The flipped Classroom is an approach that has been often mentioned in recent years, namely a learning model in which pedagogical concepts are reversed that can reorganize students' needs to ensemble the times in the modern era. This research aimed to analyze: (1) Does Flipped Classroom have better effectiveness than the Conventional Learning Model for teaching writing?; (2) Do high-motivation students show better writing competencies than low-motivation students?; (3) Is there any relationship between the learning model and students' motivation for conducting writing subject? Institut Teknologi & Bisnis Bakti Nusantara is the research location in this quasi-experimental study. The researchers employed two classes in this study: control and experimental classes. This research has 48 students as the sample of study in which each class consists of 24 students in both classes. The writing test and motivation questionnaire were employed for collecting the data as the research instrument. Before utilizing the Tukey test to identify the significance of different pairs of group means, the researchers conducted a 2x2 Multifactor Analysis of Variance for data analysis. The research findings unraveled the mean scores of F1M1 70, F1M2 75, F2M1 68, and F2M2 69. This finding concludes that (1) Flipped Classroom offers better effectiveness than the conventional learning model to teach writing, (2) The are differences in writing scores by students who have low motivation and high motivation, (3) There are interactions of learning model and student's motivation for teaching writing. Therefore, this research is expected to provide implications for implementing Flipped Classrooms with LMS for teaching English in higher education institutions in Indonesia to encourage the improvement of the flipped-classroom learning model on a larger scale.
翻转课堂是近年来经常被提及的一种教学方法，即一种教学观念颠倒的学习模式，可以在现代时代重新组织学生的需求，与时代相融合。本研究旨在分析:(1)在写作教学中，翻转课堂是否比传统学习模式更有效?(2)高动机学生的写作能力是否优于低动机学生?(3)学习模式与学生进行写作主题的动机之间是否存在关系?印度理工学院是这项准实验研究的研究地点。研究人员在这项研究中采用了两个班:控制班和实验班。本研究以48名学生为研究样本，每个班级由两个班级的24名学生组成。本文采用写作测试和动机问卷作为研究工具收集数据。在使用Tukey检验确定不同组均值对的显著性之前，研究人员进行了2x2多因素方差分析(Multifactor Analysis of Variance)进行数据分析。研究结果揭示了F1M1的平均得分为70分，F1M2为75分，F2M1为68分，F2M2为69分。本研究发现:(1)翻转课堂教学对写作教学的效果优于传统学习模式;(2)低动机与高动机学生的写作成绩存在差异;(3)学习模式与学生的写作教学动机存在交互作用。因此，本研究可望为印尼高等院校运用LMS进行翻转课堂教学提供启示，以促进翻转课堂学习模式在更大范围内的改进。
{"title":"EFFECT OF USING FLIPPED CLASSROOM FOR TEACHING WRITING BASED ON STUDENTS' MOTIVATION: A QUASI-EXPERIMENTAL RESEARCH","authors":"Widi Andewi, Tommy Hastomo","doi":"10.24127/pj.v11i3.5511","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5511","url":null,"abstract":"The flipped Classroom is an approach that has been often mentioned in recent years, namely a learning model in which pedagogical concepts are reversed that can reorganize students' needs to ensemble the times in the modern era. This research aimed to analyze: (1) Does Flipped Classroom have better effectiveness than the Conventional Learning Model for teaching writing?; (2) Do high-motivation students show better writing competencies than low-motivation students?; (3) Is there any relationship between the learning model and students' motivation for conducting writing subject? Institut Teknologi & Bisnis Bakti Nusantara is the research location in this quasi-experimental study. The researchers employed two classes in this study: control and experimental classes. This research has 48 students as the sample of study in which each class consists of 24 students in both classes. The writing test and motivation questionnaire were employed for collecting the data as the research instrument. Before utilizing the Tukey test to identify the significance of different pairs of group means, the researchers conducted a 2x2 Multifactor Analysis of Variance for data analysis. The research findings unraveled the mean scores of F1M1 70, F1M2 75, F2M1 68, and F2M2 69. This finding concludes that (1) Flipped Classroom offers better effectiveness than the conventional learning model to teach writing, (2) The are differences in writing scores by students who have low motivation and high motivation, (3) There are interactions of learning model and student's motivation for teaching writing. Therefore, this research is expected to provide implications for implementing Flipped Classrooms with LMS for teaching English in higher education institutions in Indonesia to encourage the improvement of the flipped-classroom learning model on a larger scale. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124143648","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}
Alvianti Aidarahma, T. Wijayatiningsih, Siti Aimah
This current study investigates the implementation of flashcards and the Teams Games Tournament (TGT) to enhance students' vocabulary mastery. The participants were SDIT Nurul Hidayah Cigedog Brebes, fourth graders in the academic year 2021-2022. In addition, thirty-three students were the subjects of the study. This study employed Classroom Action Research. Instruments included a pre-test, a post-test, a questionnaire, and an observation. Besides using the normality test, descriptive statistics and paired sample T-test were utilized to analyze the data. In cycle I, the pre-test average was 72.12, and the post-test average was 82.03. In cycle II, the pre-test and post-test standards increased from 85.67 to 93.061. The cycle I mean was more significant than the cycle II mean. The "Paired Samples T-test" indicated that the cycle II result is higher than the cycle I result. Besides, the responses of students were positively received. The results of the observation sheet indicated that the students conducted teaching and learning activities effectively. Therefore, the implementation of flashcards and TGT is successful in enhancing students' vocabulary mastery.
