Pub Date : 2021-12-31DOI: 10.26858/ijole.v5i4.19898
C. Wen, L. Ying, Ang Thiah Huat, M. Azlan, Fan Pik Shy, Shan Baoshun
This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sarıçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.
{"title":"The Effects of Task-based Language Teaching and Audio-lingual Teaching Approach in Mandarin Learning Motivation","authors":"C. Wen, L. Ying, Ang Thiah Huat, M. Azlan, Fan Pik Shy, Shan Baoshun","doi":"10.26858/ijole.v5i4.19898","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19898","url":null,"abstract":"This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sarıçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"40 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78404733","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.19732
R. Rahmawati, S. Febriani
The 2019 Coronavirus pandemic (COVID-19) creates challenges for the Arabic learning process at Indonesian Islamic Universities, which is one of the mandatory subjects to support foreign language communication. This research aims to analyze the problems of learning Arabic online at UIN Imam Bonjol Padang in the situation of COVID-19. This research utilise case studies based on data includes observations of Arabic learning processes, collecting documentation through lesson plans and interviews with Arabic lecturers. The data analysis technique employs data triangulation through data collection, data reduction, data presentation, conclussion. The results ascertain that Arabic learning activities showed less effectiveness in COVID-19 situation, this was due to the varied problems of learning Arabic based on online learning; the teacher's experience in designing online-based interactive media, the minimum stable learning platform, the minimal control process on students' language acquisition and supporting facilities in learning Arabic online. The findings of this study discover that Arabic lecturers to integrate all learning components holistically, so the Arabic learning process can achieve maximum results. This research recommends to the other research to find a solution to every problem that exists in Arabic learning in COVID-19 situation at UIN Imam Bonjol Padang.
{"title":"Investigating the Problems of Learning Arabic for Islamic Universities in the Era of Covid-19 Pandemic","authors":"R. Rahmawati, S. Febriani","doi":"10.26858/ijole.v5i4.19732","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19732","url":null,"abstract":"The 2019 Coronavirus pandemic (COVID-19) creates challenges for the Arabic learning process at Indonesian Islamic Universities, which is one of the mandatory subjects to support foreign language communication. This research aims to analyze the problems of learning Arabic online at UIN Imam Bonjol Padang in the situation of COVID-19. This research utilise case studies based on data includes observations of Arabic learning processes, collecting documentation through lesson plans and interviews with Arabic lecturers. The data analysis technique employs data triangulation through data collection, data reduction, data presentation, conclussion. The results ascertain that Arabic learning activities showed less effectiveness in COVID-19 situation, this was due to the varied problems of learning Arabic based on online learning; the teacher's experience in designing online-based interactive media, the minimum stable learning platform, the minimal control process on students' language acquisition and supporting facilities in learning Arabic online. The findings of this study discover that Arabic lecturers to integrate all learning components holistically, so the Arabic learning process can achieve maximum results. This research recommends to the other research to find a solution to every problem that exists in Arabic learning in COVID-19 situation at UIN Imam Bonjol Padang.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"46 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88196414","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 : 2021-12-31DOI: 10.26858/ijole.v5i4.19701
Piyawan Rungwaraphong
This paper presents a phenomenological diagnosis of the implementation of ProDuct-based Instruction (PDI) in EFL’s writing class in Thailand contexts. PDI is a new instructional method for teaching business English writing. Its key is in the products that are tangible and appeal to human senses; the product’s tangibility serves as a scaffold to help students generate ideas and stimulate analysis and interrogations. The study focused on the first phase of PDI, in which students were required to learn inductively, and was conducted to explore barriers that both the learners and the instructors encounter while learning inductively in the researcher’s PDI approach, and to discover possible solutions to tackle with those barriers. Participants were 3 Thai lecturers of English writing and 60 Thai students from three government universities in Thailand. Data was collected through vignettes, participant observations, and students’ written texts. Results indicate three major barriers of implementing inductive phase of PDI in Thailand contexts, which include: students’ English reading and grammar skills; students’ inference skill; and teachers’ inductive teaching expertise. The study suggests solutions to tackle these barriers, which include creating a guided graphic organizer, providing formative assessment and feedback for the students, and organizing a PDI training for the teachers who want to adopt PDI in their profession.
