Pub Date : 2024-05-02DOI: 10.18860/jetle.v5i2.25908
Basori Basori, Ika Suci Ciptaning Setyowati
The researchers observed that the difficulty faced by students at the time was the difficulty of memorizing new vocabulary, which hindered the progress of their language skills, specifically in learning English. This study aimed to understand students’ perspectives on using English song lyrics for vocabulary mastery. Using a qualitative method where questionnaires and interviews were used as the instruments, the study found some important points related to students’ perceptions of using English songs. The study found that the use of English songs improves students’ English vocabulary mastery and pronunciation despite the challenges they face when listening to English songs. Through the challenge, students found two ways of coping with the challenges that teachers need to take into account when teaching using English songs. Some limitations and future research suggestions are also explained.
{"title":"A case study of EFL students’ perceptions on the use of English songs in learning English vocabulary","authors":"Basori Basori, Ika Suci Ciptaning Setyowati","doi":"10.18860/jetle.v5i2.25908","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.25908","url":null,"abstract":"The researchers observed that the difficulty faced by students at the time was the difficulty of memorizing new vocabulary, which hindered the progress of their language skills, specifically in learning English. This study aimed to understand students’ perspectives on using English song lyrics for vocabulary mastery. Using a qualitative method where questionnaires and interviews were used as the instruments, the study found some important points related to students’ perceptions of using English songs. The study found that the use of English songs improves students’ English vocabulary mastery and pronunciation despite the challenges they face when listening to English songs. Through the challenge, students found two ways of coping with the challenges that teachers need to take into account when teaching using English songs. Some limitations and future research suggestions are also explained.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"26 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141022632","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 : 2024-05-02DOI: 10.18860/jetle.v5i2.25469
Nuno Heydie Ibrahim, Fauziah Diah Nuratika, P. Fortinasari
English language teaching in primary schools provides an important basis for students’ language development. The development of English language skills in elementary school students is important. The primary goal of this study was to explore the challenges that teachers face when teaching English at SDN Mangunsari. The qualitative method was used in this study to identify and classify the specifics of challenges in teaching English. The researchers gather the data through a observation to identify and address challenges faced by teachers when teaching English at SDN Mangunsari. The collected data will be analyzed using the descriptive analysis method. The difficulties in teaching English at SDN Mangunsari include curriculum transitions, gaps generated by students of different ages within the same grade, and inconsistency caused by a lack of alignment between teaching and assessment. To overcome the challenges found at SDN Mangunsari when teaching English, transition English classes, cooperative learning, and consistent English teaching in all grades must be implemented. These strategies attempt to create a suitable learning environment and to make the English language topic more accessible at SDN Mangunsari.
小学英语教学为学生的语言发展奠定了重要基础。培养小学生的英语语言技能非常重要。本研究的主要目标是探讨 SDN Mangunsari 小学教师在英语教学中面临的挑战。本研究采用定性方法来确定和分类英语教学中的具体挑战。研究人员通过观察收集数据，以确定和解决教师在 SDN Mangunsari 教授英语时面临的挑战。收集到的数据将采用描述性分析方法进行分析。在 SDN Mangunsari，英语教学的困难包括课程过渡、同一年级不同年龄的学生所产生的差距，以及教学与评估之间缺乏一致性所导致的不一致性。为了克服 SDN Mangunsari 在英语教学方面遇到的挑战，必须在所有年级实施过渡英语课、合作学习和一致的英语教学。这些策略试图在 SDN Mangunsari 营造一个合适的学习环境，并使英语课程更容易接受。
{"title":"Identifying and addressing challenges in teaching English at SDN Mangunsari","authors":"Nuno Heydie Ibrahim, Fauziah Diah Nuratika, P. Fortinasari","doi":"10.18860/jetle.v5i2.25469","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.25469","url":null,"abstract":"English language teaching in primary schools provides an important basis for students’ language development. The development of English language skills in elementary school students is important. The primary goal of this study was to explore the challenges that teachers face when teaching English at SDN Mangunsari. The qualitative method was used in this study to identify and classify the specifics of challenges in teaching English. The researchers gather the data through a observation to identify and address challenges faced by teachers when teaching English at SDN Mangunsari. The collected data will be analyzed using the descriptive analysis method. The difficulties in teaching English at SDN Mangunsari include curriculum transitions, gaps generated by students of different ages within the same grade, and inconsistency caused by a lack of alignment between teaching and assessment. To overcome the challenges found at SDN Mangunsari when teaching English, transition English classes, cooperative learning, and consistent English teaching in all grades must be implemented. These strategies attempt to create a suitable learning environment and to make the English language topic more accessible at SDN Mangunsari.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"85 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141022204","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 : 2024-05-01DOI: 10.18860/jetle.v5i2.26172
R. Rinda
Code-switching is an exciting phenomenon in the English classroom, especially in multilingual settings. While it is being practiced, several types of it have appeared. Dealing with the previous phenomenon, this research is intended to describe the types of code-switching used by the English teacher while conducting English classrooms. Descriptive research was used as the framework of this study to cope with the earlier goal. In collecting the data, the audio recording was used to record the classroom conversation and then transcribed into written form. After that, the data was analyzed. Furthermore, the findings highlight that the teacher uses three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching. Also, this study reclassified the tag-switching into tag-switching with tag-phrase at the initial and the end of the sentence. Then, it regrouped inter-sentential switching into inter-sentential switching between clause and sentence and inter-sentential switching between two sentences. Last, it recategorized intra-sentential switching into intra-sentential switching with embedded words and intra-sentential switching with the inserted words. By describing the previous findings, it is hoped that types of code-switching can be clearly understood.
