Previous researchers have widely investigated the analysis of teachers’ instruction as a micro-learning. These researches need to be continued by analyzing other teaching aspects such as the involvement of learning media and blended learning model. Therefore, this study aims to analyze the teachers’ instruction in Higher Education by using learning media in the context of the blended learning model. By employing a qualitative descriptive analysis approach, this research examined five samples of blended classes’ instruction, including two online synchronous learning, one offline synchronous learning, and two online asynchronous learning. These samples are observed, transcribed, and analyzed to highlight the specific instruction in the classes.Meanwhile, the employment of learning media was gathered using an interview with the teachers. The result of data analysis found that various teachers’ instruction can be implemented in synchronous and asynchronous classes of blended learning context to support students centered learning. Meanwhile, slide shows, Zoom, G-meet, and LMS are the media often used. Moreover, blended learning can support student-centered learning as well as offline learning. This finding contributes to the student-centered approach implementation, which aligns with the 21st-century learning model.
{"title":"ANALYZING ENGLISH TEACHERS’ INSTRUCTION AND MEDIA INVOLVEMENT OF BLENDED LANGUAGE LEARNING IN HIGHER EDUCATION","authors":"Purnawati Purnawati, Lastry Forsia, Khilda Shopia","doi":"10.24127/pj.v12i1.6869","DOIUrl":"https://doi.org/10.24127/pj.v12i1.6869","url":null,"abstract":"Previous researchers have widely investigated the analysis of teachers’ instruction as a micro-learning. These researches need to be continued by analyzing other teaching aspects such as the involvement of learning media and blended learning model. Therefore, this study aims to analyze the teachers’ instruction in Higher Education by using learning media in the context of the blended learning model. By employing a qualitative descriptive analysis approach, this research examined five samples of blended classes’ instruction, including two online synchronous learning, one offline synchronous learning, and two online asynchronous learning. These samples are observed, transcribed, and analyzed to highlight the specific instruction in the classes.Meanwhile, the employment of learning media was gathered using an interview with the teachers. The result of data analysis found that various teachers’ instruction can be implemented in synchronous and asynchronous classes of blended learning context to support students centered learning. Meanwhile, slide shows, Zoom, G-meet, and LMS are the media often used. Moreover, blended learning can support student-centered learning as well as offline learning. This finding contributes to the student-centered approach implementation, which aligns with the 21st-century learning model.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122728486","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}
Studies on improving speaking during the pandemic have been reported numerous. However, few did report using shortcut videos. The current study discusses how EFL students benefit from shortcut videos to improve their speaking skills during the pandemic 19. The subjects of this research were second semester-grade-student at Universitas Muhammadiyah Purworejo. The research was an online class and used a mixed method. The qualitative data are obtained by making the media for material; then evaluation uses online apps based on Android. The researchers observed students' activity by watching shortcut videos and answering the online quiz. The videos were shared through Zoom apps to help the learners to develop their speaking skills, especially in grammar, vocabulary, pronunciation, expressions, and fluency. The findings are that the students can learn English better in real situations. They got a suitable strategy for speaking English using shortcut videos without boredom. The students speaking skills were measured; the mean score before the video was 54.17, and the mean score after the video was 70.24. Therefore, there was a significant improvement in speaking skills after using shortcut video with Zoom apps. The study implies that teaching speaking needs creativity by employing digital resources.
