Pub Date : 2023-05-31DOI: 10.24815/siele.v10i2.27911
Aries Utomo
American and British English variations in Indonesia are mostly known in society and schools. However, the two variations, including others, have not been taught specifically in schools. This current case study discusses English variations in ELT (English language teaching) by involving two senior high schools in rural areas of North Kalimantan, Indonesia, viewed from students’ perspectives. There are two aims of conducting this current research, namely: (1) to identify students’ perceptions of English variations used in learning English at senior high schools and (2) to analyze English variations taught by their English teachers. To collect data, questionnaires, interviews, and document analysis were employed. To analyze data, the interactive analytical model and the statistical formula were employed. Based on the findings, it was found that (1) American English is mostly known among students to speak, and (2) English teachers endorse several kinds of English variations to students. In addition, the teachers still speak mixed English-Indonesian language when explaining materials in the classes. It can be concluded that students in the rural areas of North Kalimantan have been endorsed by several kinds of English variations (mainly American and British English). Yet, the students have not known how to distinguish those variations and when to use them in conversations.
{"title":"English variations in ELT: A case of rural schools in North Kalimantan, Indonesia","authors":"Aries Utomo","doi":"10.24815/siele.v10i2.27911","DOIUrl":"https://doi.org/10.24815/siele.v10i2.27911","url":null,"abstract":"American and British English variations in Indonesia are mostly known in society and schools. However, the two variations, including others, have not been taught specifically in schools. This current case study discusses English variations in ELT (English language teaching) by involving two senior high schools in rural areas of North Kalimantan, Indonesia, viewed from students’ perspectives. There are two aims of conducting this current research, namely: (1) to identify students’ perceptions of English variations used in learning English at senior high schools and (2) to analyze English variations taught by their English teachers. To collect data, questionnaires, interviews, and document analysis were employed. To analyze data, the interactive analytical model and the statistical formula were employed. Based on the findings, it was found that (1) American English is mostly known among students to speak, and (2) English teachers endorse several kinds of English variations to students. In addition, the teachers still speak mixed English-Indonesian language when explaining materials in the classes. It can be concluded that students in the rural areas of North Kalimantan have been endorsed by several kinds of English variations (mainly American and British English). Yet, the students have not known how to distinguish those variations and when to use them in conversations.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86016682","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 : 2023-05-31DOI: 10.24815/siele.v10i2.27237
Tuti Hidayati, S. Diana, F. Husna, David D. Perrodin
Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p = .72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) exposure to English through songs, games, movies, and social media, and (3) family support.
住在旅游区通常被认为是学生学习英语的一个优势，因为它提供了更多的机会来练习语言。本研究考察了居住在旅游区和非旅游区的学生的英语表现，探讨了他们是如何学习英语的，以及影响他们语言表现的因素。采用并行混合方法进行了比较研究。通过文件、测试和访谈收集数据，并进行定量和定性分析，以检查各自群体之间的差异并确定主题。研究结果表明，两组在英语学校成绩和口语考试成绩上存在统计学差异，效应量较大(d = 3.26, d = 1.28)。尽管熟练程度测试没有显示出显著差异(p = .72)，但非旅游组在所有评估类型上都优于旅游组。访谈显示，尽管学生的性格和居住地不同，但两组学生在学习英语的方式上是相似的。影响两组学生英语语言表现的主要因素是:(1)强烈的动机;(2)通过歌曲、游戏、电影和社交媒体接触英语;(3)家庭支持。
{"title":"Factors affecting English performance between students residing in tourist and non-tourist areas","authors":"Tuti Hidayati, S. Diana, F. Husna, David D. Perrodin","doi":"10.24815/siele.v10i2.27237","DOIUrl":"https://doi.org/10.24815/siele.v10i2.27237","url":null,"abstract":"Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p = .72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) exposure to English through songs, games, movies, and social media, and (3) family support.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80414245","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 : 2023-05-31DOI: 10.24815/siele.v10i2.26545
G. Daar
We’e Mbaru is a cultural rite of entering a new house in the Manggarai speech community speaking the Pasat-Ruis dialect in Flores Island, East Nusa Tenggara Province, Indonesia. Ira is one of the phases in this cultural tradition. At this stage, a Tongka (spokesperson) and participant representatives conduct cultural interactions using go’et (expression or proverb). This study aimed to analyze the speech acts of go’et in the Ira phase. The study used a qualitative method with a phenomenological approach. Data were collected using in-depth interviews with seven key informants, taken purposively with the main criteria of having adequate knowledge of Manggarai culture, good ability to use go’et, and experience as a Tongka. The results showed that the speech acts of go’et in the Ira phase included representative and directive acts (illocutionary acts). The study also found that the expressive speech act of gratitude, prayers, and hopes, and the speech act of giving financial support are categorized as perlocutionary speech acts. The use of go’et by a Tongka and participant representatives is considered a language politeness strategy effective for refining the language used, especially for avoiding face-threatening acts. Tongka and participant representatives need to understand the context and situation of the speech so that the choice of go’et is appropriate and conveyed judiciously.
