return to child labour without providing social supports such as conditional cash transfer to the poor household would facilitate an increase in children’s dropout rate in developing countries. Based on the empirical child labour literature, more research is needed to be conducted using qualitative and quantitative measures to capture first-hand information to augment quantitative measures.
{"title":"Influence of Child Labour on Primary School Pupil's Enrolment and dropout: A Scoping Review","authors":"Amos Nnaemeka Amedu, Osita Victor Ossai","doi":"10.51454/jet.v4i3.317","DOIUrl":"https://doi.org/10.51454/jet.v4i3.317","url":null,"abstract":"Child labour is one of the major obstacles to the realization of universal primary education in low- and middle-income countries. Child labour deprives children of their chances to acquire the required skills for the development of their potential. This is akin to a child trying to prepare for an exam while carrying a heavy backpack of worries, fears, and distractions on their back which affects their desired outcome. This study provided an updated review of the literature on child labour's influence on primary school pupils' enrolment. Child labour literature was explored via a scoping literature review strategy. As a result of this literature review, child labour negatively impacts primary school enrolment. This study also revealed that child labour is the major contributor to primary school pupils' dropout. Finally, this review revealed that enforcing a minimum employment age of 15 and reducing the return to child labour without providing social supports such as conditional cash transfer to the poor household would facilitate an increase in children’s dropout rate in developing countries. Based on the empirical child labour literature, more research is needed to be conducted using qualitative and quantitative measures to capture first-hand information to augment quantitative measures.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666766","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 : 2023-09-11DOI: 10.33369/jeet.7.3.613-631
Sri Sumarni, None Ifan Iskandar, None Imam Santosa
This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.
{"title":"Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses","authors":"Sri Sumarni, None Ifan Iskandar, None Imam Santosa","doi":"10.33369/jeet.7.3.613-631","DOIUrl":"https://doi.org/10.33369/jeet.7.3.613-631","url":null,"abstract":"This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071097","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：