{"title":"OPTIMIZING VIDEO IN ZOOM MEETINGS TO IMPROVE EFL STUDENTS' SPEAKING PERFORMANCE","authors":"Edi Sunjayanto Masykuri","doi":"10.24127/pj.v12i1.4878","DOIUrl":"https://doi.org/10.24127/pj.v12i1.4878","url":null,"abstract":"Studies on improving speaking during the pandemic have been reported numerous. However, few did report using shortcut videos. The current study discusses how EFL students benefit from shortcut videos to improve their speaking skills during the pandemic 19. The subjects of this research were second semester-grade-student at Universitas Muhammadiyah Purworejo. The research was an online class and used a mixed method. The qualitative data are obtained by making the media for material; then evaluation uses online apps based on Android. The researchers observed students' activity by watching shortcut videos and answering the online quiz. The videos were shared through Zoom apps to help the learners to develop their speaking skills, especially in grammar, vocabulary, pronunciation, expressions, and fluency. The findings are that the students can learn English better in real situations. They got a suitable strategy for speaking English using shortcut videos without boredom. The students speaking skills were measured; the mean score before the video was 54.17, and the mean score after the video was 70.24. Therefore, there was a significant improvement in speaking skills after using shortcut video with Zoom apps. The study implies that teaching speaking needs creativity by employing digital resources. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132364121","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}
Faridatul Istighfaroh, M. Mustofa, Andri Jamaul Rifiyani
TOEFL (Test of English as Foreign Language) is still taking place as a demanding English proficiency test in many countries, especially in Indonesia. This initial test is extensively used for various purposes, such as scholarship admission or job application. Among the three sections in the TOEFL test, the structure has been challenging for the test takers regarding examining the grammatical rules. Due to the need for study numbers on TOEFL structure score betterment by employing the learning media, this study aims to outline the improvement of TOEFL score, particularly in structure and written expression, after using learningapps.org as self-evaluation. The 26 high school students participated in this study. The data were gathered through documentation and test-in structure pretest and post-test scores. Data were statistically analyzed by compare means, using paired sample test. The result of the study reveals that learningapps.org did not positively affect students' enhancement of structure and written expression on the TOEFL test. The study implies that more precise learningapps must be chosen and tried to know the correlation.
{"title":"CAN LEARNINGAPPS.ORG ENHANCE STUDENTS' TOEFL STRUCTURE SCORES?: FOCUSING ON SELF ASSESSMENT","authors":"Faridatul Istighfaroh, M. Mustofa, Andri Jamaul Rifiyani","doi":"10.24127/pj.v12i1.5423","DOIUrl":"https://doi.org/10.24127/pj.v12i1.5423","url":null,"abstract":"TOEFL (Test of English as Foreign Language) is still taking place as a demanding English proficiency test in many countries, especially in Indonesia. This initial test is extensively used for various purposes, such as scholarship admission or job application. Among the three sections in the TOEFL test, the structure has been challenging for the test takers regarding examining the grammatical rules. Due to the need for study numbers on TOEFL structure score betterment by employing the learning media, this study aims to outline the improvement of TOEFL score, particularly in structure and written expression, after using learningapps.org as self-evaluation. The 26 high school students participated in this study. The data were gathered through documentation and test-in structure pretest and post-test scores. Data were statistically analyzed by compare means, using paired sample test. The result of the study reveals that learningapps.org did not positively affect students' enhancement of structure and written expression on the TOEFL test. The study implies that more precise learningapps must be chosen and tried to know the correlation. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131250864","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}
Neighboring life is a type of social interaction that shows many symptoms of social conflict. The social conflict appears in various illocutionary speech acts found in neighboring social interactions. This study examines illocutionary speech acts using listening and speaking techniques in collecting data and translational and pragmatic equivalent methods in processing data. Data was obtained naturally through mutual interaction with neighbors. This study shows variations and rich pragmatic features in neighborly interactions. All speech acts have hidden meanings that deserve to be studied. The realization of illocutionary speech acts in this study is manifested in five ways: directive speech acts of ordering, expressive speech acts of mocking, commissive speech acts of offering, assertive speech acts of boasting, and declarative speech acts of confirming. In contrast, the speaking strategy obtained from the research data is divided into four parts: speaking frankly without further ado, speaking candidly with positive Politeness, speaking candidly with negative Politeness, and the strategy of vaguely speaking. - vague. Furthermore, the factors that influence the realization of speech acts are speech situation, age, kinship, gender, social status, and social relations. This research has implications for kinship relations between neighbors. Understanding speech acts can prevent social conflict and create closeness between neighbors.