We ' re Mbaru是印度尼西亚东努沙登加拉省弗洛雷斯岛讲Pasat-Ruis方言的Manggarai语言社区的一种新房子的文化仪式。Ira是这种文化传统的一个阶段。在这个阶段，通卡(发言人)和参与者代表使用go’et(表情或谚语)进行文化互动。本研究旨在分析go’et在Ira阶段的言语行为。本研究采用现象学方法的定性方法。数据的收集采用了对7位关键信息提供者的深度访谈，有目的地以对曼嘎莱文化有足够的了解、良好的go’et使用能力和作为通卡人的经验为主要标准。结果表明，在Ira阶段，go’et的言语行为包括代表性行为和指示性行为(言外行为)。该研究还发现，表达感激、祈祷、希望的言语行为和给予经济支持的言语行为被归类为言语行为。通卡和参与者代表使用go 'et被认为是一种语言礼貌策略，可以有效地改善语言使用，特别是避免威胁面部的行为。Tongka和参与者代表需要了解演讲的背景和情况，以便选择go 'et是适当的和明智的传达。
{"title":"The sociopragmatic study of speech acts in Go’et Ira in the We’e Mbaru cultural rite","authors":"G. Daar","doi":"10.24815/siele.v10i2.26545","DOIUrl":"https://doi.org/10.24815/siele.v10i2.26545","url":null,"abstract":"We’e Mbaru is a cultural rite of entering a new house in the Manggarai speech community speaking the Pasat-Ruis dialect in Flores Island, East Nusa Tenggara Province, Indonesia. Ira is one of the phases in this cultural tradition. At this stage, a Tongka (spokesperson) and participant representatives conduct cultural interactions using go’et (expression or proverb). This study aimed to analyze the speech acts of go’et in the Ira phase. The study used a qualitative method with a phenomenological approach. Data were collected using in-depth interviews with seven key informants, taken purposively with the main criteria of having adequate knowledge of Manggarai culture, good ability to use go’et, and experience as a Tongka. The results showed that the speech acts of go’et in the Ira phase included representative and directive acts (illocutionary acts). The study also found that the expressive speech act of gratitude, prayers, and hopes, and the speech act of giving financial support are categorized as perlocutionary speech acts. The use of go’et by a Tongka and participant representatives is considered a language politeness strategy effective for refining the language used, especially for avoiding face-threatening acts. Tongka and participant representatives need to understand the context and situation of the speech so that the choice of go’et is appropriate and conveyed judiciously.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82949554","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 : 2023-05-31DOI: 10.24815/siele.v10i2.30855
Katharina Rustipa, Sugeng Purwanto, Fahrur Rozi
Studies about rhetorical moves in the introduction section have been widely conducted. However, the studies focusing on the research problem statement is still limited. This current study investigated the rhetorical structures, strategies, and linguistic features of the problem statement written by undergraduate students, which aimed to contribute to the teaching model in teaching academic writing. This research was a qualitative case study belonging to genre analysis, using Swale’s CARS model. Thirty undergraduate students’ problem statement texts were explored, and interviewers were further conducted to collect the data. The results indicated that nine types of rhetorical structures were employed, most of which were characterized as incomplete. The rhetorical strategies employed by the students were making a centrality claim, making topic generalizations, reviewing previous research, indicating a gap, establishing need and problem, continuing a tradition, outlining purposes, and announcing the state of the present research. Specific linguistic features were used in each move and step although the students admitted that they had lack of knowledge with linguistic features. Based on the research finding, a Critical Genre-Based model for teaching problem statements in writing is proposed because this model has facilitative effect on consciousness-raising of the genre’s rhetorical structure.