本研究旨在探讨利用抽认卡和团队游戏比赛(TGT)来提高学生的词汇掌握。参与者是SDIT Nurul Hidayah Cigedog Brebes, 2021-2022学年的四年级学生。此外，研究对象为33名学生。本研究采用课堂行动研究。工具包括前测、后测、问卷调查和观察。除使用正态性检验外，还使用描述性统计和配对样本t检验对数据进行分析。在第一个周期，测试前平均值为72.12，测试后平均值为82.03。在第二周期，前测标准和后测标准由85.67提高到93.061。第一个周期比第二个周期更重要。“配对样本t检验”表明，周期II的结果高于周期I的结果。此外，同学们的反应也很积极。观察表的结果表明，学生有效地进行了教与学活动。因此，抽认卡和TGT的实施在提高学生词汇掌握方面是成功的。
{"title":"Probing How Flashcards and Teams Games Tournament Boost EFL Learners’ Vocabulary","authors":"Alvianti Aidarahma, T. Wijayatiningsih, Siti Aimah","doi":"10.24127/pj.v11i3.5456","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5456","url":null,"abstract":"This current study investigates the implementation of flashcards and the Teams Games Tournament (TGT) to enhance students' vocabulary mastery. The participants were SDIT Nurul Hidayah Cigedog Brebes, fourth graders in the academic year 2021-2022. In addition, thirty-three students were the subjects of the study. This study employed Classroom Action Research. Instruments included a pre-test, a post-test, a questionnaire, and an observation. Besides using the normality test, descriptive statistics and paired sample T-test were utilized to analyze the data. In cycle I, the pre-test average was 72.12, and the post-test average was 82.03. In cycle II, the pre-test and post-test standards increased from 85.67 to 93.061. The cycle I mean was more significant than the cycle II mean. The \"Paired Samples T-test\" indicated that the cycle II result is higher than the cycle I result. Besides, the responses of students were positively received. The results of the observation sheet indicated that the students conducted teaching and learning activities effectively. Therefore, the implementation of flashcards and TGT is successful in enhancing students' vocabulary mastery.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117261477","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}
Despite the growing interest in online learning over the past years, Indonesian students had to adjust to online interactions. Thus, Indonesian students, in general, still needed to be thoroughly instilled in this learning mode due to various challenges. This qualitative research aimed to discover the most difficult English skills during online learning from Indonesian students’ perspectives. This research utilized a survey design to rank the complex English skills; Writing, Speaking, Listening, and Reading. There were 55 students from different majors as participants from various universities in Indonesia who already partake in English courses by undergoing online mode. The instruments in this research are questionnaires regarding how one of the English skills is regarded as the most difficult during online learning, including the cause and methods to lessen the difficulty of obtaining thorough explanations. Critical Discourse Analysis was utilized as a data analysis technique to comprehend multiple perspectives better; in educational and non-educational contexts. The findings discovered that the majority of the participants deemed listening as the most difficult one. This research also discovered the factors that made listening difficult among students and the methods devised to lessen the difficulties in listening during online learning.
