Pub Date : 2021-11-24DOI: 10.15294/elt.v10i3.47970
Tanzina Halim, Rizwana Wahid, Shanjida Halim
This paper investigates the attitude of teachers and students towards the teaching and learning of grammar for online classes. The current study aims to identify the difficulties that the students face when learning grammar through online sessions. The paper also gives an insight from teachers’ perspectives who had conducted grammar classes online. For this, 20 male and female teachers and 80 female undergraduate students of a public university in Saudi Arabia were chosen as participants to carry out the study. To find out the benefits of this shift from face-to-face classes to online classes, the instruments used were questionnaires distributed to the teachers and students who experienced online sessions for almost two semesters. Based on the findings of the results of the study, the paper concludes and gives some recommendations on how both teachers and students can cope with the challenges faced during online classes while teaching and learning grammar.
{"title":"Challenges of teaching and learning grammar in online classes at the tertiary level","authors":"Tanzina Halim, Rizwana Wahid, Shanjida Halim","doi":"10.15294/elt.v10i3.47970","DOIUrl":"https://doi.org/10.15294/elt.v10i3.47970","url":null,"abstract":"This paper investigates the attitude of teachers and students towards the teaching and learning of grammar for online classes. The current study aims to identify the difficulties that the students face when learning grammar through online sessions. The paper also gives an insight from teachers’ perspectives who had conducted grammar classes online. For this, 20 male and female teachers and 80 female undergraduate students of a public university in Saudi Arabia were chosen as participants to carry out the study. To find out the benefits of this shift from face-to-face classes to online classes, the instruments used were questionnaires distributed to the teachers and students who experienced online sessions for almost two semesters. Based on the findings of the results of the study, the paper concludes and gives some recommendations on how both teachers and students can cope with the challenges faced during online classes while teaching and learning grammar.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115418691","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 : 2021-11-24DOI: 10.15294/elt.v10i3.47152
Richard E. Parcon, Zenaida Q. Reyes
This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)’s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion.
{"title":"Exploring the oral communication strategies used in online classroom discussion","authors":"Richard E. Parcon, Zenaida Q. Reyes","doi":"10.15294/elt.v10i3.47152","DOIUrl":"https://doi.org/10.15294/elt.v10i3.47152","url":null,"abstract":"This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)’s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130087605","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 : 2021-11-24DOI: 10.15294/elt.v10i3.47846
Ida Vera Sophya
An Autistic child is a child who has special needs and developmental disorders. Therefore, in the teaching learning process, teachers who teach ASD learners need to have some knowledge of students’ needs. The objections of this study are to explain the implementation of English language teaching for ASD learners during the pandemic era and parents’ role in helping ASD learners understand English. This research employed qualitative research. The researchers applied observation, depth interview and documentation in data collection. The results showed that 1) the English language teaching process for ASD at RBA during the pandemic era applied offline and online learning mode. The material of English language teaching for ASD learners was based on the level of ASD diagnosis. The teachers used direct method, TPR, and Lexical method in offline learning, but for online learning, they used Direct and lexical methods. The teachers also utilised pictures or flashcards in offline learning whereas for online learning they gave the students worksheets and did a video call. In giving assessment, the teachers carried out anecdotal notes, checklists, interviews, and retelling stories 2) During the pandemic era, the role of ASD parents was to accompany their child at home pronouncing English vocabularies that had been given by the therapist at RBA. On the other hand, in on-line learning, the role of parents was as a teacher/therapist who gave treatment to their children at home based on therapists’ instructions.