{"title":"Rhetorical structures, strategies, and linguistic features of problem statement to promote a teaching writing model","authors":"Katharina Rustipa, Sugeng Purwanto, Fahrur Rozi","doi":"10.24815/siele.v10i2.30855","DOIUrl":"https://doi.org/10.24815/siele.v10i2.30855","url":null,"abstract":"Studies about rhetorical moves in the introduction section have been widely conducted. However, the studies focusing on the research problem statement is still limited. This current study investigated the rhetorical structures, strategies, and linguistic features of the problem statement written by undergraduate students, which aimed to contribute to the teaching model in teaching academic writing. This research was a qualitative case study belonging to genre analysis, using Swale’s CARS model. Thirty undergraduate students’ problem statement texts were explored, and interviewers were further conducted to collect the data. The results indicated that nine types of rhetorical structures were employed, most of which were characterized as incomplete. The rhetorical strategies employed by the students were making a centrality claim, making topic generalizations, reviewing previous research, indicating a gap, establishing need and problem, continuing a tradition, outlining purposes, and announcing the state of the present research. Specific linguistic features were used in each move and step although the students admitted that they had lack of knowledge with linguistic features. Based on the research finding, a Critical Genre-Based model for teaching problem statements in writing is proposed because this model has facilitative effect on consciousness-raising of the genre’s rhetorical structure.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78830439","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 : 2023-05-31DOI: 10.24815/siele.v10i2.26146
R. N. Sari, Atik Umamah, Merliyani Putri Anggraini, M. A. Arianto, Kurniasih Kurniasih, Nur Mukminatien
Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.
{"title":"Exploring self-regulated writing strategies: A comparison between paragraphs and essays","authors":"R. N. Sari, Atik Umamah, Merliyani Putri Anggraini, M. A. Arianto, Kurniasih Kurniasih, Nur Mukminatien","doi":"10.24815/siele.v10i2.26146","DOIUrl":"https://doi.org/10.24815/siele.v10i2.26146","url":null,"abstract":"Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"126 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88129998","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 : 2023-05-31DOI: 10.24815/siele.v10i2.26277
Wararat Whanchit, N. Sukkaew
As the English lexicon has become more frequently borrowed and used in Thai mass media and social media, Thais are quickly adapting to such foreignness and are open to language contact-induced change. The current study explores the extent of the public’s familiarity with borrowed words in contemporary Thai public media and attitudes toward language borrowing. The study participants comprised 120 Thais who voluntarily completed a questionnaire. They were from different age groups and were relatively highly educated. The instrument for the data collection was an online three-part questionnaire probing demographic information, an individual’s comprehension of the borrowed lexicon as tested via 15 questions of lexical borrowing in context, and personal views probed in the questionnaire questions about English lexical borrowing. Follow-up interviews with six selected respondents according to age groups verified and elicited attitudes toward lexical borrowing. The findings revealed that high exposure to English resulted in a high level of comprehension, especially when words were transcribed in the Thai script with tone markers. If the borrowing was in Romanized script, it was less likely to be understood. The majority of the respondents recognized the need for English language borrowing in Thai communication, especially for terminology. They also expressed positive views toward the adoption of the practice. English was perceived as necessary for effective Thai communication, particularly among acquaintances and professionals. The ubiquity of English in Thai society today has led to general adaptability and acceptance of borrowing as part of language evolution; such practices are no longer a sign of prestige. The study suggests that language classrooms should consider using borrowed English lexicons to assist Thai EFL learners in developing English proficiency.
