Pub Date : 2024-01-06DOI: 10.30998/inference.v6i1.17543
Denhaz Nurul Hakim, Mamik Suendarti
The study intends to show how teachers perceive their students' progress in studying English during and after the pandemic and their digital literacy abilities. The research was conducted utilizing a case study qualitative methodology, which involved interviewing four English instructors at private junior high schools in Bandung City in addition to surveying a population and a sample of 15 English teachers. The study's findings demonstrate that: 1) The teacher can effectively convey the fundamentalsof digital literacy, including its components—understanding, skills, and initiatives to raise awareness and proficiency—in these areas. 2) The teacher can adequately describe the process of learning English during a pandemic, taking into account the learning design, problems, and benefits of learning during a pandemic, as well as the effects of digital literacy on the process. 3) The teacher is able to plan the English learning process that will take place once the pandemic is over, taking into account learning challenges after the pandemic, the effects of digital literacy on the learning process after the pandemic, and the effects of learning during the pandemic on the learning process after the pandemic.
{"title":"The Perceptions of Teachers Regarding Digital Literacy and The English Teaching Learning Process","authors":"Denhaz Nurul Hakim, Mamik Suendarti","doi":"10.30998/inference.v6i1.17543","DOIUrl":"https://doi.org/10.30998/inference.v6i1.17543","url":null,"abstract":"The study intends to show how teachers perceive their students' progress in studying English during and after the pandemic and their digital literacy abilities. The research was conducted utilizing a case study qualitative methodology, which involved interviewing four English instructors at private junior high schools in Bandung City in addition to surveying a population and a sample of 15 English teachers. The study's findings demonstrate that: 1) The teacher can effectively convey the fundamentalsof digital literacy, including its components—understanding, skills, and initiatives to raise awareness and proficiency—in these areas. 2) The teacher can adequately describe the process of learning English during a pandemic, taking into account the learning design, problems, and benefits of learning during a pandemic, as well as the effects of digital literacy on the process. 3) The teacher is able to plan the English learning process that will take place once the pandemic is over, taking into account learning challenges after the pandemic, the effects of digital literacy on the learning process after the pandemic, and the effects of learning during the pandemic on the learning process after the pandemic.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"103 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513115","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 : 2024-01-06DOI: 10.30998/inference.v6i1.14643
Muhammad Syafaat, Gustaman Saragih
The aim of the research is 1) to analyze and clarify types of presupposition found in the Novel Pride and Prejudice by Jane Austen. 2) to analyze derivational affixes found in Novel Pride and Prejudice by Jane Austen. The research method is descriptive qualitative. The data of this research is gained from the novel which found 40 data of presupposition and 50 data of derivational affix. Analysis is fulfilled with each of the utterance is divided and distributed into six kind of presupposition, and every word/base that contain derivational affix is divided and distribute to nine affixation process explained by tree diagram. The result of the research is the Existential Presupposition is the first mostused with amount 11 data out of 40 data. Existential Presupposition has 27,5% in dialogue. Verb to Noun is the most dominant derivational affix process with total 12 data out of 50 data getting 24% portion.
{"title":"Types of Presupposition and Derivational Affix in the Novel Pride and Prejudice by Jane Austen","authors":"Muhammad Syafaat, Gustaman Saragih","doi":"10.30998/inference.v6i1.14643","DOIUrl":"https://doi.org/10.30998/inference.v6i1.14643","url":null,"abstract":"The aim of the research is 1) to analyze and clarify types of presupposition found in the Novel Pride and Prejudice by Jane Austen. 2) to analyze derivational affixes found in Novel Pride and Prejudice by Jane Austen. The research method is descriptive qualitative. The data of this research is gained from the novel which found 40 data of presupposition and 50 data of derivational affix. Analysis is fulfilled with each of the utterance is divided and distributed into six kind of presupposition, and every word/base that contain derivational affix is divided and distribute to nine affixation process explained by tree diagram. The result of the research is the Existential Presupposition is the first mostused with amount 11 data out of 40 data. Existential Presupposition has 27,5% in dialogue. Verb to Noun is the most dominant derivational affix process with total 12 data out of 50 data getting 24% portion.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"68 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513310","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 : 2024-01-06DOI: 10.30998/inference.v6i1.11035
Subandriyo Subandriyo
After the World War II, English has become the language of the world. It is used in various communications from business, culture, technology, education and world’s politic. In education, it is extremely important for vocational school to learn ESP as the students are being prepared to enter the work force directly after graduation. However, researcher found that there is no ESP textbook available nor training is provided to teachers how to adjust the textbook to teach ESP. The textbooks producedeither by the government and private publishers are general English and do not have ESP appropriate for each SMK major. There are over 18 majors in SMK and each require an ESP to help them acquire sufficient skill and knowledge relate to their field of study. The lack of ESP textbook for the students should become the concern of the Ministry of Education and all English educators. It is surprising to find that there is no formal ESP textbook available in the market. Producing qualified learning materials is crucial in preparing the SMK graduates to enter the workforce in the era of globalization.
