Pub Date : 2022-11-30DOI: 10.15294/elt.v11i3.58723
Mona Safrida Yanti, Yanty Wirza
A textbook is expected to cover all of the teaching necessities as well as educational values contained in the curriculum. Conversely, many scholars or researchers in the study of gender representation portrayed English language textbooks tend to have gender-biased in terms of gender representation in which males are represented more than females in many aspects. Hence, investigating how males and females are represented in Indonesian EFL textbooks is highly beneficial to be explored to clarify and update the finding based on the previous studies. The concern of this current study is to investigate gender representation in the Indonesian EFL textbook for vocational school students by using the framework proposed by (Amerian & Esmaili, 2014). The analysis of the data is based on critical discourse analysis and content analysis. Surprisingly, congruent with most previous studies, the finding reflects that there is inequality in terms of gender representation in which females are underrepresented in the textbook. The finding of this recent study pinpoints the depiction of how males and females are represented and depicted in the Indonesian EFL textbook, as a result, it is expected to convey the awareness of scholars, educators, textbook writers or designers, and policymakers as well related to this issue. Then, it is still highly suggested for scholars or researchers in future studies exploring gender representation in Indonesian EFL textbooks by using other books or other levels of education to evaluate the development of this issue.
{"title":"Gender representation in the textbook for vocational school students in the Indonesian EFL settings","authors":"Mona Safrida Yanti, Yanty Wirza","doi":"10.15294/elt.v11i3.58723","DOIUrl":"https://doi.org/10.15294/elt.v11i3.58723","url":null,"abstract":"A textbook is expected to cover all of the teaching necessities as well as educational values contained in the curriculum. Conversely, many scholars or researchers in the study of gender representation portrayed English language textbooks tend to have gender-biased in terms of gender representation in which males are represented more than females in many aspects. Hence, investigating how males and females are represented in Indonesian EFL textbooks is highly beneficial to be explored to clarify and update the finding based on the previous studies. The concern of this current study is to investigate gender representation in the Indonesian EFL textbook for vocational school students by using the framework proposed by (Amerian & Esmaili, 2014). The analysis of the data is based on critical discourse analysis and content analysis. Surprisingly, congruent with most previous studies, the finding reflects that there is inequality in terms of gender representation in which females are underrepresented in the textbook. The finding of this recent study pinpoints the depiction of how males and females are represented and depicted in the Indonesian EFL textbook, as a result, it is expected to convey the awareness of scholars, educators, textbook writers or designers, and policymakers as well related to this issue. Then, it is still highly suggested for scholars or researchers in future studies exploring gender representation in Indonesian EFL textbooks by using other books or other levels of education to evaluate the development of this issue.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133215629","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}
This study aimed to discover the code switching found in impromptu speeches of the Grade 11 students of UM Peñaplata College. Specifically, the study sought to determine and describe the common words used in code switching in the impromptu speeches of the Grade 11 students and to analyze the types and functions of the common words they code switched. Since there have been no studies related to CS in the Island Garden City of Samal, the researchers are urged to conduct this kind of research. In addition to this, the researchers also want to know the role of CS in the academe since English language proficiency is highly necessary especially in an English classroom. The participants of this study are from UM Peñaplata College, specifically the Grade 11 Senior High School students. Among the 78 respondents, there were 67 purposively selected which were subjected to Textual Analysis. Analysis revealed four most common code-switching words committed in impromptu speeches. These are ahm, ah, kanang, and ay. The types of these code-switching words are intersentential, intra-sentential, intra-word, and tag-switching. Also, the functions of these code-switched words are fillers, hesitations, discourse markers, literary translation, and repetition of words. With these, language educators should continuously find strategies to suit the ever-changing nature of the curriculum and handle the weakness evident in the teaching of the English language.
