Pub Date : 2019-07-09DOI: 10.31849/utamax.v1i1.2551
Nofita Nofita, Ratih Saltri Yudar, Mutia Sari Nursafira
This article reviews research on informal digital English (IDLE) learning that has increased in the field of English language teaching to other language speakers and computer-assisted language learning written by Ju Seong Lee (2019), entitled Quantity and Diversity of informal digital learning of English published by Language Learning & Technology. This present paper uses descriptive qualitative analysis in an attempt to understand how the quantity and diversity of IDLE can make a unique contribution to the English language outcomes of EFL learners from the researcher's perspective. Lee uses hierarchical linear regression analysis to show that IDLE Quantity, Age, and Major are significant predictors of two affective variables (Confidence and Pleasure), while IDLE Diversity and Major significantly predict productive language outcomes (Speaking and Productive Vocabulary Knowledge), score in the standard English Test (TOEIC), and one affective variable (Lack of Anxiety). This present article aims to review and discuss the findings on the strengths and the weaknesses found in Lee’s 2019 article. The article Lee made seems to possess a clear flow on how to explain these two types of education and make this article easy to understand. Therefore, the replication of Lee’s research is easy enough for similar research purposes.
{"title":"Exploring Quantity and Diversity of Informal Digital Learning of English (IDLE): A Review of Selected Paper","authors":"Nofita Nofita, Ratih Saltri Yudar, Mutia Sari Nursafira","doi":"10.31849/utamax.v1i1.2551","DOIUrl":"https://doi.org/10.31849/utamax.v1i1.2551","url":null,"abstract":"This article reviews research on informal digital English (IDLE) learning that has increased in the field of English language teaching to other language speakers and computer-assisted language learning written by Ju Seong Lee (2019), entitled Quantity and Diversity of informal digital learning of English published by Language Learning & Technology. This present paper uses descriptive qualitative analysis in an attempt to understand how the quantity and diversity of IDLE can make a unique contribution to the English language outcomes of EFL learners from the researcher's perspective. Lee uses hierarchical linear regression analysis to show that IDLE Quantity, Age, and Major are significant predictors of two affective variables (Confidence and Pleasure), while IDLE Diversity and Major significantly predict productive language outcomes (Speaking and Productive Vocabulary Knowledge), score in the standard English Test (TOEIC), and one affective variable (Lack of Anxiety). This present article aims to review and discuss the findings on the strengths and the weaknesses found in Lee’s 2019 article. The article Lee made seems to possess a clear flow on how to explain these two types of education and make this article easy to understand. Therefore, the replication of Lee’s research is easy enough for similar research purposes.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89714682","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 : 2019-03-28DOI: 10.31849/utamax.v1i2.5576
R. Lestari
Implementing strategies of content chosen on the internet is a core aspect of achieving goals in expanding reading material. This study aims to investigate what are the strategies used by students on extending reading web content. This research is in the form of a survey at the English Department, Faculty of Teacher Training and Education, Universitas Lancang Kuning. There were 95 out of 126 EFL students selected randomly as participants from reading class. A set of Likert-scale questionnaires, adopted from Mokhtari and Reichard (2002), was used to collect the data. It consisted of 30 questions divided into three strategies: Global Reading Strategies, Problem Solving Strategies, and Support Reading Strategies. To answer the research questions, descriptive statistics (SPSS 16) were used to analyze EFL students’ strategies on extending reading web content questionnaires. The findings reveal that students' dominant strategy is the Problem Solving Strategies got from the mean score of 4.11 and a Standard Deviation of 0.98. It can be categorized into a high level. It means that the majority of students have a homogenous strategy for extending reading web content. The study also reveals that students believe that the content on the internet somehow is the right source of learning. Therefore this study highlighted that students have implemented a reading strategy to make them easier to understand a text's contents.
