Pub Date : 2022-12-10DOI: 10.33369/jeet.6.4.469-488
Chelsea Larasati Yanwar, H. Puspita, G. Hati
This research aimed to explore and describe the types of conflict that occurred in the ParaNorman Movie. This research object was the ParaNorman movie, specifically its main character Norman Babcock. The instruments consisted of observation protocol and documentation. Data collection was through eight necessary steps, namely, 1) watch the movie, 2) download the script, 3) make sure the script and the movie were in line, 4) observe the conflicts, 5) identify the conflict, 6) note the conflict resolution, 7) summarize into the table of analysis and 7) analyze and describe the data in details. This research result showed that, in the ParaNorman movie, four conflict types existed such as 1) character-vs-self, 2) character-vs-character, 3) character-vs-supernatural, 4) character-vs-society. Consequently, it could be concluded that there were 4 types of conflict in ParaNorman movie.
{"title":"Analysis of Conflict in “ParaNorman” Movie","authors":"Chelsea Larasati Yanwar, H. Puspita, G. Hati","doi":"10.33369/jeet.6.4.469-488","DOIUrl":"https://doi.org/10.33369/jeet.6.4.469-488","url":null,"abstract":"This research aimed to explore and describe the types of conflict that occurred in the ParaNorman Movie. This research object was the ParaNorman movie, specifically its main character Norman Babcock. The instruments consisted of observation protocol and documentation. Data collection was through eight necessary steps, namely, 1) watch the movie, 2) download the script, 3) make sure the script and the movie were in line, 4) observe the conflicts, 5) identify the conflict, 6) note the conflict resolution, 7) summarize into the table of analysis and 7) analyze and describe the data in details. This research result showed that, in the ParaNorman movie, four conflict types existed such as 1) character-vs-self, 2) character-vs-character, 3) character-vs-supernatural, 4) character-vs-society. Consequently, it could be concluded that there were 4 types of conflict in ParaNorman movie.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74488957","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 : 2022-09-19DOI: 10.33369/jeet.6.3.458-468
S. A. Pradana, Al Hakim Bani Ismail
The students struggled with reading due to a lack of vocabulary and boredom when attempting to comprehend a reading text. Besides, the Teacher's technique did not match the student's personalities, so they did not follow the instructions given by the Teacher in the reading learning process. As a result, many students at MAN 1 Pesisir Barat Lampung got underscore in reading. This study aimed to determine whether there was a relationship between the personality traits of students (extrovert and introvert) and their reading comprehension success in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/21. This research used a correlation research design. The population of this research was the tenth grade of MAN 1 Pesisir Barat Lampung. The sample of this research was two classes, X Science 1 and 2, consisting of 77 students from those two classes. The data is collected by using personality questionnaires and reading comprehension tests. There were 20 questions for the personality questionnaires exam and 40 questions for the reading comprehension test, which had been verified. After collecting data for both variables, SPSS version 21 with the Pearson Correlation Formula was used to analyze the data. After doing the hypothetical test, the result showed that the value of significant generated Sig (P-value) = 0.006 < ɑ = 0.05. As a result, H0 was rejected, and H1 was accepted. Thus, it can be concluded that there was a correlation between students' personalities (extrovert and introvert) and their reading comprehension achievement in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/2021. Then, the coefficient correlation between students' personality and their reading comprehension achievement was 0.749, which means that the correlation of both variables was high and positive. Keywords: Correlation Research Design; Personality; Reading Comprehension Achievement.