{"title":"English For Specific Purposes in SMK – The Ambition Versus Reality","authors":"Subandriyo Subandriyo","doi":"10.30998/inference.v6i1.11035","DOIUrl":"https://doi.org/10.30998/inference.v6i1.11035","url":null,"abstract":"After the World War II, English has become the language of the world. It is used in various communications from business, culture, technology, education and world’s politic. In education, it is extremely important for vocational school to learn ESP as the students are being prepared to enter the work force directly after graduation. However, researcher found that there is no ESP textbook available nor training is provided to teachers how to adjust the textbook to teach ESP. The textbooks producedeither by the government and private publishers are general English and do not have ESP appropriate for each SMK major. There are over 18 majors in SMK and each require an ESP to help them acquire sufficient skill and knowledge relate to their field of study. The lack of ESP textbook for the students should become the concern of the Ministry of Education and all English educators. It is surprising to find that there is no formal ESP textbook available in the market. Producing qualified learning materials is crucial in preparing the SMK graduates to enter the workforce in the era of globalization.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140512995","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 : 2024-01-06DOI: 10.30998/inference.v6i1.12685
Renyta Elfrida Simanjuntak, Gustaman Saragih
The aims of this research: 1. To describe in detail the implementation of Interdisciplinary learning. 2. To describe the planning of implementation, 3. To describe the process of Interdisciplinary between English and Economy , 4. To describe the assessment done 5.To describe in detail the students’ achievements as the effect for Speaking and Writing skills .The population is class X of SMA Lentera Harapan Curug. The sample is 35 and the method is descriptive research, and it is a case study. The results show: 1. The interdisciplinary implemented is multidisciplinary because it is suitable for the high school. 2.The interdisciplinary learning planning is at the beginning of the semester. 3.The implementation consists of preliminary, core, and closing activities. 4.The assessment facilitated an authentic to assess the cognitive, psychomotor, and affective domains.5.The implementation developed students writing and speaking skills that can be seen from the student’s achievement which is in good score.
本研究的目的1.详细描述跨学科学习的实施情况。2.2.描述实施规划，3.描述英语和经济之间的跨学科过程，4.描述所做的评估，5.详细描述学生的成绩对口语和写作技能的影响。研究对象为 SMA Lentera Harapan Curug 的 X 班。样本为 35 个，研究方法为描述性研究，属于个案研究。结果显示1.实施的跨学科是多学科的，因为它适合高中。2.跨学科学习计划是在学期初制定的。3.实施活动包括初步活动、核心活动和结束活动。4.评估促进了对认知、心理运动和情感领域的真实评估。5.实施过程中培养了学生的写作和口语技能，这可以从学生取得的良好成绩中看出。
{"title":"Analysis of The Implementation of Interdisciplinary Learning in Improving Students’ English Speaking and Writing Skill","authors":"Renyta Elfrida Simanjuntak, Gustaman Saragih","doi":"10.30998/inference.v6i1.12685","DOIUrl":"https://doi.org/10.30998/inference.v6i1.12685","url":null,"abstract":"The aims of this research: 1. To describe in detail the implementation of Interdisciplinary learning. 2. To describe the planning of implementation, 3. To describe the process of Interdisciplinary between English and Economy , 4. To describe the assessment done 5.To describe in detail the students’ achievements as the effect for Speaking and Writing skills .The population is class X of SMA Lentera Harapan Curug. The sample is 35 and the method is descriptive research, and it is a case study. The results show: 1. The interdisciplinary implemented is multidisciplinary because it is suitable for the high school. 2.The interdisciplinary learning planning is at the beginning of the semester. 3.The implementation consists of preliminary, core, and closing activities. 4.The assessment facilitated an authentic to assess the cognitive, psychomotor, and affective domains.5.The implementation developed students writing and speaking skills that can be seen from the student’s achievement which is in good score.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"109 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513153","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 : 2024-01-06DOI: 10.30998/inference.v6i1.17048
Wihandoyo Ming, S. Supeno
The objectives of this research is to indicate the errors in the use of Imperative and Passive Voice in the students’ procedure text. The writer uses qualitative descriptive research method. The technique of collecting data of Imperative and Passive Voice was content analysis that was acquired from the students’ writing product. The data of this study is based on Jacob’s theory cited in Meliawati that content or document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. In conclusion, content analysis also helps the writer to find research that fits the writer’s passion rather than needing to find a passion that fits the research. The result of this study is that the teacher should be more conscious and pay more attention to students' learning process in using Imperative and Passive Voice in writing procedure text especially how to design a strategy of teaching language features used in Imperative and Passive Voice.
