Pub Date : 2024-01-09DOI: 10.33394/jollt.v12i1.8976
Umi Rachmawati, Linda Eka Pradita, Mohammad Ulyan, Rimajon Sotlikova
The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
{"title":"The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context","authors":"Umi Rachmawati, Linda Eka Pradita, Mohammad Ulyan, Rimajon Sotlikova","doi":"10.33394/jollt.v12i1.8976","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.8976","url":null,"abstract":"The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"22 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535131","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.8828
Intan Listyaning Putri, A. Andayani, N. Wardani
The overarching goal of education extends beyond the mere attainment of competencies and academic standards; it encompasses a broader responsibility to cultivate students' awareness of their societal roles, obligations, and rights. This research, undertaken with the specific focus on the drama script "Subversive!" by Faiza Mardzoeki, aims to elucidate the manifestations of social criticism and morality within this literary work. Employing a qualitative research approach, this study hinges on document analysis as its primary methodological framework. Qualitative research, distinguished by its departure from statistical procedures and quantitative calculations, relies on the exploration of assumptions, broad perspectives, theoretical lenses, and a thorough examination of research problems. The research findings primarily unveil instances of social criticism embedded in political contexts and discernible moral dynamics between individuals. Notably, these insights derived from the drama script "Subversive!" serve as valuable material for the pedagogical realm, contributing to the understanding of literary texts in educational settings. This research contends that the implications of its findings extend to the realm of high school literature education, providing a foundation for educators to consider various aspects, types, and impacts of literary works. By delving into the social and moral criticisms encapsulated within these texts, educators can enhance the learning experience, prompting thoughtful reflection on societal constructs and the multifaceted roles literature plays. Additionally, the research underscores the pivotal role of teachers in facilitating this process, thereby emphasizing the broader educational significance of integrating critical perspectives into the study of literature.
{"title":"Social Criticism and Morality in \"Subversif!\" Drama by Faiza Mardzoeki as Literature Teaching Materials","authors":"Intan Listyaning Putri, A. Andayani, N. Wardani","doi":"10.33394/jollt.v12i1.8828","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.8828","url":null,"abstract":"The overarching goal of education extends beyond the mere attainment of competencies and academic standards; it encompasses a broader responsibility to cultivate students' awareness of their societal roles, obligations, and rights. This research, undertaken with the specific focus on the drama script \"Subversive!\" by Faiza Mardzoeki, aims to elucidate the manifestations of social criticism and morality within this literary work. Employing a qualitative research approach, this study hinges on document analysis as its primary methodological framework. Qualitative research, distinguished by its departure from statistical procedures and quantitative calculations, relies on the exploration of assumptions, broad perspectives, theoretical lenses, and a thorough examination of research problems. The research findings primarily unveil instances of social criticism embedded in political contexts and discernible moral dynamics between individuals. Notably, these insights derived from the drama script \"Subversive!\" serve as valuable material for the pedagogical realm, contributing to the understanding of literary texts in educational settings. This research contends that the implications of its findings extend to the realm of high school literature education, providing a foundation for educators to consider various aspects, types, and impacts of literary works. By delving into the social and moral criticisms encapsulated within these texts, educators can enhance the learning experience, prompting thoughtful reflection on societal constructs and the multifaceted roles literature plays. Additionally, the research underscores the pivotal role of teachers in facilitating this process, thereby emphasizing the broader educational significance of integrating critical perspectives into the study of literature.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":" 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628492","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.9050
Yasir Mubarok, Dadang Sudana, Wawan Gunawan
The phenomenon of social media has undergone a transformation, serving as a platform for facilitating online commerce, exchanging ideas, disseminating information, and unfortunately, facilitating illicit activities such as fraud, intimidation, defamation, hate speech, and other related behaviors. The anonymity provided by social media platforms renders it a potent tool for disseminating harmful or discriminatory material. The purpose of this research is to describe hate speech directed at Putri Delina (PD) in her personal Instagram comment column. The descriptive qualitative research methods are used in this study. The main theory in this study is Searle's pragmatic speech act theory, and the data source is a screenshot of netizen comments on PD's Instagram account in 2022. The results of the study show that PD received hate speech in the comments section of her Instagram account. First, the expressive illocutionary, category-criticizing, found four data. Second, assertive illocutionary type, the state category, found one data. Third, the type of illocutionary commissive, swear category, found one data. Fourth, the illocutionary type of directive, the advising category, found three data. Last, the illocutionary type of declarative, the category of prohibit, found one data.