{"title":"The language contact phenomenon in Thailand: English borrowing, comprehension, and public attitudes","authors":"Wararat Whanchit, N. Sukkaew","doi":"10.24815/siele.v10i2.26277","DOIUrl":"https://doi.org/10.24815/siele.v10i2.26277","url":null,"abstract":"As the English lexicon has become more frequently borrowed and used in Thai mass media and social media, Thais are quickly adapting to such foreignness and are open to language contact-induced change. The current study explores the extent of the public’s familiarity with borrowed words in contemporary Thai public media and attitudes toward language borrowing. The study participants comprised 120 Thais who voluntarily completed a questionnaire. They were from different age groups and were relatively highly educated. The instrument for the data collection was an online three-part questionnaire probing demographic information, an individual’s comprehension of the borrowed lexicon as tested via 15 questions of lexical borrowing in context, and personal views probed in the questionnaire questions about English lexical borrowing. Follow-up interviews with six selected respondents according to age groups verified and elicited attitudes toward lexical borrowing. The findings revealed that high exposure to English resulted in a high level of comprehension, especially when words were transcribed in the Thai script with tone markers. If the borrowing was in Romanized script, it was less likely to be understood. The majority of the respondents recognized the need for English language borrowing in Thai communication, especially for terminology. They also expressed positive views toward the adoption of the practice. English was perceived as necessary for effective Thai communication, particularly among acquaintances and professionals. The ubiquity of English in Thai society today has led to general adaptability and acceptance of borrowing as part of language evolution; such practices are no longer a sign of prestige. The study suggests that language classrooms should consider using borrowed English lexicons to assist Thai EFL learners in developing English proficiency.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89071356","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}
To capture learners’ interest in reading and help them understand the content of their reading, it is important to write at a level that aligns with their reading abilities. This will motivate learners to read and comprehend the material. A CEFR-aligned textbook is a valuable tool for improving the English language skills of lower secondary learners in English Language classrooms. Therefore, it is significant to assess learners’ reading competence in text comprehension using a reading text from a CEFR-aligned textbook. These assessments were conducted based on a narrative text from the CEFR-aligned textbook using two different techniques: miscue analysis and retelling. The sample comprised 20 ‘C’ grade learners randomly selected from Malaysian lower secondary schools. The data on miscues were analysed quantitatively, following Goodman, Watson, and Burke’s In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchell’s (1983) 5-point scoring method. The findings revealed that all 20 learners achieved the target descriptor scale B1, indicating that they can read simple texts on topics relevant to their field and interests with sufficient comprehension. This study implies that CEFR-aligned reading texts are appropriate for lower secondary learners to read and understand. Furthermore, miscue analysis and retelling can effectively monitor learners’ reading comprehension levels and help enhance reading skills among low intermediate-level learners. Based on learners’ reading habits that require assistance, teachers can plan upcoming reading lessons.
