The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.
教育领域从传统教科书向数字教科书的转变既带来了前景，也带来了障碍，尤其是在向青少年学生教授英语方面。尽管数字教科书已被广泛采用，但其对学生语言技能和师生互动的影响还需要更多的探索。本研究旨在全面评估数字教科书如何影响青少年学生和教师的英语理解和表达。研究在金边伊斯兰学校（SDS Islam Ar-Risalah Jember）进行，涉及两名教师和十一名学生，采用描述性定性方法。研究人员通过观察、访谈和文件分析来收集数据，并通过迈尔斯和休伯曼方法进行分析，以确定数字教科书的使用和理解趋势。结果表明，数字英语教科书极大地提高了青少年学生和教师的英语技能，增强了听说读写能力。这些资源提供了动态和互动的教育体验。然而，向数字工具过渡也带来了挑战，如基础设施的限制和教学方法调整的需要。要在教育中充分发挥数字教科书的作用，解决这些问题至关重要。总之，尽管数字教科书可以提高年轻学习者和教师对英语语言的掌握，但实现这一潜力需要克服某些技术和教学障碍。
{"title":"The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners","authors":"Thea Karuni Respati, Bayu Hendro Wicaksono, Estu Widodo","doi":"10.33394/jollt.v12i2.10689","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10689","url":null,"abstract":"The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"14 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673482","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 utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.
{"title":"Students’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students","authors":"Aditya Bima Kurniawan, Frida Unsiah, Khairil Azwar Razali","doi":"10.33394/jollt.v12i2.10333","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10333","url":null,"abstract":"The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"18 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674768","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.9900
Muhammad Ridwan, Syamsul Hadi, Amir Ma'ruf
Fatwas are a form of persuasive argumentative discourse. This paper aims to describe the superstructure and structure of fatwa arguments regarding Akidah and Religious Traditions. The source of this paper's data is all fatwas of the fatwa commission of the Indonesian ulema council from 1975 to 2017. The method used to collect data and manage data is the document method. Discourse analysis methods are used to analyze data. The discussion of superstructure aspects utilizes Ashqar theory (1976) while Walthon theory (2006) is used to examine the structure of fatwa argumentation. The superstructure aspect of fatwas is realized by the Fatwa Commission of the Indonesian Ulema Council differently. All fatwa texts have presented substantial elements but formal elements are not included. The structure of fatwa argumentation is understood by the format of the text. For fatwas in the format of decrees, premise markers are identified through the vocabulary of "pay attention", "read", "weigh", and "remember" while conclusion markers are presented with the vocabulary of "decide", "establish", and "fatwa". Directly formatted fatwa texts are identified through inference, but some texts lack a premise and inference structure.
{"title":"Discourse Analysis of Fatwa Arguments in the Indonesian Ulema Council on Akidah and Religious Sects n 1975-2017","authors":"Muhammad Ridwan, Syamsul Hadi, Amir Ma'ruf","doi":"10.33394/jollt.v12i2.9900","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9900","url":null,"abstract":"Fatwas are a form of persuasive argumentative discourse. This paper aims to describe the superstructure and structure of fatwa arguments regarding Akidah and Religious Traditions. The source of this paper's data is all fatwas of the fatwa commission of the Indonesian ulema council from 1975 to 2017. The method used to collect data and manage data is the document method. Discourse analysis methods are used to analyze data. The discussion of superstructure aspects utilizes Ashqar theory (1976) while Walthon theory (2006) is used to examine the structure of fatwa argumentation. The superstructure aspect of fatwas is realized by the Fatwa Commission of the Indonesian Ulema Council differently. All fatwa texts have presented substantial elements but formal elements are not included. The structure of fatwa argumentation is understood by the format of the text. For fatwas in the format of decrees, premise markers are identified through the vocabulary of \"pay attention\", \"read\", \"weigh\", and \"remember\" while conclusion markers are presented with the vocabulary of \"decide\", \"establish\", and \"fatwa\". Directly formatted fatwa texts are identified through inference, but some texts lack a premise and inference structure.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674373","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.10478
Jonanda Wahyu Mahendra, Ana Maghfiroh, B. Harmanto, Dwi Hatmoko
Vocabulary skill is crucial for every English as foreign language (EFL) learners as it forms the foundation for effective communication, comprehension, and overall language proficiency. However, Indonesian migrant workers’ children who attend school at PPWNI Klang that has only two teachers who are not experts in the field of English, resulting in a lack of enthusiasm among students to learn the language. The study aimed to examine whether the use of Scrabble games was effective in increasing students' vocabulary achievement or not. The research design was a pre-experimental research design, with one group pretest-posttest used by the researchers. The sample of the study was 21 students of grade 9 SMP PPWNI Klang Malaysia, selected using purposive sampling. The results of the pretest and posttest data were analyzed using the paired sample t-test through the SPSS software. The findings of the study showed that Sig. (2-tailed) of 0.000 < 0.05. This means that there is a significant difference and effectiveness in learning outcomes after using the scrabble games method in learning English vocabulary. As the conclusion, a scrabble game is an effective strategy for teaching vocabulary especially to students facing various challenges, such as limited teacher resources and an unsupportive learning environment, they can be comfortable and motivated to continue learning due to the enjoyable game-based learning experience.