{"title":"The Erratic Use of Imperative and Passive Voice in Procedure Text Writing Ability","authors":"Wihandoyo Ming, S. Supeno","doi":"10.30998/inference.v6i1.17048","DOIUrl":"https://doi.org/10.30998/inference.v6i1.17048","url":null,"abstract":"The objectives of this research is to indicate the errors in the use of Imperative and Passive Voice in the students’ procedure text. The writer uses qualitative descriptive research method. The technique of collecting data of Imperative and Passive Voice was content analysis that was acquired from the students’ writing product. The data of this study is based on Jacob’s theory cited in Meliawati that content or document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. In conclusion, content analysis also helps the writer to find research that fits the writer’s passion rather than needing to find a passion that fits the research. The result of this study is that the teacher should be more conscious and pay more attention to students' learning process in using Imperative and Passive Voice in writing procedure text especially how to design a strategy of teaching language features used in Imperative and Passive Voice.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"66 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513450","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 : 2024-01-06DOI: 10.30998/inference.v6i1.12683
Mega Nurmalisa Ayu Puspita, M. Lapasau
This study aims to describe in detail and clearly the leadership style of King George VI and the value of his friendship with the therapist, Lionel Logue in the film The King's Speech. The object of this research is the film The King's Speech, which generally tells the story of King George VI who stuttered in speaking. This research method is descriptive qualitative. The analysis in this study uses Roland Barthes' semiotics through two stages of significance, namely denotation and connotation. By observing the scenes in the film. The results of this study indicate and describe that King George VI has a team leadership style on a scale of 9.9 and the value of friendship between King George VI and his therapist has met the proper values, namely understanding, honesty, trust, cooperation and loyalty.
{"title":"The Leadership and Friendship King of George VI in The King’s Speech Movie by Tom Hooper","authors":"Mega Nurmalisa Ayu Puspita, M. Lapasau","doi":"10.30998/inference.v6i1.12683","DOIUrl":"https://doi.org/10.30998/inference.v6i1.12683","url":null,"abstract":"This study aims to describe in detail and clearly the leadership style of King George VI and the value of his friendship with the therapist, Lionel Logue in the film The King's Speech. The object of this research is the film The King's Speech, which generally tells the story of King George VI who stuttered in speaking. This research method is descriptive qualitative. The analysis in this study uses Roland Barthes' semiotics through two stages of significance, namely denotation and connotation. By observing the scenes in the film. The results of this study indicate and describe that King George VI has a team leadership style on a scale of 9.9 and the value of friendship between King George VI and his therapist has met the proper values, namely understanding, honesty, trust, cooperation and loyalty.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"111 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513206","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 : 2024-01-06DOI: 10.30998/inference.v6i1.10974
Firda Fauziah Nur Sajidin, S. Supeno
The research aims to describe and analyze the students writing skills and critical thinking by making reflective writing. Specifically, this research is conducted to find out: (1) Whether or not Reflective Writing could improve students' writing skills. (2) Whether or not Critical Thinking Disposition appears in Reflective Writing. (3) Participants' response to Reflective Writing. This research is conducted in qualitative, particularly in a case study. The result shows that all participants improve their skills in general writing. The participants improve in the general aspects of writing such as content, organization, grammar, vocabulary, and mechanics. In making reflection, two participants improve the level of reflection that is from non-reflection become in the understanding level and in the reflection level or the third level. However, a participant is in the same level of reflection that is still at the level of non-reflection. The Critical Thinking Dispositions that appear in this research are Open-Mindedness, Inquisitiveness, Systematic, and Analyticity. In addition, the participants present a positive response to reflective writing because RW helps in self-evaluation and self-awareness.