{"title":"THE DYNAMICS OF NEIGHBORHOOD SPEAKING: A SOCIOPRAGMATIC STUDY","authors":"B. Siagian, Nurhayati Sitorus","doi":"10.24127/pj.v12i1.5486","DOIUrl":"https://doi.org/10.24127/pj.v12i1.5486","url":null,"abstract":"Neighboring life is a type of social interaction that shows many symptoms of social conflict. The social conflict appears in various illocutionary speech acts found in neighboring social interactions. This study examines illocutionary speech acts using listening and speaking techniques in collecting data and translational and pragmatic equivalent methods in processing data. Data was obtained naturally through mutual interaction with neighbors. This study shows variations and rich pragmatic features in neighborly interactions. All speech acts have hidden meanings that deserve to be studied. The realization of illocutionary speech acts in this study is manifested in five ways: directive speech acts of ordering, expressive speech acts of mocking, commissive speech acts of offering, assertive speech acts of boasting, and declarative speech acts of confirming. In contrast, the speaking strategy obtained from the research data is divided into four parts: speaking frankly without further ado, speaking candidly with positive Politeness, speaking candidly with negative Politeness, and the strategy of vaguely speaking. - vague. Furthermore, the factors that influence the realization of speech acts are speech situation, age, kinship, gender, social status, and social relations. This research has implications for kinship relations between neighbors. Understanding speech acts can prevent social conflict and create closeness between neighbors.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132164005","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}
R. W. Ningrum, Hamamah Hamamah, Sahiruddin Sahiruddin, Zuliati Rohmah
Academic writing skills have become an essential aspect that Indonesian students must focus on, especially for those planning or pursuing their postgraduate studies abroad. The current research investigates the difficulties Indonesian students face who currently pursue or recently completed their postgraduate studies in seven countries with different majors. The subject was seven Indonesian students who studied in India, Australia, the United Kingdom, Ireland, the Netherlands, and Poland. The researcher used the qualitative research method under the phenomenology procedure to collect the data. Two questionnaires in the form of open-ended questions were distributed and fulfilled by all research participants. The findings indicate that Indonesian students who pursued postgraduate study abroad faced difficulties in academic writing practice, for instance, paraphrasing the sentence, assuring coherence, formulating cohesion, and expressing their voice. Besides, some also faced problems choosing appropriate words and relevant topics in their writing. The main factors contributing to the difficulties are less academic writing practice, lack of vocabulary, and unfamiliarity with academic writing structure. Even though the students pursued different majors and countries, they had common difficulties writing academic writing. Moreover, cultural differences also influence students’ difficulties.
{"title":"ACADEMIC WRITING DIFFICULTIES FOR INDONESIAN STUDENTS IN PURSUING POSTGRADUATE STUDIES ABROAD","authors":"R. W. Ningrum, Hamamah Hamamah, Sahiruddin Sahiruddin, Zuliati Rohmah","doi":"10.24127/pj.v12i1.5271","DOIUrl":"https://doi.org/10.24127/pj.v12i1.5271","url":null,"abstract":"Academic writing skills have become an essential aspect that Indonesian students must focus on, especially for those planning or pursuing their postgraduate studies abroad. The current research investigates the difficulties Indonesian students face who currently pursue or recently completed their postgraduate studies in seven countries with different majors. The subject was seven Indonesian students who studied in India, Australia, the United Kingdom, Ireland, the Netherlands, and Poland. The researcher used the qualitative research method under the phenomenology procedure to collect the data. Two questionnaires in the form of open-ended questions were distributed and fulfilled by all research participants. The findings indicate that Indonesian students who pursued postgraduate study abroad faced difficulties in academic writing practice, for instance, paraphrasing the sentence, assuring coherence, formulating cohesion, and expressing their voice. Besides, some also faced problems choosing appropriate words and relevant topics in their writing. The main factors contributing to the difficulties are less academic writing practice, lack of vocabulary, and unfamiliarity with academic writing structure. Even though the students pursued different majors and countries, they had common difficulties writing academic writing. Moreover, cultural differences also influence students’ difficulties.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127598625","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}
Cornelia Cornelia, I. Ikhsanudin, Surmiyati Surmiyati, Rahayu Apriliaswati, Yanti Sri Rezeki
Writing an explanatory text following the advanced contents in the textbook may be arduous for rural students. Territory differences remarkably denote that students' needs for topics in the explanatory text are also distinct. Therefore, the exposure topics must be by the students' conditions. This study aimed to design supplementary materials as an e-book based on the genre-based approach for students' learning of writing explanatory text with closely-related topics. The students were the eleventh graders of SMAN 01 Seponti at Kayong Utara regency. This study employed research and development (R&D) with the procedure of the ADDIE concept (Analyze, Design, Develop, Implement, Evaluate). The data collection employed instruments, field notes, interview protocol, documenting notes, and questionnaires. We collected the data through observation, interview, document analysis, and questionnaire distribution. The data were analyzed using fieldnote reflection, interview transcription, textbook analysis results, and the rating scale interpretation. The need analysis results show that the textbook used by the teacher to teach writing the explanatory text was not in line with the student's condition. After the e-book was entirely developed, the internal evaluation was inquired. It resulted in the 'very good' category for its general appearance, layout and design, methodology, activities, language skills, language content, topic content, teachability and flexibility, and assessment, with percentages of 93,33%, 93,33%, 93,33%, 86,67%, 93,33%, 93,33%, 93,33%, 86,67%, 80%, respectively. The study implies that the product is feasible, and this study may add insights for future research.