{"title":"English language teaching for Autism Spectrum Disorders (ASD) learners during pandemic era","authors":"Ida Vera Sophya","doi":"10.15294/elt.v10i3.47846","DOIUrl":"https://doi.org/10.15294/elt.v10i3.47846","url":null,"abstract":"An Autistic child is a child who has special needs and developmental disorders. Therefore, in the teaching learning process, teachers who teach ASD learners need to have some knowledge of students’ needs. The objections of this study are to explain the implementation of English language teaching for ASD learners during the pandemic era and parents’ role in helping ASD learners understand English. This research employed qualitative research. The researchers applied observation, depth interview and documentation in data collection. The results showed that 1) the English language teaching process for ASD at RBA during the pandemic era applied offline and online learning mode. The material of English language teaching for ASD learners was based on the level of ASD diagnosis. The teachers used direct method, TPR, and Lexical method in offline learning, but for online learning, they used Direct and lexical methods. The teachers also utilised pictures or flashcards in offline learning whereas for online learning they gave the students worksheets and did a video call. In giving assessment, the teachers carried out anecdotal notes, checklists, interviews, and retelling stories 2) During the pandemic era, the role of ASD parents was to accompany their child at home pronouncing English vocabularies that had been given by the therapist at RBA. On the other hand, in on-line learning, the role of parents was as a teacher/therapist who gave treatment to their children at home based on therapists’ instructions.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122931144","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 : 2021-11-24DOI: 10.15294/elt.v10i3.48331
Sondes Hamdi
Despite the growing interest in genre analysis, on the one hand, and the continuous concern with academic writing, on the other, very little has been done on the move structure of abstracts in Linguistics Master dissertations written by native speakers and non-native speakers of English (Al-Khasawneh, 2017). In the same vein, no single cross-linguistic study has investigated variations in the move structure of abstracts in dissertations written by English native speakers and Tunisian EFL learners. This paper is a response to this need. It purports to analyze the move structure of abstracts in Linguistics MA dissertations written by English native speakers and Tunisian EFL learners, within the theoretical framework of Hyland’s five-move model (2000). Twelve abstracts were selected for this study: Six abstracts were written by Tunisian EFL MA students at the Institut Supérieur des Langues à Tunis (ISLT, Tunisia) and six abstracts were written by English native speakers. The native speakers’ abstracts were randomly chosen from the Brigham Young University website for Linguistics Theses and Dissertations. The EFL learners’ abstracts were randomly chosen from the ISLT library. The findings suggest that the Purpose move, the Method use and the Product move are frequent in both corpora. However, only one English abstract in 6 contains the Conclusion move, whereas 4 EFL abstracts in 6 contain the Conclusion move. Both corpora contain the Introduction move, with equal frequency (4 in 6 for both corpora). Pedagogical considerations are highlighted for EFL teachers in order to ensure an efficient abstract teaching. It is argued that this study represents a contribution to the field of academic writing and genre analysis.
{"title":"A genre analysis of master dissertation abstracts written by English native speakers and Tunisian EFL learners: Pedagogical considerations","authors":"Sondes Hamdi","doi":"10.15294/elt.v10i3.48331","DOIUrl":"https://doi.org/10.15294/elt.v10i3.48331","url":null,"abstract":"Despite the growing interest in genre analysis, on the one hand, and the continuous concern with academic writing, on the other, very little has been done on the move structure of abstracts in Linguistics Master dissertations written by native speakers and non-native speakers of English (Al-Khasawneh, 2017). In the same vein, no single cross-linguistic study has investigated variations in the move structure of abstracts in dissertations written by English native speakers and Tunisian EFL learners. This paper is a response to this need. It purports to analyze the move structure of abstracts in Linguistics MA dissertations written by English native speakers and Tunisian EFL learners, within the theoretical framework of Hyland’s five-move model (2000). Twelve abstracts were selected for this study: Six abstracts were written by Tunisian EFL MA students at the Institut Supérieur des Langues à Tunis (ISLT, Tunisia) and six abstracts were written by English native speakers. The native speakers’ abstracts were randomly chosen from the Brigham Young University website for Linguistics Theses and Dissertations. The EFL learners’ abstracts were randomly chosen from the ISLT library. The findings suggest that the Purpose move, the Method use and the Product move are frequent in both corpora. However, only one English abstract in 6 contains the Conclusion move, whereas 4 EFL abstracts in 6 contain the Conclusion move. Both corpora contain the Introduction move, with equal frequency (4 in 6 for both corpora). Pedagogical considerations are highlighted for EFL teachers in order to ensure an efficient abstract teaching. It is argued that this study represents a contribution to the field of academic writing and genre analysis.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122954959","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 : 2021-11-24DOI: 10.15294/elt.v10i3.48595
G. Maryono, P. Purnawarman, D. Sukyadi
Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.