{"title":"Students’ Critical Thinking and Writing Skills Regarded to Reflective Writing","authors":"Firda Fauziah Nur Sajidin, S. Supeno","doi":"10.30998/inference.v6i1.10974","DOIUrl":"https://doi.org/10.30998/inference.v6i1.10974","url":null,"abstract":"The research aims to describe and analyze the students writing skills and critical thinking by making reflective writing. Specifically, this research is conducted to find out: (1) Whether or not Reflective Writing could improve students' writing skills. (2) Whether or not Critical Thinking Disposition appears in Reflective Writing. (3) Participants' response to Reflective Writing. This research is conducted in qualitative, particularly in a case study. The result shows that all participants improve their skills in general writing. The participants improve in the general aspects of writing such as content, organization, grammar, vocabulary, and mechanics. In making reflection, two participants improve the level of reflection that is from non-reflection become in the understanding level and in the reflection level or the third level. However, a participant is in the same level of reflection that is still at the level of non-reflection. The Critical Thinking Dispositions that appear in this research are Open-Mindedness, Inquisitiveness, Systematic, and Analyticity. In addition, the participants present a positive response to reflective writing because RW helps in self-evaluation and self-awareness.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"72 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513238","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 : 2024-01-06DOI: 10.30998/inference.v6i1.10709
Erwan Erwan, Ira Miranti
The research aims at finding out the effects of students’ perception on learning media and self-efficacy towards English learning achievement at Senior High Schools in Depok, finding out the effect of students’ perception on learning media towards English learning achievement at Senior High Schools in Depok, and finding out the effect of students’ self-efficacy towards English learning achievement at Senior High School Students in Depok. This study used survey approach. The population of the study is 530 students, and the sample is 100 students. The analysis uses t test and F test. Based on data analysis, it is found that there is a significant effect of students’ perception on learning media (X1) and self-efficacy jointly towards English learning achievement with Sig. (0,000) > 0,05 and F-value 1,521, Students’ Perception on learning media has a significant effect on English Learning Achievement with the value of sig is 0.018 <0.05 and the t-count value 1.240, and Self-Efficacy has a significant effect towards English learning achievement with the value of sig is 0.087 <0.05 and the t-count 1.330.The iresearch iaims iat ifinding iout ithe ieffects iof istudents’ iperception ion ilearning media iand iself-efficacy itowards iEnglish ilearning iachievement iat
本研究旨在找出德波高中学生对学习媒体和自我效能感的看法对英语学习成绩的影响，找出德波高中学生对学习媒体的看法对英语学习成绩的影响，找出德波高中学生的自我效能感对英语学习成绩的影响。本研究采用调查法。研究对象为 530 名学生，样本为 100 名学生。分析采用 t 检验和 F 检验。根据数据分析发现，学生对学习媒体的认知（X1）和自我效能感共同对英语学习成绩有显著影响，Sig（0,000）大于 0,05，F 值为 1,521，学生对学习媒体的认知对英语学习成绩有显著影响，Sig 值为 0.本研究旨在找出学生对学习媒体的认知和自我效能感对德福高中英语学习成绩的影响、了解学生对学习媒体的感知对德博克高中英语学习成绩的影响，以及了解学生的自我效能感对德博克高中英语学习成绩的影响。本研究采用调查法，研究对象为530名学生，样本为100名学生。
{"title":"Students’ Perception on Online Learning Media and Self-fficacy during Covid 19 toward English Learning Achievement","authors":"Erwan Erwan, Ira Miranti","doi":"10.30998/inference.v6i1.10709","DOIUrl":"https://doi.org/10.30998/inference.v6i1.10709","url":null,"abstract":"The research aims at finding out the effects of students’ perception on learning media and self-efficacy towards English learning achievement at Senior High Schools in Depok, finding out the effect of students’ perception on learning media towards English learning achievement at Senior High Schools in Depok, and finding out the effect of students’ self-efficacy towards English learning achievement at Senior High School Students in Depok. This study used survey approach. The population of the study is 530 students, and the sample is 100 students. The analysis uses t test and F test. Based on data analysis, it is found that there is a significant effect of students’ perception on learning media (X1) and self-efficacy jointly towards English learning achievement with Sig. (0,000) > 0,05 and F-value 1,521, Students’ Perception on learning media has a significant effect on English Learning Achievement with the value of sig is 0.018 <0.05 and the t-count value 1.240, and Self-Efficacy has a significant effect towards English learning achievement with the value of sig is 0.087 <0.05 and the t-count 1.330.<span class=\"fontstyle0\">The </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">research </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">aims </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">at </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">finding </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">out </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">the </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">effects </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">of </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">students’ </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">perception </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">on </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">learning<br />media </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">and </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">self-efficacy </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">towards </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">English </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">learning </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">achievement </span><span class=\"fontstyle0\" style=\"color: #ffffff;\">i</span><span class=\"fontstyle0\">at </span><span class=","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513132","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 : 2024-01-06DOI: 10.30998/inference.v6i1.19448
Lovely Tabog, Clyden Varquez, Geralyn Familgan
This qualitative-phenomenological study envisioned understanding learners' negative experiences in speaking English inside the classroom at UM Peñaplata College, Island Garden City of Samal. It was emphasized in this study that learners experience emotional tensions, physiological symptoms, and mental difficulties when they speak English. Eight Grade 11 and 12 Senior High School participants in this study were involved in an In-depth Interview (IDI). Participants' negative experiences revealed six themes; inferiority complex, apprehension, indulging voluntary and involuntary movements, classroom distractions, difficulty in expressing thoughts, and teacher reproaches. From their coping mechanisms, seven themes emerged; diverting one’s attention, breathing techniques, composing oneself, crying behind closed doors, eating, cursing, and talking to trusted friends. Their insights exhibited four themes; lowers confidence level, induces motivation to strive more, furnishes avenues to gain lessons, and engenders disappointments and discouragements. Results suggested that for learners to overcome their negative speaking experiences, teachers' primary role is to create an environment that is student-friendly and convenient for them to speak their thoughts.