{"title":"Code switching in Grade 11 students of UM Peñaplata College","authors":"Clares Fe Enriquez, Glyza Candido, Nicole Fletcher Abing, Franlo Bucog, Jovenil Bacatan","doi":"10.15294/elt.v11i3.55440","DOIUrl":"https://doi.org/10.15294/elt.v11i3.55440","url":null,"abstract":"This study aimed to discover the code switching found in impromptu speeches of the Grade 11 students of UM Peñaplata College. Specifically, the study sought to determine and describe the common words used in code switching in the impromptu speeches of the Grade 11 students and to analyze the types and functions of the common words they code switched. Since there have been no studies related to CS in the Island Garden City of Samal, the researchers are urged to conduct this kind of research. In addition to this, the researchers also want to know the role of CS in the academe since English language proficiency is highly necessary especially in an English classroom. The participants of this study are from UM Peñaplata College, specifically the Grade 11 Senior High School students. Among the 78 respondents, there were 67 purposively selected which were subjected to Textual Analysis. Analysis revealed four most common code-switching words committed in impromptu speeches. These are ahm, ah, kanang, and ay. The types of these code-switching words are intersentential, intra-sentential, intra-word, and tag-switching. Also, the functions of these code-switched words are fillers, hesitations, discourse markers, literary translation, and repetition of words. With these, language educators should continuously find strategies to suit the ever-changing nature of the curriculum and handle the weakness evident in the teaching of the English language.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130866380","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 : 2022-11-30DOI: 10.15294/elt.v11i3.57590
Achmad Kholili, A. Lubis
Reflective practice has been a prominent issue on English language teaching since it involves a deliberate action to improve one’s professional knowledge, skills, and awareness. One way to encourage reflective practice for EFL teachers is to form an online academic group. The current study examines how the discussion in an online academic writing for publication group promotes reflective thinking. This study involved two EFL teachers who participated and learned academic writing in a weekly online meeting on WhatsApp to reflect on their study. The online group discussion was recorded and coded according to the topics they talked about in the group. The topics served as a measure of critical reflectivity. Findings indicated that the EFL teachers talked over and studied academic writing in terms of how to prepare an eligible manuscript for international publication. They also discussed the problems or issues they encountered during writing a research article for publication. The issues were concerned with the research topics, writing an introduction section, difficulties in reporting the research method and procedure, and the use of academic words in their writing, to mention a few. Those issues have an implication to the difficulty in preparing an eligible manuscript and in publishing their articles This study calls for further initiations to develop reflective practice of Indonesian EFL lecturers through a series of intensive academic writing for publication purposes workshops. The foci of the workshops can address the issues on developing each section of the research article or selecting academic words suitable for writing the paper so that the process of undergoing the international publication can be less demanding.
{"title":"How does an online writing for publication group promote reflective practice? Voices from two EFL lecturers","authors":"Achmad Kholili, A. Lubis","doi":"10.15294/elt.v11i3.57590","DOIUrl":"https://doi.org/10.15294/elt.v11i3.57590","url":null,"abstract":"Reflective practice has been a prominent issue on English language teaching since it involves a deliberate action to improve one’s professional knowledge, skills, and awareness. One way to encourage reflective practice for EFL teachers is to form an online academic group. The current study examines how the discussion in an online academic writing for publication group promotes reflective thinking. This study involved two EFL teachers who participated and learned academic writing in a weekly online meeting on WhatsApp to reflect on their study. The online group discussion was recorded and coded according to the topics they talked about in the group. The topics served as a measure of critical reflectivity. Findings indicated that the EFL teachers talked over and studied academic writing in terms of how to prepare an eligible manuscript for international publication. They also discussed the problems or issues they encountered during writing a research article for publication. The issues were concerned with the research topics, writing an introduction section, difficulties in reporting the research method and procedure, and the use of academic words in their writing, to mention a few. Those issues have an implication to the difficulty in preparing an eligible manuscript and in publishing their articles This study calls for further initiations to develop reflective practice of Indonesian EFL lecturers through a series of intensive academic writing for publication purposes workshops. The foci of the workshops can address the issues on developing each section of the research article or selecting academic words suitable for writing the paper so that the process of undergoing the international publication can be less demanding.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130003123","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 : 2022-07-31DOI: 10.15294/elt.v11i2.54273
Dias Tiara Putri Utomo, Finaty Ahsanah
The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.