{"title":"Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level","authors":"G. Maryono, P. Purnawarman, D. Sukyadi","doi":"10.15294/elt.v10i3.48595","DOIUrl":"https://doi.org/10.15294/elt.v10i3.48595","url":null,"abstract":"Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132198172","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 : 2021-11-24DOI: 10.15294/elt.v10i3.46040
Berliana Dyah Ayu Aprilianti, Sibakhul Milad Malik Hidayatulloh
Education and technology have been tailed by some conditions. Some parts in education are technologized including peer feedback activity, but the use of peer feedback combined with e-learning needs to be reviewed in terms of its practical use. The affordance of technology has enabled peer feedback to take place online. Despite the potential benefits that online peer feedback may offer, there is a lack of studies on the topic. Therefore, this paper aims to explore students’ perspectives on the benefits of online peer feedback. This research was done qualitatively. Interview to six students of English Language Education Department was conducted to gain the data. The academic year 2018/2019. In selecting the participants, purposive sampling was applied. The finding of this study revealed that the use of technology particularly in giving peer feedback brought some benefits e.g., increasing students’ autonomy and reviving student’s critical thinking. Besides, the cons of this phenomenon were that students felt the activity ruined their energy to stay focused in front of the screen to give others a review. Some suggestions in the last part of this paper also appeared as the researchers respond to this phenomenon.
{"title":"EFL students’ voices on digital peer feedback","authors":"Berliana Dyah Ayu Aprilianti, Sibakhul Milad Malik Hidayatulloh","doi":"10.15294/elt.v10i3.46040","DOIUrl":"https://doi.org/10.15294/elt.v10i3.46040","url":null,"abstract":"Education and technology have been tailed by some conditions. Some parts in education are technologized including peer feedback activity, but the use of peer feedback combined with e-learning needs to be reviewed in terms of its practical use. The affordance of technology has enabled peer feedback to take place online. Despite the potential benefits that online peer feedback may offer, there is a lack of studies on the topic. Therefore, this paper aims to explore students’ perspectives on the benefits of online peer feedback. This research was done qualitatively. Interview to six students of English Language Education Department was conducted to gain the data. The academic year 2018/2019. In selecting the participants, purposive sampling was applied. The finding of this study revealed that the use of technology particularly in giving peer feedback brought some benefits e.g., increasing students’ autonomy and reviving student’s critical thinking. Besides, the cons of this phenomenon were that students felt the activity ruined their energy to stay focused in front of the screen to give others a review. Some suggestions in the last part of this paper also appeared as the researchers respond to this phenomenon.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132389163","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 : 2021-11-24DOI: 10.15294/elt.v10i3.38685
Agung Ginanjar Anjaniputra
Anxiety-trigerring conditions that can facilitate and debilitate learning must be made known to teachers. Besides, studies comparing foreign language anxiety in rural and urban areas are inconclusive and incongruous. Thus, this study is intended to explore learners’ language anxiety in speaking performance at urban and rural high schools. The investigation of language anxiety particularly addresses the extent of language anxiety, the anxiety factors as well as the relationship among language anxiety, school sites, and speaking. This study utilized a questionnaire, a test, and a learner interview to collect data by involving urban and rural school. Quantitative data analysis was carried out through descriptive statistics to find out learners’ language anxiety levels, and through Multiple Regression Correlation (MRC) to determine the relationship among the variables. Qualitative data analysis was conducted in relation to language anxiety sources by generating broad themes from the interview. The analysis revealed that (1) the extent of learners’ language anxiety was distinct from one another and subject to certain circumstances and their anxiety sensitivity; (2) four factors causing language anxiety were discovered; and (3) a new insight into the correlation between urban and rural learners, language anxiety, and speaking was noticeable. These findings suggest that teachers recognize the circumstances leading to anxiety, which is a basis for successful language acquisition and learning.