{"title":"Improving Reading Insights on Web Contents Based: A Survey on the Strategies Used by EFL Students","authors":"R. Lestari","doi":"10.31849/utamax.v1i2.5576","DOIUrl":"https://doi.org/10.31849/utamax.v1i2.5576","url":null,"abstract":"Implementing strategies of content chosen on the internet is a core aspect of achieving goals in expanding reading material. This study aims to investigate what are the strategies used by students on extending reading web content. This research is in the form of a survey at the English Department, Faculty of Teacher Training and Education, Universitas Lancang Kuning. There were 95 out of 126 EFL students selected randomly as participants from reading class. A set of Likert-scale questionnaires, adopted from Mokhtari and Reichard (2002), was used to collect the data. It consisted of 30 questions divided into three strategies: Global Reading Strategies, Problem Solving Strategies, and Support Reading Strategies. To answer the research questions, descriptive statistics (SPSS 16) were used to analyze EFL students’ strategies on extending reading web content questionnaires. The findings reveal that students' dominant strategy is the Problem Solving Strategies got from the mean score of 4.11 and a Standard Deviation of 0.98. It can be categorized into a high level. It means that the majority of students have a homogenous strategy for extending reading web content. The study also reveals that students believe that the content on the internet somehow is the right source of learning. Therefore this study highlighted that students have implemented a reading strategy to make them easier to understand a text's contents. ","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81791960","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 : 2019-01-01DOI: 10.31849/utamax.v1i2.6353
Fitri Arniati, S. Ningsih, Devianti Devianti, Arma Amir Hamzah
The introduction of English to young learners has been implemented for a long time with various strategies and approaches. However, not all of strategies the teacher used were successful in being applied in the classroom. Based on pre-observation, the students’ reading interest is low due to difficulty understanding the text. They have difficulty understanding sentences, and students can only find the meaning of the sentence or only understand the text content's outline. The present study aims to determine whether reading phonics strategy can improve students reading skill in second-grade of SMP Negeri 2 Sumarorong. The study used a pre-experimental method in one class given a pre-test and a final test. The population is the second-grade students and this study used a total sampling technique. The result of the data shows that the mean value in the final test is greater than the mean value of the initial test (79.52>60.800), and the t-test value is greater than the t-table value (12.046>2.046) at the level of increase of 0.05, with degrees of freedom (df) 24. This increase can also be seen from the post-test result, which is greater than the pre-test score. This evidence highlighted phonics reading strategy can improve students reading skill.
{"title":"Phonics Reading Strategy: An Alternative Strategy to Improve EYL Students’ Reading Skill","authors":"Fitri Arniati, S. Ningsih, Devianti Devianti, Arma Amir Hamzah","doi":"10.31849/utamax.v1i2.6353","DOIUrl":"https://doi.org/10.31849/utamax.v1i2.6353","url":null,"abstract":"The introduction of English to young learners has been implemented for a long time with various strategies and approaches. However, not all of strategies the teacher used were successful in being applied in the classroom. Based on pre-observation, the students’ reading interest is low due to difficulty understanding the text. They have difficulty understanding sentences, and students can only find the meaning of the sentence or only understand the text content's outline. The present study aims to determine whether reading phonics strategy can improve students reading skill in second-grade of SMP Negeri 2 Sumarorong. The study used a pre-experimental method in one class given a pre-test and a final test. The population is the second-grade students and this study used a total sampling technique. The result of the data shows that the mean value in the final test is greater than the mean value of the initial test (79.52>60.800), and the t-test value is greater than the t-table value (12.046>2.046) at the level of increase of 0.05, with degrees of freedom (df) 24. This increase can also be seen from the post-test result, which is greater than the pre-test score. This evidence highlighted phonics reading strategy can improve students reading skill.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77536146","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 : 2019-01-01DOI: 10.31849/utamax.v1i2.5876
Andrey Shastri
Women's educational human rights and gender equality is one of the burning topics nowadays. Following the gender equality framework proposed by United Nations in its Millennium Summit in 2000 declared "Gender equality and women empowerment". This present study tries to review gender equality for women in many aspects, including the major concern in this review, i.e., education and human right. After analyzing several documents in the net during the collection period, this study sees that women have achieved a lot. However, yes still they are lagging in terms of equality in education and human right. The fact showed women are far lagging and leave alone on the question of gender equality. The present paper explores and highlighted these issues as the central questions related to women's rights and also attempts to wrestle with the few challenges that faced by the women education system in India as a specific example. At last, this paper also try to highlight some strategy as to upgrade the status of women in society, ever since this study believes that Educating a woman will uplifts her life as well as the quality of the nation.