{"title":"Hate Speech in the Comments’ Column Instagram: A Discourse Analysis","authors":"Yasir Mubarok, Dadang Sudana, Wawan Gunawan","doi":"10.33394/jollt.v12i1.9050","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.9050","url":null,"abstract":"The phenomenon of social media has undergone a transformation, serving as a platform for facilitating online commerce, exchanging ideas, disseminating information, and unfortunately, facilitating illicit activities such as fraud, intimidation, defamation, hate speech, and other related behaviors. The anonymity provided by social media platforms renders it a potent tool for disseminating harmful or discriminatory material. The purpose of this research is to describe hate speech directed at Putri Delina (PD) in her personal Instagram comment column. The descriptive qualitative research methods are used in this study. The main theory in this study is Searle's pragmatic speech act theory, and the data source is a screenshot of netizen comments on PD's Instagram account in 2022. The results of the study show that PD received hate speech in the comments section of her Instagram account. First, the expressive illocutionary, category-criticizing, found four data. Second, assertive illocutionary type, the state category, found one data. Third, the type of illocutionary commissive, swear category, found one data. Fourth, the illocutionary type of directive, the advising category, found three data. Last, the illocutionary type of declarative, the category of prohibit, found one data.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628586","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.8990
Yuni Hariyanti, Jati Satrio, Endang Setyaningsih
Field trips have long been recognized as a significant component of educational endeavours. While students at the primary and secondary levels commonly engage in such activities, the integration of field trips into tertiary education remains infrequent. University studend who attend the English classes are seldom afforded the opportunity to directly observe authentic professional environments or explore potential workplaces related to their future careers, experiences that can be facilitated through field trips. Additionally, given the increasing emphasis on the internship program held by Indonesian Ministry of Education, Culture, Research, and Technology, a gap arises as students are limited in their exposure to real-world work environments. The objective of this research endeavour was to investigate university students' perceptions of field trip activities and assess how these experiences contribute to the development of students' autonomous learning skills. Qualitative data for this study were collected through two questionnaires, a preparation and a reflection Google sheet. The participants consisted of 27 students enrolled in the International Relations Study Program at UPN Veteran Jakarta. The findings of the study revealed that field trips offer numerous benefits to English for Professional Purposes students, including enhancing their understanding of academic concepts, providing a deeper real-world context for learning, and fostering social interaction. The questionnaire results demonstrated a predominantly positive perception among the students. Furthermore, a majority of the participants reported engaging in autonomous learning activities during the field trip, facilitated by the opportunity to interact with industry professionals and seek their guidance through questioning.
{"title":"Unleashing the Potential: Investigating the Empowering Effects of Field Trips on Autonomous English Learners’ Learning","authors":"Yuni Hariyanti, Jati Satrio, Endang Setyaningsih","doi":"10.33394/jollt.v12i1.8990","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.8990","url":null,"abstract":"Field trips have long been recognized as a significant component of educational endeavours. While students at the primary and secondary levels commonly engage in such activities, the integration of field trips into tertiary education remains infrequent. University studend who attend the English classes are seldom afforded the opportunity to directly observe authentic professional environments or explore potential workplaces related to their future careers, experiences that can be facilitated through field trips. Additionally, given the increasing emphasis on the internship program held by Indonesian Ministry of Education, Culture, Research, and Technology, a gap arises as students are limited in their exposure to real-world work environments. The objective of this research endeavour was to investigate university students' perceptions of field trip activities and assess how these experiences contribute to the development of students' autonomous learning skills. Qualitative data for this study were collected through two questionnaires, a preparation and a reflection Google sheet. The participants consisted of 27 students enrolled in the International Relations Study Program at UPN Veteran Jakarta. The findings of the study revealed that field trips offer numerous benefits to English for Professional Purposes students, including enhancing their understanding of academic concepts, providing a deeper real-world context for learning, and fostering social interaction. The questionnaire results demonstrated a predominantly positive perception among the students. Furthermore, a majority of the participants reported engaging in autonomous learning activities during the field trip, facilitated by the opportunity to interact with industry professionals and seek their guidance through questioning.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628697","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.9695