{"title":"Rural learners’ communication apprehension and urban learners’ fear of negative evaluation in speaking performance: What lies within?","authors":"Agung Ginanjar Anjaniputra","doi":"10.15294/elt.v10i3.38685","DOIUrl":"https://doi.org/10.15294/elt.v10i3.38685","url":null,"abstract":"Anxiety-trigerring conditions that can facilitate and debilitate learning must be made known to teachers. Besides, studies comparing foreign language anxiety in rural and urban areas are inconclusive and incongruous. Thus, this study is intended to explore learners’ language anxiety in speaking performance at urban and rural high schools. The investigation of language anxiety particularly addresses the extent of language anxiety, the anxiety factors as well as the relationship among language anxiety, school sites, and speaking. This study utilized a questionnaire, a test, and a learner interview to collect data by involving urban and rural school. Quantitative data analysis was carried out through descriptive statistics to find out learners’ language anxiety levels, and through Multiple Regression Correlation (MRC) to determine the relationship among the variables. Qualitative data analysis was conducted in relation to language anxiety sources by generating broad themes from the interview. The analysis revealed that (1) the extent of learners’ language anxiety was distinct from one another and subject to certain circumstances and their anxiety sensitivity; (2) four factors causing language anxiety were discovered; and (3) a new insight into the correlation between urban and rural learners, language anxiety, and speaking was noticeable. These findings suggest that teachers recognize the circumstances leading to anxiety, which is a basis for successful language acquisition and learning.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126716260","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 : 2021-11-24DOI: 10.15294/elt.v10i3.49867
Nur Cholisah, Sintha Tresnadewi, Rahmati Putri Yaniafari
One of the most important things in learning English as a second language is pronunciation. Having good pronunciation can lead to a successful Speech communication. However, many students find it difficult in learning pronunciation. Many studies have already been conducted to dig in the difficulties and try to overcome the issue. In fact, there are still many students who have good pronunciation, yet not many researchers have conducted studies on how to dig in the factors contributing to it. This study aims at finding the factors that may contribute to the students’ good English pronunciation by applying a descriptive qualitative research design. Some instruments were used in collecting the data such as a pronunciation test, an observation checklist, a field note, and an interview guide. This study found that there were four big factors that contributed to the students’ English pronunciation: education, exposure, environment, and motivation. Each factor has made a powerful contribution to the subjects’ English pronunciation such as applying a reflective practice method, providing a lot of input about English, providing supportive family and friend, and providing a strong motivation to reach something. This study suggests that future researcher might use the pronunciation test with categorization of words in it.
{"title":"A study on factors contributing to students’ English pronunciation","authors":"Nur Cholisah, Sintha Tresnadewi, Rahmati Putri Yaniafari","doi":"10.15294/elt.v10i3.49867","DOIUrl":"https://doi.org/10.15294/elt.v10i3.49867","url":null,"abstract":"One of the most important things in learning English as a second language is pronunciation. Having good pronunciation can lead to a successful Speech communication. However, many students find it difficult in learning pronunciation. Many studies have already been conducted to dig in the difficulties and try to overcome the issue. In fact, there are still many students who have good pronunciation, yet not many researchers have conducted studies on how to dig in the factors contributing to it. This study aims at finding the factors that may contribute to the students’ good English pronunciation by applying a descriptive qualitative research design. Some instruments were used in collecting the data such as a pronunciation test, an observation checklist, a field note, and an interview guide. This study found that there were four big factors that contributed to the students’ English pronunciation: education, exposure, environment, and motivation. Each factor has made a powerful contribution to the subjects’ English pronunciation such as applying a reflective practice method, providing a lot of input about English, providing supportive family and friend, and providing a strong motivation to reach something. This study suggests that future researcher might use the pronunciation test with categorization of words in it.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134592463","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 : 2021-11-24DOI: 10.15294/elt.v10i3.48718
Doni Wijanarko, S. Hadi, Indah Puspitasari
The lack of class interaction in distance learning makes students can not practice their speaking skill. In another case, the use of digital game have been familiar among students. This situation forces teacher to serve students with creative teaching-learning in the class. Novelty is on the specific game which was used in this research. The researcher experimented to apply digital games namely “Among Us” then investigated the impact on students’ speaking skill. This research aimed to answer the question, how were digital games become an alternative medium to learn English in the distance learning situation? Inherently, this research was a pre-experimental research method with a design of one shoot case study. The main data source in this research was based on students' assessments scores and students’ questionnaire scores then supported by other questionnaires and semi-structured interviews. The averages scores indicate that students were good in speaking skills overall, it could be known by the detailed results of the assessments that were pre-activity 2.64, during-activity 2.50, and post-activity 2.22. Moreover, the results of regression analysis indicated digital games influenced students' achievement and students' motivation. It can be known by the significance of Annova tables results that students’ achievement 0.022 < 0.05 and students motivation 0.000 < 0.05. The Researcher concluded that students were comfortable and more confident to learn and practice their speaking skill during playing the digital game. Finally, through giving correct treatment, digital game activity was possible to be an alternative way to learn English especially to practice speaking skill.