{"title":"The Correlation Between Students’ Personality (Extrovert and Introvert) and Their Reading Comprehension Achievement","authors":"S. A. Pradana, Al Hakim Bani Ismail","doi":"10.33369/jeet.6.3.458-468","DOIUrl":"https://doi.org/10.33369/jeet.6.3.458-468","url":null,"abstract":"The students struggled with reading due to a lack of vocabulary and boredom when attempting to comprehend a reading text. Besides, the Teacher's technique did not match the student's personalities, so they did not follow the instructions given by the Teacher in the reading learning process. As a result, many students at MAN 1 Pesisir Barat Lampung got underscore in reading. This study aimed to determine whether there was a relationship between the personality traits of students (extrovert and introvert) and their reading comprehension success in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/21. This research used a correlation research design. The population of this research was the tenth grade of MAN 1 Pesisir Barat Lampung. The sample of this research was two classes, X Science 1 and 2, consisting of 77 students from those two classes. The data is collected by using personality questionnaires and reading comprehension tests. There were 20 questions for the personality questionnaires exam and 40 questions for the reading comprehension test, which had been verified. After collecting data for both variables, SPSS version 21 with the Pearson Correlation Formula was used to analyze the data. After doing the hypothetical test, the result showed that the value of significant generated Sig (P-value) = 0.006 < ɑ = 0.05. As a result, H0 was rejected, and H1 was accepted. Thus, it can be concluded that there was a correlation between students' personalities (extrovert and introvert) and their reading comprehension achievement in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/2021. Then, the coefficient correlation between students' personality and their reading comprehension achievement was 0.749, which means that the correlation of both variables was high and positive. Keywords: Correlation Research Design; Personality; Reading Comprehension Achievement.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75007497","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 : 2022-09-18DOI: 10.33369/jeet.6.3.445-457
Muhammad Rafi Abdusyukur, Dadang Sudana, A. Muslim
COVID-19 pandemic has brought a lot of changes in the education field – including the way teachers and students interact in the classroom. As a result, it is considered important for the Indonesian EFL teachers to explore and address this issue to make them familiar with the current pattern of interaction in the online classroom. With that knowledge, making the online teaching and learning effective is achievable. Even though a lot of studies have been conducted on similar topic, this study propose a different analysis by adapting the most prevalent framework in this topic – Flanders Interaction Analysis Categories System (FIACS) – into more focused categories for better understanding. This case study aimed at exploring the interaction in an online EFL classroom by utilizing FIACS as the main framework. The necessary data was collected through non-participant observation, with an English teacher and her seven grade students as the participants. The results of this study show that the online EFL classroom interaction was dominated by the teacher. It was caused by several reasons namely the passiveness of the students that led to more talking from the teacher and technological glitches. It caused the online meetings to be teacher-centered. As the teaching and learning medium changed, the pattern and characteristics of the interaction became unique. One of the notable uniqueness was the difficulty to oversee the online interactions between students.
{"title":"Exploring Indonesian EFL Classroom Interactions in an Online Setting","authors":"Muhammad Rafi Abdusyukur, Dadang Sudana, A. Muslim","doi":"10.33369/jeet.6.3.445-457","DOIUrl":"https://doi.org/10.33369/jeet.6.3.445-457","url":null,"abstract":"COVID-19 pandemic has brought a lot of changes in the education field – including the way teachers and students interact in the classroom. As a result, it is considered important for the Indonesian EFL teachers to explore and address this issue to make them familiar with the current pattern of interaction in the online classroom. With that knowledge, making the online teaching and learning effective is achievable. Even though a lot of studies have been conducted on similar topic, this study propose a different analysis by adapting the most prevalent framework in this topic – Flanders Interaction Analysis Categories System (FIACS) – into more focused categories for better understanding. This case study aimed at exploring the interaction in an online EFL classroom by utilizing FIACS as the main framework. The necessary data was collected through non-participant observation, with an English teacher and her seven grade students as the participants. The results of this study show that the online EFL classroom interaction was dominated by the teacher. It was caused by several reasons namely the passiveness of the students that led to more talking from the teacher and technological glitches. It caused the online meetings to be teacher-centered. As the teaching and learning medium changed, the pattern and characteristics of the interaction became unique. One of the notable uniqueness was the difficulty to oversee the online interactions between students.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78700870","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 : 2022-09-15DOI: 10.33369/jeet.6.3.433-444
Erika Mae Lavarias Rodriguez
Although the study of students’ anxiety in learning English as a Foreign Language (EFL) in Indonesia has been conducted before, little attention is paid to whether gender or English level contributes more to the anxiety in learning. EFL students, particularly in Indonesia, find difficulty in learning the language because it has different rules from their own language. There is no such thing as gender-based personal pronouns or tenses in their verbs. It doesn’t have the plural form which is equivalent to adding “s” in English. In Bahasa Indonesia, how you spell it is how you pronounce it. While the spelling in English does not correspond with its pronunciation. 242 Grade 10 students, male and female in three different English levels (Levels 1,2, and 3) were included in the study. This study aims at researching the students’ anxiety level in terms of communication apprehension, fear of negative evaluation, and test-taking. Fear of negative evaluation shows the highest cause of students’ anxiety followed by test-taking and communication apprehension. Students in English Level 1 and 2 show a significant relationship to the level of anxiety, while students in Level 3 have no relationship between anxiety and that level. Gender has shown some significance but it is very weak. Between gender and English level, it shows that gender, though has weaker significance, contributes more to the anxiety compared to the English level. Further explication of each issue is discussed.