{"title":"Human Rights for Women's Development in Multidimensional: A Step towards Gender Equality in Education","authors":"Andrey Shastri","doi":"10.31849/utamax.v1i2.5876","DOIUrl":"https://doi.org/10.31849/utamax.v1i2.5876","url":null,"abstract":"Women's educational human rights and gender equality is one of the burning topics nowadays. Following the gender equality framework proposed by United Nations in its Millennium Summit in 2000 declared \"Gender equality and women empowerment\". This present study tries to review gender equality for women in many aspects, including the major concern in this review, i.e., education and human right. After analyzing several documents in the net during the collection period, this study sees that women have achieved a lot. However, yes still they are lagging in terms of equality in education and human right. The fact showed women are far lagging and leave alone on the question of gender equality. The present paper explores and highlighted these issues as the central questions related to women's rights and also attempts to wrestle with the few challenges that faced by the women education system in India as a specific example. At last, this paper also try to highlight some strategy as to upgrade the status of women in society, ever since this study believes that Educating a woman will uplifts her life as well as the quality of the nation.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72382415","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 : 2019-01-01DOI: 10.31849/utamax.v1i2.6226
Kurniawan Kurniawan, R. Rusdinal, A. Ananda, N. Gistituati
This review paper aims at giving a short outline regarding the examination of Teaching English Language instructing and teaching English Language as a Foreign Language (TEFL) between Indonesia and Singapore. The review based its analysis on a few elements which affect instructing and learning TEFL in the Indonesian context and Singapore, i.e., educator capabilities, teaching English language capability, homeroom size, understudies' inspiration, study hall situated learning, and restricted wellsprings of learning. The review highlighted that these are the factors which give impact on instructing and learning achievement. The review conducted its analysis under few limitations at work between language strategy and language encouraging study hall rehearsed in the two nations. This paper points out that understudies have different inspirations and foundation qualities altogether, making it hard to plan as an asset to a solitary educational program which will suit all (or at least most) understudies of the nation. Moreover, financial support for educators, resourcing, and the probability of huge class capacity in the Indonesian context appear differently in relation to Singapore. Low instructor compensations in Indonesia cause most educators to work in extra positions that lessen the time they can allot for exercise arrangement, endeavors to create practices and undertaking advancement by upgrading expert information, whereas instructors in Singapore are doing the full education time. Finally, the strategy and educational plan legislative issues have a significant impact on TEFL examination, thus understanding and correctly implementing them needs to be a requirement to language learning.
{"title":"The Context of Education on Teaching English between Indonesia and Singapore: A Review of Basic Elements","authors":"Kurniawan Kurniawan, R. Rusdinal, A. Ananda, N. Gistituati","doi":"10.31849/utamax.v1i2.6226","DOIUrl":"https://doi.org/10.31849/utamax.v1i2.6226","url":null,"abstract":"This review paper aims at giving a short outline regarding the examination of Teaching English Language instructing and teaching English Language as a Foreign Language (TEFL) between Indonesia and Singapore. The review based its analysis on a few elements which affect instructing and learning TEFL in the Indonesian context and Singapore, i.e., educator capabilities, teaching English language capability, homeroom size, understudies' inspiration, study hall situated learning, and restricted wellsprings of learning. The review highlighted that these are the factors which give impact on instructing and learning achievement. The review conducted its analysis under few limitations at work between language strategy and language encouraging study hall rehearsed in the two nations. This paper points out that understudies have different inspirations and foundation qualities altogether, making it hard to plan as an asset to a solitary educational program which will suit all (or at least most) understudies of the nation. Moreover, financial support for educators, resourcing, and the probability of huge class capacity in the Indonesian context appear differently in relation to Singapore. Low instructor compensations in Indonesia cause most educators to work in extra positions that lessen the time they can allot for exercise arrangement, endeavors to create practices and undertaking advancement by upgrading expert information, whereas instructors in Singapore are doing the full education time. Finally, the strategy and educational plan legislative issues have a significant impact on TEFL examination, thus understanding and correctly implementing them needs to be a requirement to language learning.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75471618","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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