{"title":"The occurrence of code-switching in English as foreign language Classroom: An analysis of teacher’s and students’ conversations","authors":"R. Rinda","doi":"10.18860/jetle.v5i2.26172","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.26172","url":null,"abstract":"Code-switching is an exciting phenomenon in the English classroom, especially in multilingual settings. While it is being practiced, several types of it have appeared. Dealing with the previous phenomenon, this research is intended to describe the types of code-switching used by the English teacher while conducting English classrooms. Descriptive research was used as the framework of this study to cope with the earlier goal. In collecting the data, the audio recording was used to record the classroom conversation and then transcribed into written form. After that, the data was analyzed. Furthermore, the findings highlight that the teacher uses three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching. Also, this study reclassified the tag-switching into tag-switching with tag-phrase at the initial and the end of the sentence. Then, it regrouped inter-sentential switching into inter-sentential switching between clause and sentence and inter-sentential switching between two sentences. Last, it recategorized intra-sentential switching into intra-sentential switching with embedded words and intra-sentential switching with the inserted words. By describing the previous findings, it is hoped that types of code-switching can be clearly understood.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"201 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141056792","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 : 2024-05-01DOI: 10.18860/jetle.v5i2.26482
Dwiansari Ramadhani
Many educational institutions have been conducting writing assessments to measure students’ ability in writing, yet little is known about whether time restriction and learning strategies are contributing factors to students’ performance. In Indonesian educational institutions, writing assessments serve as a means to measure students’ proficiency in articulating thoughts in the target language, providing teachers with insights into their linguistic ability. The objective of this study is to determine whether allocating extra time for timed academic essays will substantially enhance the quality of students' writing. Additionally, this study seeks to uncover the correlation between students' L2 learning strategies and their writing performance. This study used a quantitative design. The main instruments were questionnaires and writing tests collected at two parallel classes of a private university in Indonesia, comprising of 50 students in total as the study participants. The quantitative methods used independent t-tests and Spearman’s rho correlation to analyze the data. The result showed that time limit had a significant effect on writing performance (t(34.6)= 3.185, p= .003). Another result indicated minimal to no correlation between writing scores and autonomous learning practices. In conclusion, this study offers valuable and practical implications in the writing assessment industry that there should be a re-evaluation in the administration of writing assessment in educational institutions in Indonesia that truly reflects students’ writing ability.
许多教育机构一直在进行写作评估，以衡量学生的写作能力，但对于时间限制和学习策略是否是影响学生成绩的因素却知之甚少。在印尼的教育机构中，写作评估是衡量学生用目标语言表达思想的能力的一种手段，为教师提供了了解学生语言能力的途径。本研究的目的是确定为定时学术论文分配额外时间是否会大幅提高学生的写作质量。此外，本研究还试图揭示学生的第二语言学习策略与写作成绩之间的相关性。本研究采用定量设计。主要工具是在印度尼西亚一所私立大学的两个平行班级中收集的调查问卷和写作测试，共有 50 名学生作为研究对象。定量方法采用独立 t 检验和 Spearman's rho 相关性分析数据。结果显示，时间限制对写作成绩有显著影响（t(34.6)= 3.185，p= .003）。另一项结果表明，写作成绩与自主学习实践之间几乎没有相关性。总之，本研究为写作评估行业提供了有价值的实践意义，即印尼教育机构应重新评估写作评估的管理，以真实反映学生的写作能力。
{"title":"Exploring the impact of time allocation on students’ writing performance: A quantitative study","authors":"Dwiansari Ramadhani","doi":"10.18860/jetle.v5i2.26482","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.26482","url":null,"abstract":"Many educational institutions have been conducting writing assessments to measure students’ ability in writing, yet little is known about whether time restriction and learning strategies are contributing factors to students’ performance. In Indonesian educational institutions, writing assessments serve as a means to measure students’ proficiency in articulating thoughts in the target language, providing teachers with insights into their linguistic ability. The objective of this study is to determine whether allocating extra time for timed academic essays will substantially enhance the quality of students' writing. Additionally, this study seeks to uncover the correlation between students' L2 learning strategies and their writing performance. This study used a quantitative design. The main instruments were questionnaires and writing tests collected at two parallel classes of a private university in Indonesia, comprising of 50 students in total as the study participants. The quantitative methods used independent t-tests and Spearman’s rho correlation to analyze the data. The result showed that time limit had a significant effect on writing performance (t(34.6)= 3.185, p= .003). Another result indicated minimal to no correlation between writing scores and autonomous learning practices. In conclusion, this study offers valuable and practical implications in the writing assessment industry that there should be a re-evaluation in the administration of writing assessment in educational institutions in Indonesia that truly reflects students’ writing ability.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"46 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141058410","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}
In-depth research on the use of technology in English language training from 2018 to 2024 is done in this complete systematic review of the literature. It explores how a wide range of digital tools are changing pedagogical methods and highlights the significance of continued professional growth and assistance. The study features the necessity for strategic implementation in line with pedagogical aims to maximize the influence of technology integration on language learning outcomes by integrating previous research and revealing insights into various approaches to technology integration. The results emphasize a general tendency in favor of digital integration, particularly for preservice teachers. In addition, this research also highlights issues revealing educators' differing degrees of familiarity with technology and the scarcity of resources. In this regard, there is an urgency in the inclusivity of digital language literacy exposure and training whether it can elevate English language teachers’ technology integration.