{"title":"DESIGNING SUPPLEMENTARY MATERIALS FOR TEACHING-LEARNING OF WRITING EXPLANATORY TEXT BASED ON A GENRE-BASED APPROACH","authors":"Cornelia Cornelia, I. Ikhsanudin, Surmiyati Surmiyati, Rahayu Apriliaswati, Yanti Sri Rezeki","doi":"10.24127/pj.v12i1.6141","DOIUrl":"https://doi.org/10.24127/pj.v12i1.6141","url":null,"abstract":"Writing an explanatory text following the advanced contents in the textbook may be arduous for rural students. Territory differences remarkably denote that students' needs for topics in the explanatory text are also distinct. Therefore, the exposure topics must be by the students' conditions. This study aimed to design supplementary materials as an e-book based on the genre-based approach for students' learning of writing explanatory text with closely-related topics. The students were the eleventh graders of SMAN 01 Seponti at Kayong Utara regency. This study employed research and development (R&D) with the procedure of the ADDIE concept (Analyze, Design, Develop, Implement, Evaluate). The data collection employed instruments, field notes, interview protocol, documenting notes, and questionnaires. We collected the data through observation, interview, document analysis, and questionnaire distribution. The data were analyzed using fieldnote reflection, interview transcription, textbook analysis results, and the rating scale interpretation. The need analysis results show that the textbook used by the teacher to teach writing the explanatory text was not in line with the student's condition. After the e-book was entirely developed, the internal evaluation was inquired. It resulted in the 'very good' category for its general appearance, layout and design, methodology, activities, language skills, language content, topic content, teachability and flexibility, and assessment, with percentages of 93,33%, 93,33%, 93,33%, 86,67%, 93,33%, 93,33%, 93,33%, 86,67%, 80%, respectively. The study implies that the product is feasible, and this study may add insights for future research.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125865977","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}
Recent innovations in online education have created an opportunity for hybrid learning, combining online and traditional learning. Hybrid learning leads to particular challenges for pre-service teachers, such as how to manage the materials. Furthermore, hybrid learning materials can be developed using technology to create multimedia content that is more interactive than traditional print materials. Digital tools such as video, sound, animations, and graphics are powerful tools in the teacher's hands to engage learners and provide immersive learning experiences. Thus, this study aimed to explore pre-service teachers' attitudes towards and perceptions of hybrid learning, how they use technology to create and manage hybrid learning materials, and what challenges they face when engaging in this new way of teaching. The participants were 55 pre-service teachers who took the Entrepreneurship Course. A mixed-method approach was employed with questionnaires, documentation, and interviews to gain the data. The researcher used descriptive statistics and content analysis to analyze the data. The study results showed that pre-service teachers perceive technology positively when appropriately used for teaching. However, they lack the technical knowledge and skills to integrate technology into their teaching practice, limiting their ability to incorporate technology in the classroom fully. Given this information, it is clear that pre-service teachers need to be provided with adequate instruction and support to ensure that they can effectively use technology in their teaching.
{"title":"PRE-SERVICE EFL TEACHERS' PERCEPTIONS TOWARD THE MATERIALS DEVELOPMENT OF HYBRID LEARNING MODEL","authors":"Samsul Khabib, Endah Yulia Rahayu, Nensy Triristina","doi":"10.24127/pj.v12i1.6109","DOIUrl":"https://doi.org/10.24127/pj.v12i1.6109","url":null,"abstract":"Recent innovations in online education have created an opportunity for hybrid learning, combining online and traditional learning. Hybrid learning leads to particular challenges for pre-service teachers, such as how to manage the materials. Furthermore, hybrid learning materials can be developed using technology to create multimedia content that is more interactive than traditional print materials. Digital tools such as video, sound, animations, and graphics are powerful tools in the teacher's hands to engage learners and provide immersive learning experiences. Thus, this study aimed to explore pre-service teachers' attitudes towards and perceptions of hybrid learning, how they use technology to create and manage hybrid learning materials, and what challenges they face when engaging in this new way of teaching. The participants were 55 pre-service teachers who took the Entrepreneurship Course. A mixed-method approach was employed with questionnaires, documentation, and interviews to gain the data. The researcher used descriptive statistics and content analysis to analyze the data. The study results showed that pre-service teachers perceive technology positively when appropriately used for teaching. However, they lack the technical knowledge and skills to integrate technology into their teaching practice, limiting their ability to incorporate technology in the classroom fully. Given this information, it is clear that pre-service teachers need to be provided with adequate instruction and support to ensure that they can effectively use technology in their teaching.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126821148","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}
A growing body of research has documented classroom language use in traditional classrooms. However, how teachers use language in virtual classrooms remains largely under-researched. This study was carried out to fill this gap. The purpose was to examine teachers' use of classroom language in synchronous virtual classrooms and how it facilitated learning opportunities for EFL learners. Under the qualitative research framework, video recordings of online instructional activities were analyzed using a conversation analysis approach. The results show that the majority of expressions used in online synchronous instructions were quite similar to those used in traditional classrooms except for the expressions like "let me share my screen," "turn on the camera," and "I will mute everyone." The results also show that teachers' e-classroom language use provided learning opportunities for students employing recast, scaffolding, and extended wait time for students' turns. Information on teachers' classroom language use in online learning environments presented in this paper is based on limited data, and further studies involving more significant participants are recommended.