{"title":"HOW LISTENING DEEMED AS THE MOST DIFFICULT ENGLISH SKILLS DURING ONLINE LEARNING AMONG STUDENTS?","authors":"Triastama Wiraatmaja, Lovie Kartika Sari, Pramujiono Cahyadi","doi":"10.24127/pj.v11i3.4969","DOIUrl":"https://doi.org/10.24127/pj.v11i3.4969","url":null,"abstract":"Despite the growing interest in online learning over the past years, Indonesian students had to adjust to online interactions. Thus, Indonesian students, in general, still needed to be thoroughly instilled in this learning mode due to various challenges. This qualitative research aimed to discover the most difficult English skills during online learning from Indonesian students’ perspectives. This research utilized a survey design to rank the complex English skills; Writing, Speaking, Listening, and Reading. There were 55 students from different majors as participants from various universities in Indonesia who already partake in English courses by undergoing online mode. The instruments in this research are questionnaires regarding how one of the English skills is regarded as the most difficult during online learning, including the cause and methods to lessen the difficulty of obtaining thorough explanations. Critical Discourse Analysis was utilized as a data analysis technique to comprehend multiple perspectives better; in educational and non-educational contexts. The findings discovered that the majority of the participants deemed listening as the most difficult one. This research also discovered the factors that made listening difficult among students and the methods devised to lessen the difficulties in listening during online learning.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123254477","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}
Ana Mardhiyyah, S. Sulistyani, Agung Wicaksono, K. Khoiriyah
Students learning experiences are affected by the spread of Covid-19 in cognitive, affective, and behavioral domains. This research investigates the university students' experience using the Microsoft Teams application in online learning during the Covid-19 Pandemic. The experience includes their perception, problems, and how they use Microsoft Teams daily. It is descriptive quantitative research under a case study. The participants were 97 university students consisting of 50 female and 47 male students spread over various universities. The data collection techniques were questionnaires and five open-ended questions. The questionnaires were analyzed using the Likert scale through SPSS (Statistical Package for the Social Sciences), while five open-ended questions were analyzed using the content analysis technique. The results showed that the students had a good experience using Microsoft Teams. They also have much improvement in English skills, especially in speaking skills. However, they needed help using Microsoft Teams, had unstable internet connections, and found it hard to improve their reading skills. Nonetheless, students hope that this application will continue to be used during online learning with some improvements so that learning using this application can take place more effectively and efficiently. This study implies that Microsoft Teams can support English skill development in an online learning environment.
2019冠状病毒病在认知、情感和行为领域的传播影响了学生的学习经历。本研究调查了大学生在新冠肺炎大流行期间使用微软Teams应用程序进行在线学习的体验。体验包括他们的看法、问题，以及他们如何每天使用Microsoft Teams。这是一个案例研究下的描述性定量研究。调查对象是分布在不同大学的97名大学生，其中50名女生和47名男生。数据收集方法为问卷调查和五个开放式问题。问卷采用SPSS (Statistical Package for The Social Sciences)的李克特量表进行分析，五个开放式问题采用内容分析技术进行分析。结果表明，学生们在使用微软团队方面有了很好的体验。他们的英语水平也有很大的提高，尤其是口语能力。然而，他们需要使用微软团队的帮助，网络连接不稳定，并且发现很难提高他们的阅读技能。尽管如此，学生们还是希望这个应用程序在进行了一些改进后能在在线学习中继续使用，这样使用这个应用程序的学习就能更有效和高效地进行。本研究暗示微软团队可以支持在线学习环境下的英语技能发展。
{"title":"STUDENT LEARNING EXPERIENCE THROUGH MICROSOFT TEAMS DURING THE PANDEMIC ERA","authors":"Ana Mardhiyyah, S. Sulistyani, Agung Wicaksono, K. Khoiriyah","doi":"10.24127/pj.v11i3.5865","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5865","url":null,"abstract":"Students learning experiences are affected by the spread of Covid-19 in cognitive, affective, and behavioral domains. This research investigates the university students' experience using the Microsoft Teams application in online learning during the Covid-19 Pandemic. The experience includes their perception, problems, and how they use Microsoft Teams daily. It is descriptive quantitative research under a case study. The participants were 97 university students consisting of 50 female and 47 male students spread over various universities. The data collection techniques were questionnaires and five open-ended questions. The questionnaires were analyzed using the Likert scale through SPSS (Statistical Package for the Social Sciences), while five open-ended questions were analyzed using the content analysis technique. The results showed that the students had a good experience using Microsoft Teams. They also have much improvement in English skills, especially in speaking skills. However, they needed help using Microsoft Teams, had unstable internet connections, and found it hard to improve their reading skills. Nonetheless, students hope that this application will continue to be used during online learning with some improvements so that learning using this application can take place more effectively and efficiently. This study implies that Microsoft Teams can support English skill development in an online learning environment. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123225549","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}
E. Erniwati, S. R. Mertosono, Rofiqoh Rofiqoh, Rasni Ahmad Gente
This library research investigates how picture series implementation effectively improves students' writing skills on different text types. Data were collected from journals published in the last ten years, from 2012-2022, and analyzed using content analysis. The results indicated that picture series effectively improve students' writing skills in descriptive, narrative, recount, procedure, explanation, and spoof texts. Even the picture series is helpful when applied to teach writing skills to deaf and hard-of-hearing students. A visual representation of events arranged in chronological order naturally provides the students with clues that can help them arrange and develop ideas in writing. Besides, the picture series stimulate the students' process of thinking and imagination to write the assigned text. Picture series also promote students' engagement and participation. In other words, picture series enables students to improve their writing skills and change their behavior toward learning.