{"title":"Measuring Malaysian lower secondary learners' reading ability on a CEFR-aligned text","authors":"Revathi Gopal, Mahendran Maniam, Kesavan Nallaluthan","doi":"10.24815/siele.v10i2.28013","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28013","url":null,"abstract":"To capture learners’ interest in reading and help them understand the content of their reading, it is important to write at a level that aligns with their reading abilities. This will motivate learners to read and comprehend the material. A CEFR-aligned textbook is a valuable tool for improving the English language skills of lower secondary learners in English Language classrooms. Therefore, it is significant to assess learners’ reading competence in text comprehension using a reading text from a CEFR-aligned textbook. These assessments were conducted based on a narrative text from the CEFR-aligned textbook using two different techniques: miscue analysis and retelling. The sample comprised 20 ‘C’ grade learners randomly selected from Malaysian lower secondary schools. The data on miscues were analysed quantitatively, following Goodman, Watson, and Burke’s In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchell’s (1983) 5-point scoring method. The findings revealed that all 20 learners achieved the target descriptor scale B1, indicating that they can read simple texts on topics relevant to their field and interests with sufficient comprehension. This study implies that CEFR-aligned reading texts are appropriate for lower secondary learners to read and understand. Furthermore, miscue analysis and retelling can effectively monitor learners’ reading comprehension levels and help enhance reading skills among low intermediate-level learners. Based on learners’ reading habits that require assistance, teachers can plan upcoming reading lessons.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76458893","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 : 2023-05-31DOI: 10.24815/siele.v10i2.27167
N. Annisa, Soni Mirizon, Sary Silvhiany
This study explored vocational high school (VHS) students’ identity and investment during their English learning in the class at a private VHS in a rural area. The aim of this study was to understand how student identity impacted their investment in learning English. This study also attempted to seek factors that influenced students’ investment in learning English. To answer the research questions of this study, the narrative method was applied. This study involved six students from a VHS. The data were collected through semi-structured interviews and focus group discussions which was used to explore learning English at the VHS. The results revealed that the students had different ideas about their English learning. They are learning English outside the classroom, English necessity for future career, reluctant in learning English, perspective on future self. This study also revealed that the participants’ investment in learning English was hindered by five factors such as teaching method, inconvenient classroom environment, lack of knowledge, family, peer support, and having a part time job. VHS students need support to encourage them to commit investing their time and effort in improving their English language skills. The implication of this study is the importance of teachers encouraging learners’ investment in order to achieve desirable learning outcomes.
{"title":"Vocational high school students’ identity and investment in learning English in a rural area","authors":"N. Annisa, Soni Mirizon, Sary Silvhiany","doi":"10.24815/siele.v10i2.27167","DOIUrl":"https://doi.org/10.24815/siele.v10i2.27167","url":null,"abstract":"This study explored vocational high school (VHS) students’ identity and investment during their English learning in the class at a private VHS in a rural area. The aim of this study was to understand how student identity impacted their investment in learning English. This study also attempted to seek factors that influenced students’ investment in learning English. To answer the research questions of this study, the narrative method was applied. This study involved six students from a VHS. The data were collected through semi-structured interviews and focus group discussions which was used to explore learning English at the VHS. The results revealed that the students had different ideas about their English learning. They are learning English outside the classroom, English necessity for future career, reluctant in learning English, perspective on future self. This study also revealed that the participants’ investment in learning English was hindered by five factors such as teaching method, inconvenient classroom environment, lack of knowledge, family, peer support, and having a part time job. VHS students need support to encourage them to commit investing their time and effort in improving their English language skills. The implication of this study is the importance of teachers encouraging learners’ investment in order to achieve desirable learning outcomes.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79179262","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 : 2023-05-31DOI: 10.24815/siele.v10i2.25542
Norwati Roslim, V. Nimehchisalem, M. Abdullah, Nornadiah Mohd Razali
This study aims to investigate undergraduates’ perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates’ perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students’ anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions.
{"title":"Students’ perceptions of personality traits, presentation skills, and audience factors in their online presentations","authors":"Norwati Roslim, V. Nimehchisalem, M. Abdullah, Nornadiah Mohd Razali","doi":"10.24815/siele.v10i2.25542","DOIUrl":"https://doi.org/10.24815/siele.v10i2.25542","url":null,"abstract":"This study aims to investigate undergraduates’ perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates’ perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students’ anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions. ","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89209091","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 : 2023-05-31DOI: 10.24815/siele.v10i2.28215
A. Ariyanti, S. Setiawan, A. Munir
The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.
{"title":"Students’ enjoyment and anxiety in reminiscing about mind-mapping use in the English writing class","authors":"A. Ariyanti, S. Setiawan, A. Munir","doi":"10.24815/siele.v10i2.28215","DOIUrl":"https://doi.org/10.24815/siele.v10i2.28215","url":null,"abstract":"The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.","PeriodicalId":36412,"journal":{"name":"Studies in English Language and Education","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89166329","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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