{"title":"The implementation of bichronous online learning: EFL students’ perceptions and challenges","authors":"Dias Tiara Putri Utomo, Finaty Ahsanah","doi":"10.15294/elt.v11i2.54273","DOIUrl":"https://doi.org/10.15294/elt.v11i2.54273","url":null,"abstract":"The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"226 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130807817","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 : 2022-07-31DOI: 10.15294/elt.v11i2.52932
Zikril Mulia, Izzuddin Hibatullah, E. Damanik
Literature is written work, especially those considered superior or lasting artistic merit. Literature is one of the important things in the world and life. An assist contention against teaching literature was that modern innovation and social hones within the tall in West had rendered—or were on the point of rendering—reading and composing pitifully obsolete. This research aims to explore the students' understanding of English literature according to the expert and one their knowledge and the necessary type of literature as well. Further, by implementing a descriptive qualitative method design which was aimed to give an original view of variable, indication, or condition. The college student also defined that literature as a guide. And some junior high school student said that literature is an artwork in the form of written phrases that contains the spirit, sighing, etc. They honestly claimed that learning English literature made them increase their knowledge about English literature which was amazing. To solve the challenges, the college students recalled their moments and experience when learning literature at junior high school and argued about English literature that was so boring and wasted time. Further research can be done to explore the perception of English literature in junior high school from junior high school students and the college student's point of view.
{"title":"Literature as one of the fascinating lessons for junior high school students","authors":"Zikril Mulia, Izzuddin Hibatullah, E. Damanik","doi":"10.15294/elt.v11i2.52932","DOIUrl":"https://doi.org/10.15294/elt.v11i2.52932","url":null,"abstract":"Literature is written work, especially those considered superior or lasting artistic merit. Literature is one of the important things in the world and life. An assist contention against teaching literature was that modern innovation and social hones within the tall in West had rendered—or were on the point of rendering—reading and composing pitifully obsolete. This research aims to explore the students' understanding of English literature according to the expert and one their knowledge and the necessary type of literature as well. Further, by implementing a descriptive qualitative method design which was aimed to give an original view of variable, indication, or condition. The college student also defined that literature as a guide. And some junior high school student said that literature is an artwork in the form of written phrases that contains the spirit, sighing, etc. They honestly claimed that learning English literature made them increase their knowledge about English literature which was amazing. To solve the challenges, the college students recalled their moments and experience when learning literature at junior high school and argued about English literature that was so boring and wasted time. Further research can be done to explore the perception of English literature in junior high school from junior high school students and the college student's point of view.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123713365","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 : 2022-07-31DOI: 10.15294/elt.v11i2.50910
Juliana Leguizamon del Portillo, Andres Bernal-Ballen
Learning English as a foreign language can be challenging because it requires the development of tools which allows an effective communication process. In this sense, the phonetic differences between Spanish and English are one of the reasons why it is difficult to develop listening skills for Spanish native speakers. Thus, in this research, a didactic strategy based on common audio and video platforms was designed in order to improve this ability in a sample of students. The sample was selected at convenience and consisted of fifteen students from an English intermediate course. The strategy was divided into three parts: a diagnostic test to demonstrate the level of listening; learning activities; and an exit test. A descriptive study was conducted. The obtained results showed students’ progressive improvement in pragmatics, understanding, and intonation. In addition, the results indicated that the use of alternative methods, mediated by new technologies, seems to be equal or more effective than traditional teaching and a better learning of English is perceived by using remote strategies than in face-to-face ones.
