Pub Date : 2022-07-24DOI: 10.31002/metathesis.v6i1.181
Imam Sudarmaji, Aprianna Simgih
Listening Comprehension is the language skills should be developed through listening to children as they grow. Listening Comprehension has been claimed as the most challenging skill to teach since many research found that EFL learners are worried to have a listening class. This research aimed to know whether there is a significant effect of Advance Organizers (AOs) and Think-Pair-Share (TPS) on EFL learners’ listening comprehension. This study is to determine which one is more dominant between Advance Organizers (AOs) and Think-Pair-Share (TPS) to increase EFL learners’ listening comprehension in the Eleventh grade of a senior high school on Tangerang Regency. This research is a quantitative method, with 36 learners as the sample which is taken non-random by using quasi-experimental research time-series design. The data were collected by using the test including pretest and posttest. The results revealed that there was a significant effect used by Advance Organizers and Think-Pair-Share. Therefore, Advance Organizers was more dominant than Think-Pair-Share to increase EFL learners’ listening comprehension.
{"title":"Comparing the Effect of AOs and TPS on EFL Learners’ Listening Comprehension","authors":"Imam Sudarmaji, Aprianna Simgih","doi":"10.31002/metathesis.v6i1.181","DOIUrl":"https://doi.org/10.31002/metathesis.v6i1.181","url":null,"abstract":"Listening Comprehension is the language skills should be developed through listening to children as they grow. Listening Comprehension has been claimed as the most challenging skill to teach since many research found that EFL learners are worried to have a listening class. This research aimed to know whether there is a significant effect of Advance Organizers (AOs) and Think-Pair-Share (TPS) on EFL learners’ listening comprehension. This study is to determine which one is more dominant between Advance Organizers (AOs) and Think-Pair-Share (TPS) to increase EFL learners’ listening comprehension in the Eleventh grade of a senior high school on Tangerang Regency. This research is a quantitative method, with 36 learners as the sample which is taken non-random by using quasi-experimental research time-series design. The data were collected by using the test including pretest and posttest. The results revealed that there was a significant effect used by Advance Organizers and Think-Pair-Share. Therefore, Advance Organizers was more dominant than Think-Pair-Share to increase EFL learners’ listening comprehension.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78430444","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 : 2022-05-23DOI: 10.31002/metathesis.v6i1.138
Meng-Hsuan Wu, Ya-huei Wang
This study intends to examine the stages of the hero’s journey based on the mythic structure of Campbell’s monomyth and use the monomyth to analyze how a ten-year-old girl, Chihiro, embarks on a journey to the supernatural world in Spirited Away. The study uses content analysis, a descriptive qualitative method, to analyze the monomyth: a departure–initiation–return journey covering seventeen stages. The monomyth involves metamorphoses and challenges that the heroine Chihiro encounters and explores her evolution during her transition to full autonomy in order to reach transformation and self-individuation. Chihiro, in order to rescue her parents, is destined to take the journey: to sink into darkness, the unconscious, and encounter her natural and primitive essence. By fighting against conflict or opposition, Chihiro, as a mythical heroine, completes her monomyth cycle and attains transformation and regeneration.
{"title":"Using Mythic Structure of Campbell’s Monomyth to Analyze Spirited Away: A Heroine’s Journey","authors":"Meng-Hsuan Wu, Ya-huei Wang","doi":"10.31002/metathesis.v6i1.138","DOIUrl":"https://doi.org/10.31002/metathesis.v6i1.138","url":null,"abstract":"This study intends to examine the stages of the hero’s journey based on the mythic structure of Campbell’s monomyth and use the monomyth to analyze how a ten-year-old girl, Chihiro, embarks on a journey to the supernatural world in Spirited Away. The study uses content analysis, a descriptive qualitative method, to analyze the monomyth: a departure–initiation–return journey covering seventeen stages. The monomyth involves metamorphoses and challenges that the heroine Chihiro encounters and explores her evolution during her transition to full autonomy in order to reach transformation and self-individuation. Chihiro, in order to rescue her parents, is destined to take the journey: to sink into darkness, the unconscious, and encounter her natural and primitive essence. By fighting against conflict or opposition, Chihiro, as a mythical heroine, completes her monomyth cycle and attains transformation and regeneration.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85776064","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 reveal how Unbelievable portrays the differences between male and female detectives handling rape cases, to find out Duvall’s, the female detective, factors, and motivation in helping women victims, and to find out the values of women empowerment in Unbelievable. The research used qualitative method. Reader response, subjective criticism, and women empowerment were the bases theories used in the research. The data are sentences and conversations that show differences in treatment, mindset, factors and motivation, as well as the empowerment of the female main character. There are three results of this study; (1) three differences covering the victim treatment, investigation model, and the mindset between male and female detectives handling rape cases; sensitivity to the mental condition of the victim, clarity of providing investigative information, the efficiency of the investigation system, and assessment of the case and rape victims. (2) Duvall's factors and motivation include self-confidence, empathy, protestant work ethic, and Christian faith. (3) Duvall's success in bringing justice has given strength to victims and other values such as economic independence, freedom to get an education and career paths, balance roles at home and at work, are a reflection of women empowerment.