{"title":"The influence of playing digital game in distance learning towards students’ speaking skill","authors":"Doni Wijanarko, S. Hadi, Indah Puspitasari","doi":"10.15294/elt.v10i3.48718","DOIUrl":"https://doi.org/10.15294/elt.v10i3.48718","url":null,"abstract":"The lack of class interaction in distance learning makes students can not practice their speaking skill. In another case, the use of digital game have been familiar among students. This situation forces teacher to serve students with creative teaching-learning in the class. Novelty is on the specific game which was used in this research. The researcher experimented to apply digital games namely “Among Us” then investigated the impact on students’ speaking skill. This research aimed to answer the question, how were digital games become an alternative medium to learn English in the distance learning situation? Inherently, this research was a pre-experimental research method with a design of one shoot case study. The main data source in this research was based on students' assessments scores and students’ questionnaire scores then supported by other questionnaires and semi-structured interviews. The averages scores indicate that students were good in speaking skills overall, it could be known by the detailed results of the assessments that were pre-activity 2.64, during-activity 2.50, and post-activity 2.22. Moreover, the results of regression analysis indicated digital games influenced students' achievement and students' motivation. It can be known by the significance of Annova tables results that students’ achievement 0.022 < 0.05 and students motivation 0.000 < 0.05. The Researcher concluded that students were comfortable and more confident to learn and practice their speaking skill during playing the digital game. Finally, through giving correct treatment, digital game activity was possible to be an alternative way to learn English especially to practice speaking skill.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124237536","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 : 2021-11-24DOI: 10.15294/elt.v10i3.47956
Totok Indra Suswanto
Global Quarantine Conversation Club (GQCC) is a speaking practice program that involves more than 20 countries across the world. Since the English subject has not attracted students’ attention yet, this program is expected to trigger the students in learning English. The study purposed to describe the implementation of GQCC, to analyze the students’ perception toward the implementation of GQCC, and to analyze the teacher’s reflection toward the implementation of GQCC. This study belonged to qualitative research approach with case study design. One English teacher and two students of a senior high school in Gresik, Indonesia, were selected as the subjects of the study. The instruments used in this study were observations, interviews, and documentations. The result showed that (1) the teachers and the students’ activities were doing briefing and rehearsal in pre-program, doing presentation and group discussion during program and doing evaluation and reflection in post program, (2) the students found that the GQCC program gave positive impact on their English as well as gave them new cultural knowledge, and (3) the teacher was becoming aware about the need of improving the students’ speaking skill through some accelerated programs as well as the technology literacy. This study gave some recommendations for both school and further research.
{"title":"The online global quarantine conversation club as the way to trigger students’ ability in speaking English","authors":"Totok Indra Suswanto","doi":"10.15294/elt.v10i3.47956","DOIUrl":"https://doi.org/10.15294/elt.v10i3.47956","url":null,"abstract":"Global Quarantine Conversation Club (GQCC) is a speaking practice program that involves more than 20 countries across the world. Since the English subject has not attracted students’ attention yet, this program is expected to trigger the students in learning English. The study purposed to describe the implementation of GQCC, to analyze the students’ perception toward the implementation of GQCC, and to analyze the teacher’s reflection toward the implementation of GQCC. This study belonged to qualitative research approach with case study design. One English teacher and two students of a senior high school in Gresik, Indonesia, were selected as the subjects of the study. The instruments used in this study were observations, interviews, and documentations. The result showed that (1) the teachers and the students’ activities were doing briefing and rehearsal in pre-program, doing presentation and group discussion during program and doing evaluation and reflection in post program, (2) the students found that the GQCC program gave positive impact on their English as well as gave them new cultural knowledge, and (3) the teacher was becoming aware about the need of improving the students’ speaking skill through some accelerated programs as well as the technology literacy. This study gave some recommendations for both school and further research.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125752282","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：