{"title":"E-CLASSROOM LANGUAGE: A CONVERSATION ANALYSIS OF SYNCHRONOUS INSTRUCTIONS DURING THE COVID-19 OUTBREAK","authors":"Hany Apriliani, N. Lengkanawati","doi":"10.24127/pj.v12i1.5542","DOIUrl":"https://doi.org/10.24127/pj.v12i1.5542","url":null,"abstract":"A growing body of research has documented classroom language use in traditional classrooms. However, how teachers use language in virtual classrooms remains largely under-researched. This study was carried out to fill this gap. The purpose was to examine teachers' use of classroom language in synchronous virtual classrooms and how it facilitated learning opportunities for EFL learners. Under the qualitative research framework, video recordings of online instructional activities were analyzed using a conversation analysis approach. The results show that the majority of expressions used in online synchronous instructions were quite similar to those used in traditional classrooms except for the expressions like \"let me share my screen,\" \"turn on the camera,\" and \"I will mute everyone.\" The results also show that teachers' e-classroom language use provided learning opportunities for students employing recast, scaffolding, and extended wait time for students' turns. Information on teachers' classroom language use in online learning environments presented in this paper is based on limited data, and further studies involving more significant participants are recommended.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128060471","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}
M. F. Arifin, C. Anggraeni, Mercya Christ Sita Dewi
Despite many studies focusing on writing materials, few developed e-book writing materials for university students. This study aims to 1) analyze the students' and lecturers' needs related to the development of the Introduction to Essay Writing Course's textbook based on HOTS-Tech (Higher Order Thinking Skill-Technology) integrated with CM-PBL (Case Method-Project Based Learning) and 2) to develop an Introduction to Essay Writing Course's textbook based on HOTS-Tech integrated with CM-PBL. This study employs R &D with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Participants in the current study are 35 university students and four lecturers. We employed instruments such as questionnaires, interviews, and observations. Data collection traces the ADDIE model, while the data analysis employs non-parametric statistics with a descriptive quantitative model. The result shows that the book adheres contents of the book, material presentation, presentation order, the balance of the chapter, language use, and layout. The activities should cover higher-order thinking skills (HOTs) under main categories; analyzing, evaluating, and creating. The current study implies that EFL university teachers embed technology and HOTs in the Essay Writing e-book to promote the techno-skill of the current generation.