{"title":"Women Empowerment in Netflix Series Unbelievable","authors":"Anggita Riana Dewi, Yulistiyanti, Katharina Rustipa","doi":"10.31002/metathesis.v6i1.143","DOIUrl":"https://doi.org/10.31002/metathesis.v6i1.143","url":null,"abstract":"This research aims to reveal how Unbelievable portrays the differences between male and female detectives handling rape cases, to find out Duvall’s, the female detective, factors, and motivation in helping women victims, and to find out the values of women empowerment in Unbelievable. The research used qualitative method. Reader response, subjective criticism, and women empowerment were the bases theories used in the research. The data are sentences and conversations that show differences in treatment, mindset, factors and motivation, as well as the empowerment of the female main character. There are three results of this study; (1) three differences covering the victim treatment, investigation model, and the mindset between male and female detectives handling rape cases; sensitivity to the mental condition of the victim, clarity of providing investigative information, the efficiency of the investigation system, and assessment of the case and rape victims. (2) Duvall's factors and motivation include self-confidence, empathy, protestant work ethic, and Christian faith. (3) Duvall's success in bringing justice has given strength to victims and other values such as economic independence, freedom to get an education and career paths, balance roles at home and at work, are a reflection of women empowerment.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"201 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83684748","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 : 2022-05-23DOI: 10.31002/metathesis.v6i1.136
Sheila Anjarani, M. Furqon
There are many growing types of research about technology-supported feedback in English language teaching. Meanwhile, the study investigating audio feedback in virtual writing class during emergency remote teaching is still underexplored. In order to fill the gap, this research aims at investigating students’ perceptions towards audio feedback in virtual writing class. It employs a qualitative research design. Six students were voluntarily interviewed in this study. Furthermore, their writing was also observed. The findings of this study revealed that students view audio feedback positively. They admit that audio feedback is clear, personal, and detailed. Furthermore, students can feel the teaching presence because of the audio feedback. The further implications are discussed in this paper.
{"title":"Hearing Your Feedback Loud and Clear: Students’ Voices of Audio Feedback in Virtual Writing Class","authors":"Sheila Anjarani, M. Furqon","doi":"10.31002/metathesis.v6i1.136","DOIUrl":"https://doi.org/10.31002/metathesis.v6i1.136","url":null,"abstract":"There are many growing types of research about technology-supported feedback in English language teaching. Meanwhile, the study investigating audio feedback in virtual writing class during emergency remote teaching is still underexplored. In order to fill the gap, this research aims at investigating students’ perceptions towards audio feedback in virtual writing class. It employs a qualitative research design. Six students were voluntarily interviewed in this study. Furthermore, their writing was also observed. The findings of this study revealed that students view audio feedback positively. They admit that audio feedback is clear, personal, and detailed. Furthermore, students can feel the teaching presence because of the audio feedback. The further implications are discussed in this paper.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88114183","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 : 2021-12-09DOI: 10.31002/metathesis.v5i2.3716
A. Mursyid
To fill the absence of research in the context of communication strategies used by Papuan EFL students, this research would present and fill this knowledge gap. This research aimed to determine the types and their reasons of communication strategies used by Papuan EFL students. It applied qualitative study. The researcher used observation and interview as the research instruments. It was found that Papuan EFL employed fillers, code-switching, self-repetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. The reasons why Papuan EFL students do those communication strategies because of thinking time, anxiety, nervousness, doubt, worriedness, hesitation, lack of knowledge, lack of vocabulary, grammatical errors, and self-confidence.
{"title":"Communication Strategies Used by Papuan EFL Students","authors":"A. Mursyid","doi":"10.31002/metathesis.v5i2.3716","DOIUrl":"https://doi.org/10.31002/metathesis.v5i2.3716","url":null,"abstract":"To fill the absence of research in the context of communication strategies used by Papuan EFL students, this research would present and fill this knowledge gap. This research aimed to determine the types and their reasons of communication strategies used by Papuan EFL students. It applied qualitative study. The researcher used observation and interview as the research instruments. It was found that Papuan EFL employed fillers, code-switching, self-repetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. The reasons why Papuan EFL students do those communication strategies because of thinking time, anxiety, nervousness, doubt, worriedness, hesitation, lack of knowledge, lack of vocabulary, grammatical errors, and self-confidence.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76419263","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 : 2021-12-09DOI: 10.31002/metathesis.v5i2.3618
Yoga Purnama
The study investigated some difficulties on the implementation of learning English through online learning due to Covid-19 pandemic on students from Islamic Family Law of IAIN Surakarta in the academic year of 2020/2021. The type of this research is qualitative descriptive. The data in this study are learning problems that occur in English language online learning activities. The data collection technique was carried out by documentation techniques and observations. Data analysis used in this research is data collection, data reduction, data presentation and conclusion. The study found that there are three main difficulties which hinder English language teaching and learning process namely: (1) student’s limited skills of English, (2) lack of teacher supervision and interactions during the learning process, and (3) inadequate learning facilities and internet networks for online learning. The right implementation of learning strategy, communication, patience, and consideration on students’ condition become the key factors to overcome all the problems during online learning in pandemic era.