{"title":"A Phenomenological Diagnosis of the ProDuct-based Instruction in EFL’s Writing Class: Barriers and Strategies to Tackle","authors":"Piyawan Rungwaraphong","doi":"10.26858/ijole.v5i4.19701","DOIUrl":"https://doi.org/10.26858/ijole.v5i4.19701","url":null,"abstract":"This paper presents a phenomenological diagnosis of the implementation of ProDuct-based Instruction (PDI) in EFL’s writing class in Thailand contexts. PDI is a new instructional method for teaching business English writing. Its key is in the products that are tangible and appeal to human senses; the product’s tangibility serves as a scaffold to help students generate ideas and stimulate analysis and interrogations. The study focused on the first phase of PDI, in which students were required to learn inductively, and was conducted to explore barriers that both the learners and the instructors encounter while learning inductively in the researcher’s PDI approach, and to discover possible solutions to tackle with those barriers. Participants were 3 Thai lecturers of English writing and 60 Thai students from three government universities in Thailand. Data was collected through vignettes, participant observations, and students’ written texts. Results indicate three major barriers of implementing inductive phase of PDI in Thailand contexts, which include: students’ English reading and grammar skills; students’ inference skill; and teachers’ inductive teaching expertise. The study suggests solutions to tackle these barriers, which include creating a guided graphic organizer, providing formative assessment and feedback for the students, and organizing a PDI training for the teachers who want to adopt PDI in their profession.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"73 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85947704","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.18350
Malikhatul Lailiyah, Prilla Lukis Wediyantoro
Researches revealed that critical thinking is a solely appraised learning outcome in higher education. However, the study related to students’ perceptions on critical thinking in online learning is not greatly expanded. This study explored students’ attitudes and beliefs of critical thinking within asynchronous learning environments. The participants of this study were English as a Foreign Language (EFL) students in one of the universities in Malang. To obtain the data, a set of questionnaires is distributed through google form and analyzed to describe the learners’ perception. Besides, to draw supplementary information, a form of deep interviews with six students were conducted. The finding indicated that even though the analysis of the questionnaire showed positive attitudes toward critical thinking skills, there were multifaced understanding what critical thinking are.
{"title":"Critical thinking in second language learning: Students’ attitudes and beliefs","authors":"Malikhatul Lailiyah, Prilla Lukis Wediyantoro","doi":"10.26858/IJOLE.V5I3.18350","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.18350","url":null,"abstract":"Researches revealed that critical thinking is a solely appraised learning outcome in higher education. However, the study related to students’ perceptions on critical thinking in online learning is not greatly expanded. This study explored students’ attitudes and beliefs of critical thinking within asynchronous learning environments. The participants of this study were English as a Foreign Language (EFL) students in one of the universities in Malang. To obtain the data, a set of questionnaires is distributed through google form and analyzed to describe the learners’ perception. Besides, to draw supplementary information, a form of deep interviews with six students were conducted. The finding indicated that even though the analysis of the questionnaire showed positive attitudes toward critical thinking skills, there were multifaced understanding what critical thinking are.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"11 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79949474","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.19506
Safnil Arsyad, S. Nur, Ahmat Nasihin, Syahrial Syahrial, Zifirdaus Adnan
Unlike for lecturers in Engineering, Medicine, Computer Science, and Agriculture and Biology Sciences, for Indonesian lecturers in Social Sciences and Humanities including in Linguistics and Language Education (LLE), publishing research articles in reputable or indexed international journals is very difficult. The possible cause of the difficulty is their unfamiliarity with the correct and appropriate use of rhetorical style in their articles as expected by international journal readers. This study is aimed at investigating the rhetorical of research article (RA) drafts written in English by Indonesian lecturers in Applied Linguistic and English Language Education in five different universities in Indonesia (i.e., Bengkulu University, Padang State University, Atmajaya Catholic University, Mataram University, and Makassar State University). A corpus of 20 English RA drafts was analyzed on their rhetorical and linguistic quality using a genre-based method. The results show that the majority of the RA drafts have addressed important moves in each section of the articles but in terms of the argument quality still needs improvement. This implies that the Indonesian university lecturers in LLE need to be familiar with and able to argue well in their article drafts as it is expected by international readers.