{"title":"The Effectiveness of Scrabble Games to Promote Vocabulary Achievement of Migrant Workers’ Children in Malaysia","authors":"Jonanda Wahyu Mahendra, Ana Maghfiroh, B. Harmanto, Dwi Hatmoko","doi":"10.33394/jollt.v12i2.10478","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10478","url":null,"abstract":"Vocabulary skill is crucial for every English as foreign language (EFL) learners as it forms the foundation for effective communication, comprehension, and overall language proficiency. However, Indonesian migrant workers’ children who attend school at PPWNI Klang that has only two teachers who are not experts in the field of English, resulting in a lack of enthusiasm among students to learn the language. The study aimed to examine whether the use of Scrabble games was effective in increasing students' vocabulary achievement or not. The research design was a pre-experimental research design, with one group pretest-posttest used by the researchers. The sample of the study was 21 students of grade 9 SMP PPWNI Klang Malaysia, selected using purposive sampling. The results of the pretest and posttest data were analyzed using the paired sample t-test through the SPSS software. The findings of the study showed that Sig. (2-tailed) of 0.000 < 0.05. This means that there is a significant difference and effectiveness in learning outcomes after using the scrabble games method in learning English vocabulary. As the conclusion, a scrabble game is an effective strategy for teaching vocabulary especially to students facing various challenges, such as limited teacher resources and an unsupportive learning environment, they can be comfortable and motivated to continue learning due to the enjoyable game-based learning experience.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"93 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677110","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.10870
Silih Warni, Tri Wintolo Apoko, Martriwati Martriwati, Angsu-orn Na Nongkhai
opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.
{"title":"A Study on University Students’ Self-Regulated Motivation to Improve EFL Speaking Skills Across Academic Levels","authors":"Silih Warni, Tri Wintolo Apoko, Martriwati Martriwati, Angsu-orn Na Nongkhai","doi":"10.33394/jollt.v12i2.10870","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10870","url":null,"abstract":"opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673772","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.10869
Bella Sukma Suwanda, B. Harmanto, Ana Maghfiroh, Shohenuddin Shohenuddin
Pronunciation is the most important thing that non-native speakers must deal with when learning a foreign language. The purpose of this research is to improve students’ English pronunciation by using TikTok media. The research method was classroom action research with tests at the end of each cycle. It was conducted in grades IV at Sanggar Bimbingan Sentul, Kuala Lumpur Malaysia, for the 2022 academic year. This classroom action research consisted of two cycles with four stages that were planning, action, observation, and reflection. The learning media used was video taken from the TikTok account @learnenglishwithcamille. The results showed that students’ English pronunciation increased after using TikTok media. This can be seen from the results of observations at cycle 1 reached 45% in the “enough” category, 55% reached the “good” category, and increased at cycle 2 to 40% students in the category “very good”, 45% in the category “good”, and 15% in the category “enough”. In conclusion, TikTok media can improve students’ English, especially in terms of English pronunciation. The implication of the study is that students enjoy learning pronunciation with TikTok media and well improved.