{"title":"Teacher’s Obstacles in English Online Learning during Covid-19 Pandemic","authors":"Yoga Purnama","doi":"10.31002/metathesis.v5i2.3618","DOIUrl":"https://doi.org/10.31002/metathesis.v5i2.3618","url":null,"abstract":"The study investigated some difficulties on the implementation of learning English through online learning due to Covid-19 pandemic on students from Islamic Family Law of IAIN Surakarta in the academic year of 2020/2021. The type of this research is qualitative descriptive. The data in this study are learning problems that occur in English language online learning activities. The data collection technique was carried out by documentation techniques and observations. Data analysis used in this research is data collection, data reduction, data presentation and conclusion. The study found that there are three main difficulties which hinder English language teaching and learning process namely: (1) student’s limited skills of English, (2) lack of teacher supervision and interactions during the learning process, and (3) inadequate learning facilities and internet networks for online learning. The right implementation of learning strategy, communication, patience, and consideration on students’ condition become the key factors to overcome all the problems during online learning in pandemic era.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75516432","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 : 2021-12-03DOI: 10.31002/metathesis.v5i2.4375
W. K. Sumarno, Dwi Wahyuningtyas, T. Ardianti, Adinda Aulia Rahmawati, Putri Shafira, Nur Imro’atus Solikha
Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.
{"title":"Expert Validation and Students’ Initial Field Trial Responses toward M-Write Academic Essay Writing Application","authors":"W. K. Sumarno, Dwi Wahyuningtyas, T. Ardianti, Adinda Aulia Rahmawati, Putri Shafira, Nur Imro’atus Solikha","doi":"10.31002/metathesis.v5i2.4375","DOIUrl":"https://doi.org/10.31002/metathesis.v5i2.4375","url":null,"abstract":"Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89305355","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 : 2021-12-03DOI: 10.31002/metathesis.v5i2.4231
Sry Mora Yuni Siahaan, Adaninggar Septi Subekti
The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.
{"title":"Pre-Service English Teachers’ Professional Identity Development: A Case Study","authors":"Sry Mora Yuni Siahaan, Adaninggar Septi Subekti","doi":"10.31002/metathesis.v5i2.4231","DOIUrl":"https://doi.org/10.31002/metathesis.v5i2.4231","url":null,"abstract":"The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82053358","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 : 2021-11-01DOI: 10.31002/metathesis.v5i2.4192
Disa Evawani Lestari, E. German
Instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as English learning tools. The incorporation of Instagram becomes a valuable resource as most university students use Instagram. This study aims to explore those features and to investigate students’ perceptions of Instagram as learning tools. The research participants are 50 students who speak English as a foreign language (EFL) studying at a university which applies English as a medium of instruction (EMI). The participants follow the researcher’s Instagram account and are notified by email for every new post. They, therefore, can view and participate in those posts. The data is gathered from an online questionnaire. The results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. In addition, cartoon post is favored as it provides funny and contextual use of the vocabulary which makes the vocabulary memorable. Hence, Instagram becomes effective English learning environment, which is supplementary to English classes, especially as an error correction and source of vocabulary input reaching massive number of students with only one post.
{"title":"Incorporating Instagram Features in EFL Learning Environment","authors":"Disa Evawani Lestari, E. German","doi":"10.31002/metathesis.v5i2.4192","DOIUrl":"https://doi.org/10.31002/metathesis.v5i2.4192","url":null,"abstract":"Instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as English learning tools. The incorporation of Instagram becomes a valuable resource as most university students use Instagram. This study aims to explore those features and to investigate students’ perceptions of Instagram as learning tools. The research participants are 50 students who speak English as a foreign language (EFL) studying at a university which applies English as a medium of instruction (EMI). The participants follow the researcher’s Instagram account and are notified by email for every new post. They, therefore, can view and participate in those posts. The data is gathered from an online questionnaire. The results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. In addition, cartoon post is favored as it provides funny and contextual use of the vocabulary which makes the vocabulary memorable. Hence, Instagram becomes effective English learning environment, which is supplementary to English classes, especially as an error correction and source of vocabulary input reaching massive number of students with only one post.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74185017","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 : 2021-10-27DOI: 10.31002/metathesis.v5i2.4004
N. Hidayah, Lilia . Indriani
Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers. The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.
{"title":"Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning","authors":"N. Hidayah, Lilia . Indriani","doi":"10.31002/metathesis.v5i2.4004","DOIUrl":"https://doi.org/10.31002/metathesis.v5i2.4004","url":null,"abstract":"Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers. The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"137 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86648923","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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