{"title":"Writing in a Foreign Language: The Rhetorical and Argument Styles in Research Article Drafts by Nonnative Speakers of English in Linguistics and Language Education","authors":"Safnil Arsyad, S. Nur, Ahmat Nasihin, Syahrial Syahrial, Zifirdaus Adnan","doi":"10.26858/IJOLE.V5I3.19506","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.19506","url":null,"abstract":"Unlike for lecturers in Engineering, Medicine, Computer Science, and Agriculture and Biology Sciences, for Indonesian lecturers in Social Sciences and Humanities including in Linguistics and Language Education (LLE), publishing research articles in reputable or indexed international journals is very difficult. The possible cause of the difficulty is their unfamiliarity with the correct and appropriate use of rhetorical style in their articles as expected by international journal readers. This study is aimed at investigating the rhetorical of research article (RA) drafts written in English by Indonesian lecturers in Applied Linguistic and English Language Education in five different universities in Indonesia (i.e., Bengkulu University, Padang State University, Atmajaya Catholic University, Mataram University, and Makassar State University). A corpus of 20 English RA drafts was analyzed on their rhetorical and linguistic quality using a genre-based method. The results show that the majority of the RA drafts have addressed important moves in each section of the articles but in terms of the argument quality still needs improvement. This implies that the Indonesian university lecturers in LLE need to be familiar with and able to argue well in their article drafts as it is expected by international readers. ","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"25 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78219324","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.18978
D. Ramadhanti, D. P. Yanda
One of the factors that can affect the ability to write explanatory text is metacognitive awareness. By using the descriptive method, the students' level of metacognitive awareness was explained, and by using the correlational method the effect of metacognitive awareness towards explanatory text writing ability was explained. The results showed that as many as 25 students had a high level of awareness while 38 others had a moderate level of awareness. The relationship between metacognitive awareness variables and the ability to write explanatory text is significant and very strong seen from the range of correlation values, namely 0.812. Metacognitive awareness affects the ability to write explanatory text by 66% and the remaining 44% is influenced by other factors. This shows that metacognitive awareness has an important role in writing. Students must always increase their metacognitive awareness. Efforts that can be made to raise students' metacognitive awareness are that lecturers carry out writing learning with a cognitive process approach to increase metacognitive knowledge and apply metacognitive strategies so that students have metacognitive skills to complete writing assignments.
{"title":"Students’ Metacognitive Awareness and Its Impact on Writing Skill","authors":"D. Ramadhanti, D. P. Yanda","doi":"10.26858/IJOLE.V5I3.18978","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.18978","url":null,"abstract":"One of the factors that can affect the ability to write explanatory text is metacognitive awareness. By using the descriptive method, the students' level of metacognitive awareness was explained, and by using the correlational method the effect of metacognitive awareness towards explanatory text writing ability was explained. The results showed that as many as 25 students had a high level of awareness while 38 others had a moderate level of awareness. The relationship between metacognitive awareness variables and the ability to write explanatory text is significant and very strong seen from the range of correlation values, namely 0.812. Metacognitive awareness affects the ability to write explanatory text by 66% and the remaining 44% is influenced by other factors. This shows that metacognitive awareness has an important role in writing. Students must always increase their metacognitive awareness. Efforts that can be made to raise students' metacognitive awareness are that lecturers carry out writing learning with a cognitive process approach to increase metacognitive knowledge and apply metacognitive strategies so that students have metacognitive skills to complete writing assignments.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"29 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82080649","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.16200
Samsul Anwar, Faisal Mustafa
Using standardized tests such as paper-based TOEFL with three subtests for classroom assessment is restricted by the length of the test, which is usually longer than the class duration. Therefore, it is significant to be able to predict other subtests by conducting only one subtest. Therefore, the current study aimed to calculate prediction coefficients, enabling teachers to predict scores in paper-based TOEFL by conducting only one subtest. The data to create the prediction models were obtained from 2,030 scores of Institutional TOEFL, i.e. paper-based TOEFL without writing subtest. The prediction coefficient was calculated by using linear regression analysis. The result shows that the listening comprehension sub-score predicts the TOEFL score more accurately (MSE of 520) than other sub-scores (MSE of 553 and 587). The intercept for listening comprehension sub-score was 373.07, 357.14 for structure & written expression, and 364.19 for reading comprehension. In addition, the slope for each sub-score was 4.07, 5.96, and 4.63, respectively. Therefore, a listening test should be used in predicting the overall TOEFL scores for an accurate prediction.