{"title":"Video and audio platforms for improving listening skills in Spanish´s students of EFL: A preliminary and descriptive study","authors":"Juliana Leguizamon del Portillo, Andres Bernal-Ballen","doi":"10.15294/elt.v11i2.50910","DOIUrl":"https://doi.org/10.15294/elt.v11i2.50910","url":null,"abstract":"Learning English as a foreign language can be challenging because it requires the development of tools which allows an effective communication process. In this sense, the phonetic differences between Spanish and English are one of the reasons why it is difficult to develop listening skills for Spanish native speakers. Thus, in this research, a didactic strategy based on common audio and video platforms was designed in order to improve this ability in a sample of students. The sample was selected at convenience and consisted of fifteen students from an English intermediate course. The strategy was divided into three parts: a diagnostic test to demonstrate the level of listening; learning activities; and an exit test. A descriptive study was conducted. The obtained results showed students’ progressive improvement in pragmatics, understanding, and intonation. In addition, the results indicated that the use of alternative methods, mediated by new technologies, seems to be equal or more effective than traditional teaching and a better learning of English is perceived by using remote strategies than in face-to-face ones.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128661821","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 : 2022-07-31DOI: 10.15294/elt.v11i2.53995
M. Lopez, Jaypeh Ju D. Punay, Joseph B. Quinto
The sudden shift from traditional to online learning because of the COVID-19 pandemic has made written communication the primary method for students and instructors to send and receive information. However, most students still experience challenges when communicating with their instructors in written form, especially first-year university students. Henceforth, this study aimed to understand the written communication challenges of freshman Bachelor of Arts in Communication (BACOM) students of S.Y. 2020-2021. Specifically, the study intended to determine the challenges encountered by the participants in written correspondence with their instructors in terms of online learning, the consequences of the challenges identified, and the ways to improve written communication between the participants and their instructors. This qualitative study used Hermeneutic Phenomenology in one state university in Cordillera Administrative Region, Philippines. Data was gathered through an online focus group interview which was analyzed using Reflexive Thematic Analysis. Findings of the study show that the major challenges endured by the students are uncertainty, sensitivity, comprehension deficit, poor internet connection, and grammar inaccuracies. As a result of these difficulties, the outcomes identified by the students are delayed inquiries, poor performance, low self-esteem, and a communication gap. Based on the students' suggestions, effective written communication can be improved between instructors and students by employing empathy, online etiquette, systematized platform, initiative, feedback, cooperation, clarity of instructions, clarity of concerns, and open communication. Chiefly, this study demonstrates that both students and instructors should be aware of their respective roles and duties to establish healthy, productive, and effective learning and communication now that the learning system has shifted online.
{"title":"Written correspondence: Challenges and adjustments of BACOM students in online learning","authors":"M. Lopez, Jaypeh Ju D. Punay, Joseph B. Quinto","doi":"10.15294/elt.v11i2.53995","DOIUrl":"https://doi.org/10.15294/elt.v11i2.53995","url":null,"abstract":"The sudden shift from traditional to online learning because of the COVID-19 pandemic has made written communication the primary method for students and instructors to send and receive information. However, most students still experience challenges when communicating with their instructors in written form, especially first-year university students. Henceforth, this study aimed to understand the written communication challenges of freshman Bachelor of Arts in Communication (BACOM) students of S.Y. 2020-2021. Specifically, the study intended to determine the challenges encountered by the participants in written correspondence with their instructors in terms of online learning, the consequences of the challenges identified, and the ways to improve written communication between the participants and their instructors. This qualitative study used Hermeneutic Phenomenology in one state university in Cordillera Administrative Region, Philippines. Data was gathered through an online focus group interview which was analyzed using Reflexive Thematic Analysis. Findings of the study show that the major challenges endured by the students are uncertainty, sensitivity, comprehension deficit, poor internet connection, and grammar inaccuracies. As a result of these difficulties, the outcomes identified by the students are delayed inquiries, poor performance, low self-esteem, and a communication gap. Based on the students' suggestions, effective written communication can be improved between instructors and students by employing empathy, online etiquette, systematized platform, initiative, feedback, cooperation, clarity of instructions, clarity of concerns, and open communication. Chiefly, this study demonstrates that both students and instructors should be aware of their respective roles and duties to establish healthy, productive, and effective learning and communication now that the learning system has shifted online.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125423691","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 : 2022-07-31DOI: 10.15294/elt.v11i2.55448
Danti Pudjiati, Tira Nur Fitria
Language barriers often prevent a person from understanding information. For that, internet users need to know the best mobile application to translate or translate foreign languages. Numerous mobile apps can be used for English language learning. The apps grow as technology improves then apps were created specifically for the purpose to teach any subject. Mobile-Assisted Language Learning (MALL) is a prominent practice nowadays. The MALL for translation usage is gradually established for EFL students because of the development of ICT. However, the research that discussed this issue is still far on the ground. This research is conducted to fill this void. There are four concerns to consider namely 1) MALL in improving students’ translation skills, 2) Students’ way of translating technical terms 3) The most translation strategy applied by the students to translate the technical terms (4) Challenges faced by students when translating the technical terms from English into Indonesian by using MALL. This research was carried out with a qualitative method. The data were taken from both an online survey and a semi-structured interview. The findings revealed that the students were helpful to use Language Translator (LT) for translating technical terms, especially in determining word choice. They selected three strategies for translating technical terms, i.e. translation by definition, literal translation, and borrowing. The strategy that the students used was a translation by definition. The challenge that they faced when using MALL was primarily regarding guidance availability. Nonetheless, most of them agreed that the LT was very supportive.