Essy Yunita Windari, Yenni Hayati
Transformation occurs when one type of art is replaced by another. Literary works can not only be translated, or transmitted from one language of work to another, but can also be translated into other forms of art. This research aims to describe the transformation of the short story Blokeng by Ahmad Tohari into a drama performance. The theory used is Rifaterre and Pradotokusumo's transformation theory. This research method is descriptive qualitative. The research results show that there are two transformation processes that occur. First, five data were found in the form of expansion or additions to the plot and characters of the short story Blokeng by Ahmad Tohari in drama performances. Second, two modified data were found from the short story Blokeng by Ahmad Tohari for drama performances. Third, there are seven things from the research results regarding the transformation of short stories into drama performances that can be applied to the Drama Appreciation course. The creation of an adapted drama performance as a form of change in a literary work may result in several differences from the work that is the reference. Thus, in the process of adapting a literary work into a drama performance, one should still pay attention to the meaning of the story, so that the audience still gets a thorough understanding of the essence of the literary work when the transformation process occurs from what was originally a textual media then converted into an audio-visual media. or vice versa. Theoretically, this research contributes to providing knowledge to readers about the transformation of the short story Blokeng by Ahmad tohari into the drama performance. Furthermore, it is hoped that teaching materials will be produced that is useful for the Drama Appreciation course.
{"title":"Transformation of the Short Story Blokeng by Ahmad Tohari into a Drama Performance and Its Implications for Drama Appreciation Lectures","authors":"Essy Yunita Windari, Yenni Hayati","doi":"10.33394/jollt.v12i1.9695","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.9695","url":null,"abstract":"Transformation occurs when one type of art is replaced by another. Literary works can not only be translated, or transmitted from one language of work to another, but can also be translated into other forms of art. This research aims to describe the transformation of the short story Blokeng by Ahmad Tohari into a drama performance. The theory used is Rifaterre and Pradotokusumo's transformation theory. This research method is descriptive qualitative. The research results show that there are two transformation processes that occur. First, five data were found in the form of expansion or additions to the plot and characters of the short story Blokeng by Ahmad Tohari in drama performances. Second, two modified data were found from the short story Blokeng by Ahmad Tohari for drama performances. Third, there are seven things from the research results regarding the transformation of short stories into drama performances that can be applied to the Drama Appreciation course. The creation of an adapted drama performance as a form of change in a literary work may result in several differences from the work that is the reference. Thus, in the process of adapting a literary work into a drama performance, one should still pay attention to the meaning of the story, so that the audience still gets a thorough understanding of the essence of the literary work when the transformation process occurs from what was originally a textual media then converted into an audio-visual media. or vice versa. Theoretically, this research contributes to providing knowledge to readers about the transformation of the short story Blokeng by Ahmad tohari into the drama performance. Furthermore, it is hoped that teaching materials will be produced that is useful for the Drama Appreciation course.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"9 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628740","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.9372
Sri Yuliani, D. Rizqiani, Ari Linarta
This study aims to determine the impact of educational robot on increasing English vocabulary as a foreign language. Pre-experimental research design was conducted with 35 first grade junior high school students as sample. The pre-post English vocabulary test was given to the sample and the research were done in eight meetings. In the control class there was no action treatment and did not use robots in learning but in the treatment class, researchers used educational robots, namely the Evoce robot in learning. From the comparison between the two classes both the control class and the treatment class from the pre and post English vocabulary tests, the result finding showed in the t-test score based on the value of df = 35-1 = 34 at a significant level of 5%, a ttable of 1.0691 is obtained and at a significant level of 1%, a ttable of 2.441 is obtained. With a tcount of 9.899, which means that it is greater than ttable at a significance level of 5% and 1%, (1.0691 < 9.899 > 2.441) then Ho is rejected and Ha is accepted. In summary, the Evoce robot has given contribution in young learners’ English vocabulary. It recommended that the educational robot may become one of alternative media to be used for recent days for English vocabulary class.