{"title":"Picture Series in Teaching Writing Skills: A Literature Review","authors":"E. Erniwati, S. R. Mertosono, Rofiqoh Rofiqoh, Rasni Ahmad Gente","doi":"10.24127/pj.v11i3.5848","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5848","url":null,"abstract":"This library research investigates how picture series implementation effectively improves students' writing skills on different text types. Data were collected from journals published in the last ten years, from 2012-2022, and analyzed using content analysis. The results indicated that picture series effectively improve students' writing skills in descriptive, narrative, recount, procedure, explanation, and spoof texts. Even the picture series is helpful when applied to teach writing skills to deaf and hard-of-hearing students. A visual representation of events arranged in chronological order naturally provides the students with clues that can help them arrange and develop ideas in writing. Besides, the picture series stimulate the students' process of thinking and imagination to write the assigned text. Picture series also promote students' engagement and participation. In other words, picture series enables students to improve their writing skills and change their behavior toward learning. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130974345","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}
Online learning has been one of the best available options for coping with the teaching and learning process during the pandemic era. Understanding teachers' and students' perceptions of online learning has been an important and popular research topic. The focus of the current study is ascertaining whether the teachers and students can do the online teaching and learning process optimally. The subject of the study was 15 teachers and 52 primary students of SD Muhammadiyah 03 Tumpang who have faced online learning for almost two years. This study used a survey method with an online close-ended questionnaire to capture the perceptions of students and teachers on online learning implementation. The results indicated that the teachers and students perceived online learning negatively even though they agreed it was a suitable learning system during the pandemic. The study implies that online learning may positively or negatively impact students and teachers. However, it can be an alternative to learning over a long distance, and it is also one of the ways to define the technology to the teachers and students, especially in rural schools.
{"title":"TEACHERS VS STUDENTS: PERCEPTIONS TOWARD THE SWITCH FROM OFFLINE TO ONLINE LEARNING AT THE PRIMARY SCHOOL LEVEL","authors":"Khilda Husnia Abidah","doi":"10.24127/pj.v11i3.5201","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5201","url":null,"abstract":"Online learning has been one of the best available options for coping with the teaching and learning process during the pandemic era. Understanding teachers' and students' perceptions of online learning has been an important and popular research topic. The focus of the current study is ascertaining whether the teachers and students can do the online teaching and learning process optimally. The subject of the study was 15 teachers and 52 primary students of SD Muhammadiyah 03 Tumpang who have faced online learning for almost two years. This study used a survey method with an online close-ended questionnaire to capture the perceptions of students and teachers on online learning implementation. The results indicated that the teachers and students perceived online learning negatively even though they agreed it was a suitable learning system during the pandemic. The study implies that online learning may positively or negatively impact students and teachers. However, it can be an alternative to learning over a long distance, and it is also one of the ways to define the technology to the teachers and students, especially in rural schools. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115142218","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}
Publishing academic articles is no longer an option but an obligation among academics. Nevertheless, in reality, many students have difficulty writing research results in the form of articles. The current research aims to describe the arrangement of the discussion sections in research articles published in reputable journals and the difference between the research article discussion section in journals indexed with SINTA 1 and SINTA 2. A qualitative study content analysis is used in this research. The data in this study were analyzed using Yang & Allison's (2003) Models. Twenty discussions were taken as the primary data. At first, twenty research articles were selected from SINTA, ten discussions from S1, and the other ten articles were from S2. The articles selected here are those which were published in 2021. The research findings show that there are three moves that the authors always include, namely Move 2 (reporting results), Move 4 Step a (interpreting results), and Move 4 Step b (comparing results with literature). The findings also imply that the authors have used most of the moves and steps proposed by Yang & Allison's (2003) framework in compiling the discussion section. This research can benefit researchers, especially university students who want to submit their manuscripts to journals. By knowing what the editors want in writing the discussion section, mistakes can be minimized since the most revision is on this part.