语言障碍常常阻碍人们理解信息。为此，互联网用户需要知道翻译或翻译外语的最佳移动应用程序。许多手机应用程序可以用来学习英语。随着技术的进步，应用程序不断发展，然后专门为教授任何科目而创建应用程序。移动辅助语言学习(Mobile-Assisted Language Learning, MALL)是当今一个非常突出的实践。随着信息通信技术的发展，英语学生的翻译习惯逐渐形成。然而，讨论这一问题的研究还远远不够。这项研究就是为了填补这一空白。需要考虑四个方面，即1)MALL在提高学生翻译技能方面的作用;2)学生翻译专业术语的方式;3)学生在翻译专业术语时最常用的翻译策略;4)学生在使用MALL将英语专业术语翻译成印尼语时所面临的挑战。本研究采用定性方法进行。这些数据来自在线调查和半结构化访谈。结果表明，学生在使用语言翻译工具进行专业术语的翻译时，尤其是在选择词汇时，具有一定的帮助。他们选择了三种技术术语的翻译策略，即定义翻译、直译和借用。学生们使用的策略是一种定义上的翻译。他们在使用MALL时面临的挑战主要是关于指导的可用性。尽管如此，他们中的大多数人都认为LT是非常支持的。
{"title":"Understanding technical term translation using language translator as Mobile-Assisted Language Learning (MALL)","authors":"Danti Pudjiati, Tira Nur Fitria","doi":"10.15294/elt.v11i2.55448","DOIUrl":"https://doi.org/10.15294/elt.v11i2.55448","url":null,"abstract":"Language barriers often prevent a person from understanding information. For that, internet users need to know the best mobile application to translate or translate foreign languages. Numerous mobile apps can be used for English language learning. The apps grow as technology improves then apps were created specifically for the purpose to teach any subject. Mobile-Assisted Language Learning (MALL) is a prominent practice nowadays. The MALL for translation usage is gradually established for EFL students because of the development of ICT. However, the research that discussed this issue is still far on the ground. This research is conducted to fill this void. There are four concerns to consider namely 1) MALL in improving students’ translation skills, 2) Students’ way of translating technical terms 3) The most translation strategy applied by the students to translate the technical terms (4) Challenges faced by students when translating the technical terms from English into Indonesian by using MALL. This research was carried out with a qualitative method. The data were taken from both an online survey and a semi-structured interview. The findings revealed that the students were helpful to use Language Translator (LT) for translating technical terms, especially in determining word choice. They selected three strategies for translating technical terms, i.e. translation by definition, literal translation, and borrowing. The strategy that the students used was a translation by definition. The challenge that they faced when using MALL was primarily regarding guidance availability. Nonetheless, most of them agreed that the LT was very supportive.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132112769","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 : 2022-07-31DOI: 10.15294/elt.v11i2.57568
Ai Fatmawati, Yanty Wirza
The ability of learners to take an active role in their learning has attracted attention in foreign language learning as the focus of language teaching practice and theory have shifted to a student-centered approach. Thus, this study aimed at exploring how students employed autonomous language learning behaviors, such as planning, monitoring, and evaluating their learning, including the challenges that the students may find. By applying a narrative inquiry, this study focused on examining students’ experience in doing autonomous language learning behaviors and their challenges. The data were obtained using a semi-structured interview with four bilingual students who live at private Islamic boarding school. The findings revealed that they implemented autonomous language learning behaviors, yet they met some difficulties in doing those behaviors, such as the dilemma in determining the goals or the priorities to learn, the lack of motivation in doing those behaviors, the need of others to help them doing the behaviors and misunderstanding of the autonomous behavior concepts. The findings imply that the participation of the teacher's assistance and encouragement in implementing autonomous behaviors is crucial. Due to the limited data obtained in this study, future research can be done to explore more about autonomous behaviors. Keywords: autonomous; behaviors; challenges; learner autonomy