{"title":"Students' Anxiety in Learning English as a Foreign Language. A Case from Indonesia","authors":"Erika Mae Lavarias Rodriguez","doi":"10.33369/jeet.6.3.433-444","DOIUrl":"https://doi.org/10.33369/jeet.6.3.433-444","url":null,"abstract":"Although the study of students’ anxiety in learning English as a Foreign Language (EFL) in Indonesia has been conducted before, little attention is paid to whether gender or English level contributes more to the anxiety in learning. EFL students, particularly in Indonesia, find difficulty in learning the language because it has different rules from their own language. There is no such thing as gender-based personal pronouns or tenses in their verbs. It doesn’t have the plural form which is equivalent to adding “s” in English. In Bahasa Indonesia, how you spell it is how you pronounce it. While the spelling in English does not correspond with its pronunciation. 242 Grade 10 students, male and female in three different English levels (Levels 1,2, and 3) were included in the study. This study aims at researching the students’ anxiety level in terms of communication apprehension, fear of negative evaluation, and test-taking. Fear of negative evaluation shows the highest cause of students’ anxiety followed by test-taking and communication apprehension. Students in English Level 1 and 2 show a significant relationship to the level of anxiety, while students in Level 3 have no relationship between anxiety and that level. Gender has shown some significance but it is very weak. Between gender and English level, it shows that gender, though has weaker significance, contributes more to the anxiety compared to the English level. Further explication of each issue is discussed.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85692806","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 aims to determine the forms, scales, and factors of students' politeness in communication to their thesis advisor lecturers via WhatsApp. The research design was descriptive qualitative research. The subject of this research was 54 of 2017 English students' text messages to their thesis advisor lecturers who were selected from classes A, B, and C by using the purposive sampling technique. The data were analyzed based on theory forms of politeness by Kushartanti, scales of politeness by Leech, and factors affecting politeness by Brown & Levinson's theories. From the findings of this study, there are four forms of politeness used by students, namely pronominal sentences, indirect sentences, opening sentences, and word appreciation sentences. The most widely used forms of politeness are opening sentences and appreciation words. Five politeness scales were also found, namely the cost and benefit scale, the optionality scale, the indirectness scale, the authority scale, and the last is social distance scale, where this scale is the most widely used. All politeness data are influenced by relative power and social distance, and there is no size of imposition politeness factor found. There are also two forms of impoliteness in this study, directness and without using the word appreciation and some students are classified as impolite based on the optionality scale. Students use all existing forms of politeness because they use Indonesian politeness forms and Indonesian culture, which considers these forms a sign that sentences in a conversation are considered polite. The form of politeness used by students is influenced by the politeness scale, that is social distance and vice versa. Based on the result, it can be concluded that most of the students have used politeness form when communicating with their lecturers through WhatsApp text messages.