{"title":"RHETORICAL MOVES VARIATIONS OF RESEARCH ARTICLE DISCUSSION SECTION PUBLISHED IN REPUTABLE JOURNALS","authors":"Solihatul Ulya","doi":"10.24127/pj.v11i3.5615","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5615","url":null,"abstract":"Publishing academic articles is no longer an option but an obligation among academics. Nevertheless, in reality, many students have difficulty writing research results in the form of articles. The current research aims to describe the arrangement of the discussion sections in research articles published in reputable journals and the difference between the research article discussion section in journals indexed with SINTA 1 and SINTA 2. A qualitative study content analysis is used in this research. The data in this study were analyzed using Yang & Allison's (2003) Models. Twenty discussions were taken as the primary data. At first, twenty research articles were selected from SINTA, ten discussions from S1, and the other ten articles were from S2. The articles selected here are those which were published in 2021. The research findings show that there are three moves that the authors always include, namely Move 2 (reporting results), Move 4 Step a (interpreting results), and Move 4 Step b (comparing results with literature). The findings also imply that the authors have used most of the moves and steps proposed by Yang & Allison's (2003) framework in compiling the discussion section. This research can benefit researchers, especially university students who want to submit their manuscripts to journals. By knowing what the editors want in writing the discussion section, mistakes can be minimized since the most revision is on this part.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"346 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122162296","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}
Twitter, an online platform that is said to have a more constructive and meaningful response to the issues, is also where people are creative writers of cyber literature. Lately, there has been a trend of Twitter users to write fiction lines that have a premise of “what is your last line if you in the ending of a relationship.” This research intended to seek the attitude of Indonesian writing fiction in English. This paper analyses a short written online discourse called ‘tweet’ using Systemic Functional Linguistics (SFL). This analysis focuses on appraising attitudes that are feeling on reacting to emotion, putting the judgment, and evaluating things. The data is taken from a Twitter account, namely @literarybase, by shorting 100 popular tweets taken to seek the trend and 20 tweets among them to be classified on its appraisal criterion. The results show that a relationship's trend ends with a sad ending rather than a happy ending. However, positive affection holds the most significant shares of lexical choice, followed by judgment and appreciation the least. That means the users mostly used ironic writing that contrasts expectation with reality. Linguistic research also implied that tragedy plot is favorable in online discourse. The study has identified the practical way of assessing attitudes in short-writing fiction on online platforms and the tendency of a community to see value in a relationship and how they express themselves in a foreign language.
{"title":"APPRAISING TWITTER USERS’ ATTITUDE ON “WRITING LAST LINE STORY”: SFL APPROACH ON CLOSING STATEMENT IN CYBER LITERATURE","authors":"Afriliani Afriliani","doi":"10.24127/pj.v11i3.5336","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5336","url":null,"abstract":"Twitter, an online platform that is said to have a more constructive and meaningful response to the issues, is also where people are creative writers of cyber literature. Lately, there has been a trend of Twitter users to write fiction lines that have a premise of “what is your last line if you in the ending of a relationship.” This research intended to seek the attitude of Indonesian writing fiction in English. This paper analyses a short written online discourse called ‘tweet’ using Systemic Functional Linguistics (SFL). This analysis focuses on appraising attitudes that are feeling on reacting to emotion, putting the judgment, and evaluating things. The data is taken from a Twitter account, namely @literarybase, by shorting 100 popular tweets taken to seek the trend and 20 tweets among them to be classified on its appraisal criterion. The results show that a relationship's trend ends with a sad ending rather than a happy ending. However, positive affection holds the most significant shares of lexical choice, followed by judgment and appreciation the least. That means the users mostly used ironic writing that contrasts expectation with reality. Linguistic research also implied that tragedy plot is favorable in online discourse. The study has identified the practical way of assessing attitudes in short-writing fiction on online platforms and the tendency of a community to see value in a relationship and how they express themselves in a foreign language. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124018591","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}
The COVID-19 pandemic has influenced the education world, especially teaching and learning. Students must be equipped with four skills to survive in the global competition of the 21st century, namely Collaboration, Critical Thinking, Creativity, and communication (4C). One of the essential skills is creativity. Teachers have to provide learning activities for students to develop their skills. As a result, teachers must adapt to the condition by selecting the appropriate strategies. One of the strategies which can be applied during the pandemic is Project Based Learning. This study aims to describe the process of developing creativity in the students using Project Based Learning in the Teaching English to Young Learners (TEYL) course and the student's responses towards the strategy applied by the lecturer. This study is qualitative; the data were collected by documentation, observation checklist, and interviews. The subjects are lecturers and students taking TEYL courses for the 2020/2021 academic year. This study found that the lecturer employed blended learning to implement the teaching and learning process. She assigned the students a project: learning activities for young learners in the form of a book chapter. Through creating the project in TEYL courses, the students could develop their creativity, especially in fluency, flexibility, originality, and elaboration.