{"title":"TikTok Trick: Improving Students’ Pronunciation of Indonesian Migrant Workers Children in Malaysia","authors":"Bella Sukma Suwanda, B. Harmanto, Ana Maghfiroh, Shohenuddin Shohenuddin","doi":"10.33394/jollt.v12i2.10869","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10869","url":null,"abstract":"Pronunciation is the most important thing that non-native speakers must deal with when learning a foreign language. The purpose of this research is to improve students’ English pronunciation by using TikTok media. The research method was classroom action research with tests at the end of each cycle. It was conducted in grades IV at Sanggar Bimbingan Sentul, Kuala Lumpur Malaysia, for the 2022 academic year. This classroom action research consisted of two cycles with four stages that were planning, action, observation, and reflection. The learning media used was video taken from the TikTok account @learnenglishwithcamille. The results showed that students’ English pronunciation increased after using TikTok media. This can be seen from the results of observations at cycle 1 reached 45% in the “enough” category, 55% reached the “good” category, and increased at cycle 2 to 40% students in the category “very good”, 45% in the category “good”, and 15% in the category “enough”. In conclusion, TikTok media can improve students’ English, especially in terms of English pronunciation. The implication of the study is that students enjoy learning pronunciation with TikTok media and well improved.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"94 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676664","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.10455
Riza Mafiroh, Sheila Agustina, F. Megawati, Yupha Phumphanit
English is the world's international language and is recognised as one of the languages taught in many schools in certain countries even though English is not their first language. This also happened in Thailand, where English learning and teaching activities have been carried out for more than a century. This research aims to know how cooperative learning using Canva boost speaking activities in primary school. The researcher applies a qualitative case study design by collecting data using field notes, informal interviews, and open-ended questionnaires. The subjects of this research were English teacher and grade- -sixth students at Bannonkokkha School, Thailand. The research results show that most students gave positive feedback towards cooperative learning using Canva which was considered effective to boost speaking activities and increase social skills for students. Students feel happy, enjoy, and comfortable when the teacher applies cooperative learning since students can create positive collaboration. They also helped with the visual representations of images from Canva provided by the teacher in the form of digital and flashcards. In addition, students feel that the activities they have done with the group help them to reach goals and engage motivation to learn together. Hence, cooperative learning is considered suitable for primary levels with supporting media, namely Canva. This research is expected to provide new knowledge for readers so that the implementation of this cooperative learning with the use of Canva in the future can contribute to the development of more innovative and effective learning at the basic education level.
{"title":"Cooperative Learning Using Canva to Boost Speaking Activities in a Primary School","authors":"Riza Mafiroh, Sheila Agustina, F. Megawati, Yupha Phumphanit","doi":"10.33394/jollt.v12i2.10455","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10455","url":null,"abstract":"English is the world's international language and is recognised as one of the languages taught in many schools in certain countries even though English is not their first language. This also happened in Thailand, where English learning and teaching activities have been carried out for more than a century. This research aims to know how cooperative learning using Canva boost speaking activities in primary school. The researcher applies a qualitative case study design by collecting data using field notes, informal interviews, and open-ended questionnaires. The subjects of this research were English teacher and grade- -sixth students at Bannonkokkha School, Thailand. The research results show that most students gave positive feedback towards cooperative learning using Canva which was considered effective to boost speaking activities and increase social skills for students. Students feel happy, enjoy, and comfortable when the teacher applies cooperative learning since students can create positive collaboration. They also helped with the visual representations of images from Canva provided by the teacher in the form of digital and flashcards. In addition, students feel that the activities they have done with the group help them to reach goals and engage motivation to learn together. Hence, cooperative learning is considered suitable for primary levels with supporting media, namely Canva. This research is expected to provide new knowledge for readers so that the implementation of this cooperative learning with the use of Canva in the future can contribute to the development of more innovative and effective learning at the basic education level.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"94 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676511","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.9755
Barlian Kristanto, Diannike Putri, Le Huang Dung, Michael John V. Flores, Thanee Glomjai, Roro Lintang Suryani
Vocabulary mastery is crucial for nursing students to effectively communicate in English. This study aimed to develop and validate a tailored computer-assisted vocabulary learning (CAVL) intervention to improve nursing students' retention of English lexicon, which is essential for healthcare communications. The CAVL program was designed using the Moodle platform and focused on four thematic units that targeted essential nursing vocabulary. The learning process followed research-based principles of vocabulary instruction, including multimodal introduction, reinforced retrieval, and contextual repetition. This study utilized a research and development methodology to conduct iterative needs analyses, design refinement, and rigorous evaluation protocols. Expert reviews, prototype testing, post-intervention vocabulary tests, and delayed assessments were used to gather data and make data-driven improvements. Quantitative analysis evaluated the effectiveness of this approach for 100 Indonesian nursing students. Vocabulary assessments were administered before, immediately after, and two weeks after the intervention, revealing significant improvements in terminology knowledge following the implementation of CAVL. Importantly, scores remained stable during the delayed assessment, demonstrating durable retention. These results are consistent with previous literature on the benefits of contextual and multimodal vocabulary learning. The CAVL prototype facilitated learning and effectively improved vocabulary retention outside of the classroom. This research provides an adaptable framework for technologically-assisted language mastery, which is essential for the next generation of nursing education. Further studies can explore the application of this framework in allied healthcare fields and the transition to practice in nursing education.