这项定性-现象学研究旨在了解萨马尔岛花园城市 UM Peñaplata 学院的学习者在课堂上说英语时的负面体验。本研究强调，学习者在说英语时会出现情绪紧张、生理症状和心理障碍。参与本研究的八名 11 年级和 12 年级高中生接受了深度访谈（IDI）。受试者的负面体验揭示了六个主题：自卑感、忧虑、放纵自主和非自主运动、课堂分心、难以表达思想和教师责备。从他们的应对机制来看，出现了七个主题：转移注意力、呼吸技巧、自我安慰、关起门来哭泣、进食、咒骂和与信任的朋友交谈。他们的见解表现出四个主题：降低自信水平、诱发更多努力的动力、提供获得教训的途径以及产生失望和气馁。研究结果表明，要让学生克服负面的口语体验，教师的首要任务是创造一个对学生友好的环境，方便他们说出自己的想法。
{"title":"Exigent Challenge: The Negative Speaking Experiences of Senior High School Students in UM Peñaplata College","authors":"Lovely Tabog, Clyden Varquez, Geralyn Familgan","doi":"10.30998/inference.v6i1.19448","DOIUrl":"https://doi.org/10.30998/inference.v6i1.19448","url":null,"abstract":"This qualitative-phenomenological study envisioned understanding learners' negative experiences in speaking English inside the classroom at UM Peñaplata College, Island Garden City of Samal. It was emphasized in this study that learners experience emotional tensions, physiological symptoms, and mental difficulties when they speak English. Eight Grade 11 and 12 Senior High School participants in this study were involved in an In-depth Interview (IDI). Participants' negative experiences revealed six themes; inferiority complex, apprehension, indulging voluntary and involuntary movements, classroom distractions, difficulty in expressing thoughts, and teacher reproaches. From their coping mechanisms, seven themes emerged; diverting one’s attention, breathing techniques, composing oneself, crying behind closed doors, eating, cursing, and talking to trusted friends. Their insights exhibited four themes; lowers confidence level, induces motivation to strive more, furnishes avenues to gain lessons, and engenders disappointments and discouragements. Results suggested that for learners to overcome their negative speaking experiences, teachers' primary role is to create an environment that is student-friendly and convenient for them to speak their thoughts.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"109 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513210","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 : 2024-01-06DOI: 10.30998/inference.v6i1.14694
Mauril Basri, Oom Rohmah
The present study investigates the representation of Indonesian millennials in the 2019presidential election in the mass media. How the media portray the millennials in news media becomes the purpose of this research. Qualitative research is employed to analyze the data. The data itself is taken from a news article from the Jakarta Post, “Millennials could be key to the election if they vote.” The tool used to analyze the written text is the critical analysis discourse proposed by Van Dijk (2011) and Fairclough (2005). It is found that millennials in the news article view millennials as an object. Their roles have not been explored deeply to see their potential in developing better political life. Millennials are urgently needed only for the sake of their voices and votes not their contribution to the politic itself.
本研究调查了 2019 年总统大选中印度尼西亚千禧一代在大众媒体中的表现。媒体如何在新闻媒体中描绘千禧一代成为本研究的目的。本研究采用定性研究来分析数据。数据本身取自《雅加达邮报》的一篇新闻报道："如果千禧一代投票，他们可能成为大选的关键"。用于分析书面文本的工具是 Van Dijk（2011 年）和 Fairclough（2005 年）提出的批判性分析话语。研究发现，新闻报道中的千禧一代将千禧一代视为客体。他们的作用没有得到深入挖掘，无法看到他们在发展更好的政治生活方面的潜力。千禧一代迫切需要的仅仅是他们的声音和选票，而不是他们对政治本身的贡献。
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