{"title":"A shortcut in language testing: Predicting the score for paper-based TOEFL based on one sub-score","authors":"Samsul Anwar, Faisal Mustafa","doi":"10.26858/IJOLE.V5I3.16200","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.16200","url":null,"abstract":"Using standardized tests such as paper-based TOEFL with three subtests for classroom assessment is restricted by the length of the test, which is usually longer than the class duration. Therefore, it is significant to be able to predict other subtests by conducting only one subtest. Therefore, the current study aimed to calculate prediction coefficients, enabling teachers to predict scores in paper-based TOEFL by conducting only one subtest. The data to create the prediction models were obtained from 2,030 scores of Institutional TOEFL, i.e. paper-based TOEFL without writing subtest. The prediction coefficient was calculated by using linear regression analysis. The result shows that the listening comprehension sub-score predicts the TOEFL score more accurately (MSE of 520) than other sub-scores (MSE of 553 and 587). The intercept for listening comprehension sub-score was 373.07, 357.14 for structure & written expression, and 364.19 for reading comprehension. In addition, the slope for each sub-score was 4.07, 5.96, and 4.63, respectively. Therefore, a listening test should be used in predicting the overall TOEFL scores for an accurate prediction.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"136 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76164333","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.16382
B. Y. Diyanti, Suwarsih Madya
This article compares and discusses the current state of teaching English to young learners (EYL) in ASEAN country members. It pictures the policy and practice of EYL in which English is adopted as either a first, second, or foreign language. The discussion on each country begins with a brief historical and political review that helped shape the country’s policy on foreign language education. It then moves to the status of English in the polity then to EYL policy and practice of each country and follows next the challenges each country experiences regarding EYL. The final part of the article discusses the implication related to what needs to be done to address these challenges. Keywords: EYL policy and practice, English in ASEAN
{"title":"English for Young Learners (EYL) Policy and Practice in ASEAN Countries","authors":"B. Y. Diyanti, Suwarsih Madya","doi":"10.26858/IJOLE.V5I3.16382","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.16382","url":null,"abstract":"This article compares and discusses the current state of teaching English to young learners (EYL) in ASEAN country members. It pictures the policy and practice of EYL in which English is adopted as either a first, second, or foreign language. The discussion on each country begins with a brief historical and political review that helped shape the country’s policy on foreign language education. It then moves to the status of English in the polity then to EYL policy and practice of each country and follows next the challenges each country experiences regarding EYL. The final part of the article discusses the implication related to what needs to be done to address these challenges. Keywords: EYL policy and practice, English in ASEAN","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"242 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73287822","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.20239
R. Mantasiah, Y. Yusri, Muh. Anwar, H. Hasmawati
This study aims to investigate the effectiveness of German grammar textbook using linguistic approaches in increasing students’ academic motivation, learning outcome, and linguistic understanding. This German grammar textbook is composed for Indonesian learners. This study employed experimental approach by involving two experimental groups without control group. The total research participants were 45 Indonesian students in the second semester of the German language education department divided into two classes. There were three variables observed in this study. Students’ learning outcome was measured by a grammar test developed by the researchers, while students’ academic motivation was measured using a scale developed by Vallerand et al. (1992) consisting of 28 items that had been translated into Indonesian and tested by Natalya & Purwanto (2018). Students’ linguistic understanding was measured using the linguistic understanding scale developed by Hasmawati (2021). The treatment was conducted in six meetings in which each meeting took place for two hours using Zoom video conference platform. Data were analyzed using a descriptive statistic, a correlation test, and a paired sample t-test using the SPSS-26 application. The study found that the integration of linguistic approach, error analysis and contrastive analysis, in composing a grammar textbook of a foreign language is more likely to positively affect students’ academic motivation, learning outcome, and linguistic understanding.