{"title":"The Development of Computer Assisted Vocabulary Learning (CAVL) to Improve English Lexical Retention of Nursing Students","authors":"Barlian Kristanto, Diannike Putri, Le Huang Dung, Michael John V. Flores, Thanee Glomjai, Roro Lintang Suryani","doi":"10.33394/jollt.v12i2.9755","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9755","url":null,"abstract":"Vocabulary mastery is crucial for nursing students to effectively communicate in English. This study aimed to develop and validate a tailored computer-assisted vocabulary learning (CAVL) intervention to improve nursing students' retention of English lexicon, which is essential for healthcare communications. The CAVL program was designed using the Moodle platform and focused on four thematic units that targeted essential nursing vocabulary. The learning process followed research-based principles of vocabulary instruction, including multimodal introduction, reinforced retrieval, and contextual repetition. This study utilized a research and development methodology to conduct iterative needs analyses, design refinement, and rigorous evaluation protocols. Expert reviews, prototype testing, post-intervention vocabulary tests, and delayed assessments were used to gather data and make data-driven improvements. Quantitative analysis evaluated the effectiveness of this approach for 100 Indonesian nursing students. Vocabulary assessments were administered before, immediately after, and two weeks after the intervention, revealing significant improvements in terminology knowledge following the implementation of CAVL. Importantly, scores remained stable during the delayed assessment, demonstrating durable retention. These results are consistent with previous literature on the benefits of contextual and multimodal vocabulary learning. The CAVL prototype facilitated learning and effectively improved vocabulary retention outside of the classroom. This research provides an adaptable framework for technologically-assisted language mastery, which is essential for the next generation of nursing education. Further studies can explore the application of this framework in allied healthcare fields and the transition to practice in nursing education. ","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"33 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674496","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 : 2024-04-22DOI: 10.33394/jollt.v12i2.10297
Dwi Indarti
Metacognition, the reflection on thinking processes, plays a crucial role in cognitive activities. This study delves into metacognitive strategies employed during post-editing in the translation process, particularly focusing on English-Indonesian translation through the application of think-aloud protocols (TAP). The investigation encompasses planning, monitoring, and evaluation as interconnected phases of metacognitive strategies. A qualitative case study method is employed, with a university student as the participant. Data analysis involves coding and categorizing using a thematic analysis approach, based on the metacognitive strategies framework. The findings show that the participant employes the components of planning such as evaluate the necessity of post-editing, applied knowledge on the specific post-editing cases, and identified the goal and the necessity for having specific post-editing, the components of monitoring such as using facts and instruction learned previously, making changes for a better translation product, and self-monitoring of progress, and elements of evaluating, such as deep level revising to produce better post-editing, and taking action to collect extra information. Pedagogical implications highlight the potential for enhancing learning experiences and improving translation skills through explicit instruction, modeling and systemic strategy training. The study concludes by emphasizing the importance of metacognitive flexibility, cultural influences, and adaptive strategic behavior in post-editing, shaping a roadmap for learners to navigate challenges and continually refine their approach.
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Pub Date : 2024-04-22DOI: 10.33394/jollt.v12i2.10644
Faza Lutfiyana, L. Amalia, Ashanti Dayani Ajeng Pitaloka, Sri Novianti
It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project.
{"title":"Project-Based Learning: The Highlighting Teachers’ Views of Teaching English Language in Secondary Schools","authors":"Faza Lutfiyana, L. Amalia, Ashanti Dayani Ajeng Pitaloka, Sri Novianti","doi":"10.33394/jollt.v12i2.10644","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10644","url":null,"abstract":"It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project. ","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"86 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675397","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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