{"title":"Students’ practice on autonomous language learning behaviors: A narrative inquiry","authors":"Ai Fatmawati, Yanty Wirza","doi":"10.15294/elt.v11i2.57568","DOIUrl":"https://doi.org/10.15294/elt.v11i2.57568","url":null,"abstract":"The ability of learners to take an active role in their learning has attracted attention in foreign language learning as the focus of language teaching practice and theory have shifted to a student-centered approach. Thus, this study aimed at exploring how students employed autonomous language learning behaviors, such as planning, monitoring, and evaluating their learning, including the challenges that the students may find. By applying a narrative inquiry, this study focused on examining students’ experience in doing autonomous language learning behaviors and their challenges. The data were obtained using a semi-structured interview with four bilingual students who live at private Islamic boarding school. The findings revealed that they implemented autonomous language learning behaviors, yet they met some difficulties in doing those behaviors, such as the dilemma in determining the goals or the priorities to learn, the lack of motivation in doing those behaviors, the need of others to help them doing the behaviors and misunderstanding of the autonomous behavior concepts. The findings imply that the participation of the teacher's assistance and encouragement in implementing autonomous behaviors is crucial. Due to the limited data obtained in this study, future research can be done to explore more about autonomous behaviors. \u0000Keywords: autonomous; behaviors; challenges; learner autonomy","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130203542","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 : 2022-07-31DOI: 10.15294/elt.v11i2.57120
M. Jannah, Syafryadin Syafryadin
Using ICT tools to teach vocabulary is a commonly researched topic in language teaching. Many popular web tools, such as Kahoot and Quizizz, are used as experimental tools with learners to investigate how effectively they enhance learners' vocabulary. This study analyzed the students' perceptions of Wordwall.net, a less known and researched game-based web tool, in their vocabulary learning. This study was conducted since there is still limited research conducted in Indonesia that analyses the students' perception of using Wordwall.net in English vocabulary learning. This research design was survey research with a sample of 29 8th-grade students at one of the Junior High Schools in Bengkulu Tengah. The data were collected using a close-ended questionnaire. It was analyzed quantitatively by implementing the Likert scale. The result of this research found that most students' perception of the use of Wodwall.net in their vocabulary learning was positive. Their feeling about Wordwall.net was great. They enjoyed the teamwork and competition; they perceived Wordwall.net as an exciting, interesting, motivating & fun web tool to learn vocabulary. From the students' perceived effects of using Wordwall.net, Wordwall.net was a kind of awaited learning media for the students. In addition, Wordwall.net also influenced the students' engagement with the web tool and the classroom. It indicated that the students paid more attention to the learning process. The researchers strongly recommended that teachers start using Wordwall.net to learn vocabulary based on the results.
{"title":"EFL students' perspectives on the use of Wordwall.net as vocabulary learning media","authors":"M. Jannah, Syafryadin Syafryadin","doi":"10.15294/elt.v11i2.57120","DOIUrl":"https://doi.org/10.15294/elt.v11i2.57120","url":null,"abstract":"Using ICT tools to teach vocabulary is a commonly researched topic in language teaching. Many popular web tools, such as Kahoot and Quizizz, are used as experimental tools with learners to investigate how effectively they enhance learners' vocabulary. This study analyzed the students' perceptions of Wordwall.net, a less known and researched game-based web tool, in their vocabulary learning. This study was conducted since there is still limited research conducted in Indonesia that analyses the students' perception of using Wordwall.net in English vocabulary learning. This research design was survey research with a sample of 29 8th-grade students at one of the Junior High Schools in Bengkulu Tengah. The data were collected using a close-ended questionnaire. It was analyzed quantitatively by implementing the Likert scale. The result of this research found that most students' perception of the use of Wodwall.net in their vocabulary learning was positive. Their feeling about Wordwall.net was great. They enjoyed the teamwork and competition; they perceived Wordwall.net as an exciting, interesting, motivating & fun web tool to learn vocabulary. From the students' perceived effects of using Wordwall.net, Wordwall.net was a kind of awaited learning media for the students. In addition, Wordwall.net also influenced the students' engagement with the web tool and the classroom. It indicated that the students paid more attention to the learning process. The researchers strongly recommended that teachers start using Wordwall.net to learn vocabulary based on the results.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121140482","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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