{"title":"Words and Bots: An Empirical Experiment Vocabulary Mastery with Robotics in Young Children","authors":"Sri Yuliani, D. Rizqiani, Ari Linarta","doi":"10.33394/jollt.v12i1.9372","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.9372","url":null,"abstract":"This study aims to determine the impact of educational robot on increasing English vocabulary as a foreign language. Pre-experimental research design was conducted with 35 first grade junior high school students as sample. The pre-post English vocabulary test was given to the sample and the research were done in eight meetings. In the control class there was no action treatment and did not use robots in learning but in the treatment class, researchers used educational robots, namely the Evoce robot in learning. From the comparison between the two classes both the control class and the treatment class from the pre and post English vocabulary tests, the result finding showed in the t-test score based on the value of df = 35-1 = 34 at a significant level of 5%, a ttable of 1.0691 is obtained and at a significant level of 1%, a ttable of 2.441 is obtained. With a tcount of 9.899, which means that it is greater than ttable at a significance level of 5% and 1%, (1.0691 < 9.899 > 2.441) then Ho is rejected and Ha is accepted. In summary, the Evoce robot has given contribution in young learners’ English vocabulary. It recommended that the educational robot may become one of alternative media to be used for recent days for English vocabulary class.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"35 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534892","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.9140
L. Setyowati, S. Sukmawan, Sari Karmina, Barotun Mabaroh
Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.
{"title":"The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance","authors":"L. Setyowati, S. Sukmawan, Sari Karmina, Barotun Mabaroh","doi":"10.33394/jollt.v12i1.9140","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.9140","url":null,"abstract":"Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"56 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535158","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.9712
Dedi Aprianto, S. Sutarman, Wafika Ofara
Gender differences is assummed as the general individual’s differences that exists and catches an attention of many aspects in ELT. Writing techniques could have examined and yielded the potential facts in gender differences on the development of writing proficiency in English language learning. The study aims at identifying paraphrase techniques in gender differences and to explore the challenges the students encountered. A Mixed method research design was carried out. The participants of this study were 33 male students and 34 female students for writing test and 5 male students and 5 female students for interview. Data collection invloved the distribution of writing tests to the participants and doing interview. The findings showed that the frequency pertentages for male students NC 14%, Mi.R 27%, Mo.R 28%, SR 31% & for female students NC 31%, Mi.R 21%, Mo.R 29%, SR 37%. The most frequent paraphrase technique employed by male and female students is moderate revision (SR). Then, male students (57,73%) are more dominant than female students (41.32%) in using syntactical paraphrase, male students (37,65%) more frequent than female students (32,62%) in using semantic paraphrase, female students (26.06%) are more frequent than male students (4.62%) in using organizational paraphrase. The paraphrase challenges found on how to organize the ideas, problems of source text comprehension, problems of stylistic styles of writing, grammar or rules of sentences and vocabulary knowledge (Language Proficiency-Based Problems).
{"title":"Analyzing the Paraphrasing Techniques in Academic Writing Skills and the Paraphrasing Challenges Across Gender","authors":"Dedi Aprianto, S. Sutarman, Wafika Ofara","doi":"10.33394/jollt.v12i1.9712","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.9712","url":null,"abstract":"Gender differences is assummed as the general individual’s differences that exists and catches an attention of many aspects in ELT. Writing techniques could have examined and yielded the potential facts in gender differences on the development of writing proficiency in English language learning. The study aims at identifying paraphrase techniques in gender differences and to explore the challenges the students encountered. A Mixed method research design was carried out. The participants of this study were 33 male students and 34 female students for writing test and 5 male students and 5 female students for interview. Data collection invloved the distribution of writing tests to the participants and doing interview. The findings showed that the frequency pertentages for male students NC 14%, Mi.R 27%, Mo.R 28%, SR 31% & for female students NC 31%, Mi.R 21%, Mo.R 29%, SR 37%. The most frequent paraphrase technique employed by male and female students is moderate revision (SR). Then, male students (57,73%) are more dominant than female students (41.32%) in using syntactical paraphrase, male students (37,65%) more frequent than female students (32,62%) in using semantic paraphrase, female students (26.06%) are more frequent than male students (4.62%) in using organizational paraphrase. The paraphrase challenges found on how to organize the ideas, problems of source text comprehension, problems of stylistic styles of writing, grammar or rules of sentences and vocabulary knowledge (Language Proficiency-Based Problems).","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628200","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.9653
Mona Nofya, Atmazaki Atmazaki
This study aimed to describe the effect of using the inquiring mind want to know technique assisted by audiovisual media in the learning outcomes of observation report text writing skills of class X students of SMA Negeri 1 Painan. This study was quantitative research that applied the experimental method with a 2×2 factorial design. Data collection was carried out by tests and questionnaires, tests were carried out to obtain data on the results of learning the skills of writing text reports on observations and questionnaires were carried out to obtain data on learning motivation. The data analysis process was carried out using the IMB SPSS Statistics 26 application. Based on the result of data analysis in this study, several conclusions were obtained. First, there was an influence of the use of the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of the writing skills of observation reports. Second, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with high learning motivation. Third, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with low learning motivation. Fourth, there is no interaction between the inquiring mind want to know technique assisted by audiovisual media and learning motivation in influencing the writing skills of observation report texts.