{"title":"THE DEVELOPMENT OF INTRODUCTION TO ESSAY WRITING COURSE’S TEXTBOOK BASED ON HOTS-TECH INTEGRATED WITH CM-PBL (CASE METHOD-PROJECT BASED LEARNING)","authors":"M. F. Arifin, C. Anggraeni, Mercya Christ Sita Dewi","doi":"10.24127/pj.v12i1.4311","DOIUrl":"https://doi.org/10.24127/pj.v12i1.4311","url":null,"abstract":"Despite many studies focusing on writing materials, few developed e-book writing materials for university students. This study aims to 1) analyze the students' and lecturers' needs related to the development of the Introduction to Essay Writing Course's textbook based on HOTS-Tech (Higher Order Thinking Skill-Technology) integrated with CM-PBL (Case Method-Project Based Learning) and 2) to develop an Introduction to Essay Writing Course's textbook based on HOTS-Tech integrated with CM-PBL. This study employs R &D with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Participants in the current study are 35 university students and four lecturers. We employed instruments such as questionnaires, interviews, and observations. Data collection traces the ADDIE model, while the data analysis employs non-parametric statistics with a descriptive quantitative model. The result shows that the book adheres contents of the book, material presentation, presentation order, the balance of the chapter, language use, and layout. The activities should cover higher-order thinking skills (HOTs) under main categories; analyzing, evaluating, and creating. The current study implies that EFL university teachers embed technology and HOTs in the Essay Writing e-book to promote the techno-skill of the current generation. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132812256","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}
Anselmus Sahan, Hermelinda Azi Bulle, Febronia Lasi
Accepting and declining invitations bridges the speakers and hearers involved in direct communication to get mutual understanding. In a classroom context, the knowledge of accepting and declining invitations is essential since both teachers and students should be able to create a dialogical relationship. Therefore, this study aims to determine whether the eleventh-year students of SMK Negeri Nibaaf, Kefamenanu, have mastered accepting and declining the invitation, describe their difficulties, and categorize their level of mastery. To describe the whole process, the researchers applied a quantitative method. To get the data, this study used an oral test given to eleven students learning English in the 2020/2021 school year. This study used mobile phones to record the oral test. Their performance was analyzed using the parts of accepting and declining an invitation and four aspects of speaking: fluency, vocabulary, grammar, and pronunciation. The result shows that their average score is 89.5. It indicates that their dexterity is categorized as very good, and their level of mastery is excellent. However, they made 109 (48%) right and 23 (8%) wrong answers. They also faced pronunciation difficulties (11 (or" 4%) right and 55 (or: 20%) wrong answers) and grammar20 (or: 7%) right and 46 (or: 17%) wrong answers). It implies that teaching speaking should pay more attention to accepting and declining an oral invitation.
接受和拒绝邀请架起了演讲者和听众直接交流的桥梁，以获得相互理解。在课堂环境中，接受和拒绝邀请的知识是必不可少的，因为教师和学生都应该能够创造一种对话关系。因此，本研究旨在确定SMK Negeri Nibaaf, Kefamenanu的十一年级学生是否掌握了接受和拒绝邀请，描述他们的困难，并对他们的掌握程度进行分类。为了描述整个过程，研究人员采用了定量方法。为了获得数据，本研究对11名在2020/2021学年学习英语的学生进行了口语测试。本研究使用手机记录口头测试。他们的表现通过接受和拒绝邀请的部分以及流利度、词汇、语法和发音四个方面来分析。结果显示，他们的平均分为89.5分。这表明他们的灵巧度被归类为非常好，他们的精通程度是优秀的。然而，他们答对了109个(48%)，答错了23个(8%)。他们还面临着发音困难(11个(或4%)正确答案和55个(或20%)错误答案)和语法困难(20个(或7%)正确答案和46个(或17%)错误答案)。这意味着口语教学应该更加注重接受和拒绝口头邀请。
{"title":"DEXTERITY OF ACCEPTING AND DECLINING ORAL INVITATIONS OF SMK STUDENTS IN SPEAKING PERFORMANCE","authors":"Anselmus Sahan, Hermelinda Azi Bulle, Febronia Lasi","doi":"10.24127/pj.v12i1.5942","DOIUrl":"https://doi.org/10.24127/pj.v12i1.5942","url":null,"abstract":"Accepting and declining invitations bridges the speakers and hearers involved in direct communication to get mutual understanding. In a classroom context, the knowledge of accepting and declining invitations is essential since both teachers and students should be able to create a dialogical relationship. Therefore, this study aims to determine whether the eleventh-year students of SMK Negeri Nibaaf, Kefamenanu, have mastered accepting and declining the invitation, describe their difficulties, and categorize their level of mastery. To describe the whole process, the researchers applied a quantitative method. To get the data, this study used an oral test given to eleven students learning English in the 2020/2021 school year. This study used mobile phones to record the oral test. Their performance was analyzed using the parts of accepting and declining an invitation and four aspects of speaking: fluency, vocabulary, grammar, and pronunciation. The result shows that their average score is 89.5. It indicates that their dexterity is categorized as very good, and their level of mastery is excellent. However, they made 109 (48%) right and 23 (8%) wrong answers. They also faced pronunciation difficulties (11 (or\" 4%) right and 55 (or: 20%) wrong answers) and grammar20 (or: 7%) right and 46 (or: 17%) wrong answers). It implies that teaching speaking should pay more attention to accepting and declining an oral invitation.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123106174","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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