{"title":"Integrating Linguistics Theories in Developing Foreign Language Teaching Materials (German Grammar Textbook for Indonesian Learners)","authors":"R. Mantasiah, Y. Yusri, Muh. Anwar, H. Hasmawati","doi":"10.26858/IJOLE.V5I3.20239","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.20239","url":null,"abstract":"This study aims to investigate the effectiveness of German grammar textbook using linguistic approaches in increasing students’ academic motivation, learning outcome, and linguistic understanding. This German grammar textbook is composed for Indonesian learners. This study employed experimental approach by involving two experimental groups without control group. The total research participants were 45 Indonesian students in the second semester of the German language education department divided into two classes. There were three variables observed in this study. Students’ learning outcome was measured by a grammar test developed by the researchers, while students’ academic motivation was measured using a scale developed by Vallerand et al. (1992) consisting of 28 items that had been translated into Indonesian and tested by Natalya & Purwanto (2018). Students’ linguistic understanding was measured using the linguistic understanding scale developed by Hasmawati (2021). The treatment was conducted in six meetings in which each meeting took place for two hours using Zoom video conference platform. Data were analyzed using a descriptive statistic, a correlation test, and a paired sample t-test using the SPSS-26 application. The study found that the integration of linguistic approach, error analysis and contrastive analysis, in composing a grammar textbook of a foreign language is more likely to positively affect students’ academic motivation, learning outcome, and linguistic understanding.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88149597","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 : 2021-10-31DOI: 10.26858/IJOLE.V5I3.16258
Heriyanti Tahang, Rensi Manuputty, Kris Uluelang, Y. Yuliana
Identifying English for Specific Purposes material for A Specific Student was the process of selecting, adjusting, and evaluating English material based on the special needs of students. Need analysis is needed to identify ESP learning material. The purpose of this research was to identify the English for Specific Purpose (ESP) Materials need by students in learning the English Language for Students in Maritime Affairs and Fisheries School using mix method. Through the Cluster Random Sampling, thirty-six students of fisheries product processing technology department level II at Sekolah Usaha Perikanan Menengah (SUPM) Negeri Sorong became the sample of this research. Guttman scale questionnaires and interviews were used to collect the Data. Questionnaires were given to students to find out the goals, necessities, want, and lack of students. To do the triangulation method, the interview was conducted to deeper explanation gather from the Questionnaires’ answer. The results showed that ESP Material need by the students in the fisheries product processing technology department was English learning material that related to fisheries product processing technology in order students can use the language when having a job. While the ESP topics that students were expected to learn are about the duties of a captain, special terms in shipping, special terms of fisheries, ways to operate machinery, conversations about fisheries, ways to bind fish, special terms for a cook and others English materials are correlated with fisheries product processing technology department.
{"title":"ESP Material for Maritime Affairs and Fisheries School in Indonesia","authors":"Heriyanti Tahang, Rensi Manuputty, Kris Uluelang, Y. Yuliana","doi":"10.26858/IJOLE.V5I3.16258","DOIUrl":"https://doi.org/10.26858/IJOLE.V5I3.16258","url":null,"abstract":"Identifying English for Specific Purposes material for A Specific Student was the process of selecting, adjusting, and evaluating English material based on the special needs of students. Need analysis is needed to identify ESP learning material. The purpose of this research was to identify the English for Specific Purpose (ESP) Materials need by students in learning the English Language for Students in Maritime Affairs and Fisheries School using mix method. Through the Cluster Random Sampling, thirty-six students of fisheries product processing technology department level II at Sekolah Usaha Perikanan Menengah (SUPM) Negeri Sorong became the sample of this research. Guttman scale questionnaires and interviews were used to collect the Data. Questionnaires were given to students to find out the goals, necessities, want, and lack of students. To do the triangulation method, the interview was conducted to deeper explanation gather from the Questionnaires’ answer. The results showed that ESP Material need by the students in the fisheries product processing technology department was English learning material that related to fisheries product processing technology in order students can use the language when having a job. While the ESP topics that students were expected to learn are about the duties of a captain, special terms in shipping, special terms of fisheries, ways to operate machinery, conversations about fisheries, ways to bind fish, special terms for a cook and others English materials are correlated with fisheries product processing technology department.","PeriodicalId":40801,"journal":{"name":"IJoLE-International Journal of Language Education","volume":"84 2 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73068165","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：