{"title":"Investigating the Effect of Inquiring Mind Want to Know Assissted by Audiovisual Media and Learning Motivation Students’ Writing Skills","authors":"Mona Nofya, Atmazaki Atmazaki","doi":"10.33394/jollt.v12i1.9653","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.9653","url":null,"abstract":"This study aimed to describe the effect of using the inquiring mind want to know technique assisted by audiovisual media in the learning outcomes of observation report text writing skills of class X students of SMA Negeri 1 Painan. This study was quantitative research that applied the experimental method with a 2×2 factorial design. Data collection was carried out by tests and questionnaires, tests were carried out to obtain data on the results of learning the skills of writing text reports on observations and questionnaires were carried out to obtain data on learning motivation. The data analysis process was carried out using the IMB SPSS Statistics 26 application. Based on the result of data analysis in this study, several conclusions were obtained. First, there was an influence of the use of the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of the writing skills of observation reports. Second, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with high learning motivation. Third, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with low learning motivation. Fourth, there is no interaction between the inquiring mind want to know technique assisted by audiovisual media and learning motivation in influencing the writing skills of observation report texts.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628229","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 : 2024-01-09DOI: 10.33394/jollt.v12i1.8377
Raulina Suci Maharani, Nur Afifi
The advance of mobile technology combined with aggregating customers viewing habits have increased the growth of subcription vidio on demand (SVoD) services. Although this SVoD services potentially offer some benefits in L2 learning. Little has known about the benefit of SVoD in term of L2 learning. Therefore, this study aimed to find out EFL students’ perception in UIN Maulana Malik Ibrahim Malang about the effect of watching English movies and series in Netflix as digital L2 learning aid on their listening and speaking skills. The study used mixed-method approach focusing on sequential explanatory research design. Questionnaire and interview were used in collecting the data. The respondents for questionnaires were fifteen students of English Education Department of UIN Maulana Malik Ibrahim Malang, and the informants for the interview were five students. Then they were analyzed and interpreted through percentage and qualitative procedures. The findings indicated that English Education Department students have positive perception about Netflix as digital L2 learning aid. It showed that Netflix has direct influence in comprehending English Education Department Students’ listening and speaking skills.
{"title":"Promoting Self-Directed Learning through Netflix as a Learnng Aid of Listening and Speaking: An Investigation toward EFL Students’ Voices","authors":"Raulina Suci Maharani, Nur Afifi","doi":"10.33394/jollt.v12i1.8377","DOIUrl":"https://doi.org/10.33394/jollt.v12i1.8377","url":null,"abstract":"The advance of mobile technology combined with aggregating customers viewing habits have increased the growth of subcription vidio on demand (SVoD) services. Although this SVoD services potentially offer some benefits in L2 learning. Little has known about the benefit of SVoD in term of L2 learning. Therefore, this study aimed to find out EFL students’ perception in UIN Maulana Malik Ibrahim Malang about the effect of watching English movies and series in Netflix as digital L2 learning aid on their listening and speaking skills. The study used mixed-method approach focusing on sequential explanatory research design. Questionnaire and interview were used in collecting the data. The respondents for questionnaires were fifteen students of English Education Department of UIN Maulana Malik Ibrahim Malang, and the informants for the interview were five students. Then they were analyzed and interpreted through percentage and qualitative procedures. The findings indicated that English Education Department students have positive perception about Netflix as digital L2 learning aid. It showed that Netflix has direct influence in comprehending English Education Department Students’ listening and speaking skills.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139628446","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：