{"title":"The Forms of Politeness Applied by English Students in Communication to Their Thesis Advisor Lecturers Via WhatsApp","authors":"Widya Wardah Maharani, Arasuli Arasuli, Ildi Kurniawan","doi":"10.33369/jeet.6.3.417-432","DOIUrl":"https://doi.org/10.33369/jeet.6.3.417-432","url":null,"abstract":"This research aims to determine the forms, scales, and factors of students' politeness in communication to their thesis advisor lecturers via WhatsApp. The research design was descriptive qualitative research. The subject of this research was 54 of 2017 English students' text messages to their thesis advisor lecturers who were selected from classes A, B, and C by using the purposive sampling technique. The data were analyzed based on theory forms of politeness by Kushartanti, scales of politeness by Leech, and factors affecting politeness by Brown & Levinson's theories. From the findings of this study, there are four forms of politeness used by students, namely pronominal sentences, indirect sentences, opening sentences, and word appreciation sentences. The most widely used forms of politeness are opening sentences and appreciation words. Five politeness scales were also found, namely the cost and benefit scale, the optionality scale, the indirectness scale, the authority scale, and the last is social distance scale, where this scale is the most widely used. All politeness data are influenced by relative power and social distance, and there is no size of imposition politeness factor found. There are also two forms of impoliteness in this study, directness and without using the word appreciation and some students are classified as impolite based on the optionality scale. Students use all existing forms of politeness because they use Indonesian politeness forms and Indonesian culture, which considers these forms a sign that sentences in a conversation are considered polite. The form of politeness used by students is influenced by the politeness scale, that is social distance and vice versa. Based on the result, it can be concluded that most of the students have used politeness form when communicating with their lecturers through WhatsApp text messages.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"54 58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90671052","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 : 2022-09-12DOI: 10.33369/jeet.6.3.398-416
Tria Novitasari, Dian Erlina, Fitri Alya Okta Sukma
Code switching is an intriguing phenomenon to investigate because it is a part of the development process and the use of multiple languages (bilingual). In the world of education, both at the middle and upper levels, the use of code switching can be done by teachers or students in the classroom. This research was conducted to find out the factors causing teachers to do code switching in the classroom. The research method applied in this study was qualitative research in the form of a case study. The writers selected the participants for this research by using a convenience sampling technique. There were two teachers of English at SMA Negeri 15 Palembang, and those teachers were selected as the participants to collect the data. In collecting data, the writers used interviews through open-ended questions. Then, the writers analyzed the data obtained from the interview using a theme code system in the form of table codes, synchronizing the data with the aspects and items that prevailed in the interview protocol. The result of this research based on the interviews showed that there are two factors causing teachers to do code switching. Two factors are linguistics and non-linguistics. Language linguistics factors are divided into language stagnation and a lack of students’ knowledge of vocabulary. Furthermore, non-linguistical factors are divided into the emotional condition of the teacher and the condition of the class situation. Keywords: Code Switching; Actors of Code Switching; Linguistics; Non-Linguistics.
代码转换是一个值得研究的有趣现象，因为它是开发过程和使用多种语言(双语)的一部分。在教育领域，无论是在中级还是高级水平，语码转换的使用都可以由教师或学生在课堂上完成。本研究旨在找出导致教师在课堂上进行语码转换的因素。本研究采用个案研究形式的定性研究方法。作者通过使用方便的抽样技术选择了本研究的参与者。SMA Negeri 15 Palembang有两名英语教师，他们被选为参与者收集数据。在收集数据时，作者通过开放式问题进行了访谈。然后，作者使用表格代码形式的主题代码系统对访谈数据进行分析，将数据与访谈协议中普遍存在的方面和项目进行同步。基于访谈的研究结果表明，导致教师进行语码转换的因素有两个。两个因素是语言学和非语言学。语言语言学因素分为语言停滞和学生缺乏词汇知识。此外，非语言因素又分为教师的情绪状况和课堂情境状况。关键词:码转换;语码转换行为者;语言学;非语言。
{"title":"Analysis of Causing Factors on Teachers’ Code Switching","authors":"Tria Novitasari, Dian Erlina, Fitri Alya Okta Sukma","doi":"10.33369/jeet.6.3.398-416","DOIUrl":"https://doi.org/10.33369/jeet.6.3.398-416","url":null,"abstract":"Code switching is an intriguing phenomenon to investigate because it is a part of the development process and the use of multiple languages (bilingual). In the world of education, both at the middle and upper levels, the use of code switching can be done by teachers or students in the classroom. This research was conducted to find out the factors causing teachers to do code switching in the classroom. The research method applied in this study was qualitative research in the form of a case study. The writers selected the participants for this research by using a convenience sampling technique. There were two teachers of English at SMA Negeri 15 Palembang, and those teachers were selected as the participants to collect the data. In collecting data, the writers used interviews through open-ended questions. Then, the writers analyzed the data obtained from the interview using a theme code system in the form of table codes, synchronizing the data with the aspects and items that prevailed in the interview protocol. The result of this research based on the interviews showed that there are two factors causing teachers to do code switching. Two factors are linguistics and non-linguistics. Language linguistics factors are divided into language stagnation and a lack of students’ knowledge of vocabulary. Furthermore, non-linguistical factors are divided into the emotional condition of the teacher and the condition of the class situation.\u0000Keywords: Code Switching; Actors of Code Switching; Linguistics; Non-Linguistics.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77722672","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 : 2022-09-10DOI: 10.33369/jeet.6.3.367-378
S. Sulistyani, K. Khoiriyah, Agung Wicaksono, Mahendra Puji Permana Aji
Reading is one of skills of language that must be mastered by students. However, students often face the difficulties to comprehend a text. They have problem to get information from a reading text such as identifying social function, identifying main idea, finding explicit and implied information, finding references, finding synonym and antonym because the students have limited vocabulary. Using pre-experimental quantitative design, namely one group pre- and post-test design, this study was intended to investigate the effect of CSR to the students’ reading comprehension. This research used cluster sampling technique consisting of 35 students. The data value was analyzed using Paired Sample T-test of SPSS Statistic version 23. The data analysis showed that the average score of students’ pre-test was 63.14 while the post-test score was 84.57. The t-test computation collected by comparing the results of pre-test and post-test showed the mean score 21.429 and standard deviation 11.086. The result was t-score -11.435 with the significant (2-tailed) value is lower than 0.05. In conclusion CSR (Collaborative Strategic Reading) has significant influence on students’ reading comprehension.