{"title":"DEVELOPING STUDENTS’ CREATIVITY IN TEACHING TEYL SUBJECT DURING COVID-19 PANDEMIC","authors":"Zakia Auraningrum, Diani Nurhajati, S. Sulistyani","doi":"10.24127/pj.v11i3.5866","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5866","url":null,"abstract":"The COVID-19 pandemic has influenced the education world, especially teaching and learning. Students must be equipped with four skills to survive in the global competition of the 21st century, namely Collaboration, Critical Thinking, Creativity, and communication (4C). One of the essential skills is creativity. Teachers have to provide learning activities for students to develop their skills. As a result, teachers must adapt to the condition by selecting the appropriate strategies. One of the strategies which can be applied during the pandemic is Project Based Learning. This study aims to describe the process of developing creativity in the students using Project Based Learning in the Teaching English to Young Learners (TEYL) course and the student's responses towards the strategy applied by the lecturer. This study is qualitative; the data were collected by documentation, observation checklist, and interviews. The subjects are lecturers and students taking TEYL courses for the 2020/2021 academic year. This study found that the lecturer employed blended learning to implement the teaching and learning process. She assigned the students a project: learning activities for young learners in the form of a book chapter. Through creating the project in TEYL courses, the students could develop their creativity, especially in fluency, flexibility, originality, and elaboration.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"286 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128079160","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}
Several conceptions of convergent and divergent thinking are being compared to determine the superior one. However, lateral thinking has emerged, blending convergent and divergent thinking whose potentials impact High Order Thinking Skills (HOTS). This conceptual writing aimed to describe the practice of lateral thinking skills in ELT situations. Furthermore, its role in promoting HOTS was discussed, especially in modern classrooms. A library research design was used to gather primary data through literature reviews. The examinations were done qualitatively; triangulated for more reliability and compelling. The findings reveal that lateral thinking is most commonly delivered on a problem-based learning model, which might be utilized to encourage students to think beyond the box in the future. Lateral thinking is also adaptable and applicable in various settings and courses. It is anticipated that practicing lateral thinking in the modern classroom would significantly impact students' problem-solving skills, discover new solutions, create discoveries and breakthroughs. It is highly suggested that both teachers and students employ lateral thinking to ensure that HOTS is trained to its full potential.
{"title":"Lateral Thinking Practice on ELT Situation: Innovative Strategy to Promote HOTs","authors":"P. Y. S. Pratama, N. Padmadewi, I. Utami","doi":"10.24127/pj.v11i1.4430","DOIUrl":"https://doi.org/10.24127/pj.v11i1.4430","url":null,"abstract":"Several conceptions of convergent and divergent thinking are being compared to determine the superior one. However, lateral thinking has emerged, blending convergent and divergent thinking whose potentials impact High Order Thinking Skills (HOTS). This conceptual writing aimed to describe the practice of lateral thinking skills in ELT situations. Furthermore, its role in promoting HOTS was discussed, especially in modern classrooms. A library research design was used to gather primary data through literature reviews. The examinations were done qualitatively; triangulated for more reliability and compelling. The findings reveal that lateral thinking is most commonly delivered on a problem-based learning model, which might be utilized to encourage students to think beyond the box in the future. Lateral thinking is also adaptable and applicable in various settings and courses. It is anticipated that practicing lateral thinking in the modern classroom would significantly impact students' problem-solving skills, discover new solutions, create discoveries and breakthroughs. It is highly suggested that both teachers and students employ lateral thinking to ensure that HOTS is trained to its full potential.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123968039","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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