{"title":"Collaborative Strategic Reading (CSR) and Its Influence on Students’ Reading Comprehension","authors":"S. Sulistyani, K. Khoiriyah, Agung Wicaksono, Mahendra Puji Permana Aji","doi":"10.33369/jeet.6.3.367-378","DOIUrl":"https://doi.org/10.33369/jeet.6.3.367-378","url":null,"abstract":"Reading is one of skills of language that must be mastered by students. However, students often face the difficulties to comprehend a text. They have problem to get information from a reading text such as identifying social function, identifying main idea, finding explicit and implied information, finding references, finding synonym and antonym because the students have limited vocabulary. Using pre-experimental quantitative design, namely one group pre- and post-test design, this study was intended to investigate the effect of CSR to the students’ reading comprehension. This research used cluster sampling technique consisting of 35 students. The data value was analyzed using Paired Sample T-test of SPSS Statistic version 23. The data analysis showed that the average score of students’ pre-test was 63.14 while the post-test score was 84.57. The t-test computation collected by comparing the results of pre-test and post-test showed the mean score 21.429 and standard deviation 11.086. The result was t-score -11.435 with the significant (2-tailed) value is lower than 0.05. In conclusion CSR (Collaborative Strategic Reading) has significant influence on students’ reading comprehension. ","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82577722","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 : 2022-09-10DOI: 10.33369/jeet.6.3.379-397
S. Nur, Ranta Butarbutar
Collaborative learning (CL) is a learning approach that emphasizes activities that are focused on the students. Interdependence, social behavior, cognitive development, and social psychology views may all be used to explain its effectiveness. The systematic review's purpose is to investigate effective influencing elements on CL insight from a social psychology perspective. The research was evaluated using a qualitative technique and then thematically analyzed. The findings break down the success of CL interactions into three categories: social cognition, social conduct, and connections. The social-psychological aspects of collaborative learning, according to our research, have also become an important component included in curricular practices. As a consequence, starting with pre-service and building on it with teacher professional development would be better. We suggest that in the twenty-first century, collaboration, rather than rivalry, is a power to survive, and vice versa.
{"title":"Insights of Collaborative Learning Approach from Social-Psychology Perspective: A Systematic Review","authors":"S. Nur, Ranta Butarbutar","doi":"10.33369/jeet.6.3.379-397","DOIUrl":"https://doi.org/10.33369/jeet.6.3.379-397","url":null,"abstract":"Collaborative learning (CL) is a learning approach that emphasizes activities that are focused on the students. Interdependence, social behavior, cognitive development, and social psychology views may all be used to explain its effectiveness. The systematic review's purpose is to investigate effective influencing elements on CL insight from a social psychology perspective. The research was evaluated using a qualitative technique and then thematically analyzed. The findings break down the success of CL interactions into three categories: social cognition, social conduct, and connections. The social-psychological aspects of collaborative learning, according to our research, have also become an important component included in curricular practices. As a consequence, starting with pre-service and building on it with teacher professional development would be better. We suggest that in the twenty-first century, collaboration, rather than rivalry, is a power to survive, and vice versa.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86103967","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 : 2022-09-09DOI: 10.33369/jeet.6.3.347-366
Prodhan Mahbub Ibna Seraj, Abm Rahmatullah
This review paper provides an overview of the use of applications of smartphones, target language skills, methodology, and EFL contexts from the studies published between 2010 and January 2020. As per time frame and parameters followed by the PRISMA model, 45 of 2707 studies were retrieved from four reputable online databases, namely Springer link, Web of Science, Scopus, and ScienceDirect, were eligible for this study, All these studies (n=45) scrutinized and analyzed with NVIVO-12 for obtaining the objectives of this study. The findings showed that 25 applications of smartphones were employed, and the most used application was Short Message Service (SMS). Further, the findings reported that vocabulary was the most targeted language skills, the quantitative research methodology was the most popular and highest number of studies held in Iran employing smartphone apps in ELT. Based on the findings, the study would provide some implications and suggestions over the use of the applications of smartphones for facilitating teaching and learning language skills in the EFL contexts for educators and researchers.
本综述综述了2010年至2020年1月期间发表的研究中智能手机应用、目标语言技能、方法和英语语境的使用情况。根据PRISMA模型所遵循的时间框架和参数，从施普林格link、Web of Science、Scopus和ScienceDirect四个知名的在线数据库中检索到2707篇研究，其中45篇符合本研究的条件，所有这些研究(n=45)均使用NVIVO-12进行了仔细分析，以获得本研究的目标。调查结果显示，有25款智能手机应用被使用，使用最多的应用是短信服务(SMS)。此外，研究结果表明，词汇是最具针对性的语言技能，定量研究方法是在伊朗使用智能手机应用程序进行英语教学的最受欢迎和最多的研究。基于这些发现，本研究将为教育工作者和研究人员提供一些关于使用智能手机应用程序促进英语教学和学习语言技能的启示和建议。
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Pub Date : 2022-09-07DOI: 10.24014/jete.v3i2.18006
Riska Wulandari Sitorus
Penelitian ini bertujuan untuk mengungkapkan permasalahan yang dialami oleh petani dan mencoba menawarkan alternatif pemecahan masalah yang bertumpu pada usaha pengembangan sumberdaya petani. Indonesia merupakan negara besar dengan sumberdaya pertanian yang melimpah. Hal ini menjadi modal besar bagi sebuah pembangunan untuk mencapai kemakmuran. Namun tingginya jumlah penduduk dan melimpahnya sumberdaya alam ini tidak dibarengi dengan keterampilan masyarakat khususnya kalangan petani. Banyak kebijakan yang diambil pemerintah dalam mengatasi masalah ini, namun kebijakan itu kurang populer serta sulit untuk diterima dan diterapkan di masyarakat.Metode yang digunakan pada penelitian ini adalah metode kualitatif. Pada tahun 2007, Pemerintah telah berhasil membuat program pembangunan pemerintah. Keberhasilan pelaksanaan pembangunan pertanian tersebut tidak terlepas dari dukungan berbagai sektor lain terkait dan upaya-upaya yang dilakukan oleh Departemen Pertanian
{"title":"PENERAPAN MODEL TINDAKAN KOLEKTIF SEBAGAI UPAYA MENGATASI KEMISKINAN DISEKTOR PERTANIAN","authors":"Riska Wulandari Sitorus","doi":"10.24014/jete.v3i2.18006","DOIUrl":"https://doi.org/10.24014/jete.v3i2.18006","url":null,"abstract":"Penelitian ini bertujuan untuk mengungkapkan permasalahan yang dialami oleh petani dan mencoba menawarkan alternatif pemecahan masalah yang bertumpu pada usaha pengembangan sumberdaya petani. Indonesia merupakan negara besar dengan sumberdaya pertanian yang melimpah. Hal ini menjadi modal besar bagi sebuah pembangunan untuk mencapai kemakmuran. Namun tingginya jumlah penduduk dan melimpahnya sumberdaya alam ini tidak dibarengi dengan keterampilan masyarakat khususnya kalangan petani. Banyak kebijakan yang diambil pemerintah dalam mengatasi masalah ini, namun kebijakan itu kurang populer serta sulit untuk diterima dan diterapkan di masyarakat.Metode yang digunakan pada penelitian ini adalah metode kualitatif. Pada tahun 2007, Pemerintah telah berhasil membuat program pembangunan pemerintah. Keberhasilan pelaksanaan pembangunan pertanian tersebut tidak terlepas dari dukungan berbagai sektor lain terkait dan upaya-upaya yang dilakukan oleh Departemen Pertanian","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72534632","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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