{"title":"Investigating technology integration in English language instruction from 2018 to 2024: A systematic literature review","authors":"Sendy Wiranata, Nasrullah Nasrullah, Inayati Fitriyah Asrimawati","doi":"10.18860/jetle.v5i2.26439","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.26439","url":null,"abstract":"In-depth research on the use of technology in English language training from 2018 to 2024 is done in this complete systematic review of the literature. It explores how a wide range of digital tools are changing pedagogical methods and highlights the significance of continued professional growth and assistance. The study features the necessity for strategic implementation in line with pedagogical aims to maximize the influence of technology integration on language learning outcomes by integrating previous research and revealing insights into various approaches to technology integration. The results emphasize a general tendency in favor of digital integration, particularly for preservice teachers. In addition, this research also highlights issues revealing educators' differing degrees of familiarity with technology and the scarcity of resources. In this regard, there is an urgency in the inclusivity of digital language literacy exposure and training whether it can elevate English language teachers’ technology integration.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"40 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141045011","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 : 2024-05-01DOI: 10.18860/jetle.v5i2.26463
Zewitra Zewitra, Yessy Purnamasari
The TOEIC® Listening and Reading Test has been updated since 2018 and has been utilized for various purposes. This present study attempts to investigate the challenges faced by EFL students in achieving certain desired scores on the TOEIC® Updated Test, particularly in the listening section. This study employed qualitative methodology and CBT (computer-based test) of TOEIC® updated test was used as the instrument. Data was taken from the test results of 52 participants who joined POLBAN’s (Politeknik Negeri Bandung) TOEIC® Preparation and Prediction for IISMA 2024 conducted in January 2024. The results reveal that in solving the listening section in the TOEIC® Updated Test, test takers encounter difficulties in 12 different targeted skills. Some targeted skills are considered more challenging than others, i.e., understanding information questions and tag questions in the listening part II and making inferences as well as understanding graphics in the listening part IV. Surprisingly, understanding graphics is one of the new types of questions in the TOEIC® Updated Test. The fruitful implications of this study, both theoretically and practically, will be further explained in this article.
{"title":"EFL students’ challenges in TOEIC® updated test: listening section","authors":"Zewitra Zewitra, Yessy Purnamasari","doi":"10.18860/jetle.v5i2.26463","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.26463","url":null,"abstract":"The TOEIC® Listening and Reading Test has been updated since 2018 and has been utilized for various purposes. This present study attempts to investigate the challenges faced by EFL students in achieving certain desired scores on the TOEIC® Updated Test, particularly in the listening section. This study employed qualitative methodology and CBT (computer-based test) of TOEIC® updated test was used as the instrument. Data was taken from the test results of 52 participants who joined POLBAN’s (Politeknik Negeri Bandung) TOEIC® Preparation and Prediction for IISMA 2024 conducted in January 2024. The results reveal that in solving the listening section in the TOEIC® Updated Test, test takers encounter difficulties in 12 different targeted skills. Some targeted skills are considered more challenging than others, i.e., understanding information questions and tag questions in the listening part II and making inferences as well as understanding graphics in the listening part IV. Surprisingly, understanding graphics is one of the new types of questions in the TOEIC® Updated Test. The fruitful implications of this study, both theoretically and practically, will be further explained in this article.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"40 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141053128","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 : 2024-05-01DOI: 10.18860/jetle.v5i2.26522
Alam Aji Putera, Fitri Pangestu Noer Anggrainy
Students have a reason for reading a passage or a book. Fostering students' reading motivation is a difficult but necessary aspect. The sudden transition due to the COVID-19 outbreak in 2020 has also driven the educational field to be online learning where the teacher still should advocate the best way to develop a student’s reading motivation which is a novel English learning environment. Teacher strategies are an attempt to attract students’ attention to learning and this study focuses on reading skills. This research aimed to find out the teacher strategies applied in teaching reading to foster students' reading motivation in online learning. The researchers used descriptive qualitative methods and the instruments of this research were classroom observation and semi-structured interviews. The subject of this research was English teachers and EFL students at MAN 2 Batam. This study revealed that the teacher applied three strategies: (1) read aloud, (2) scaffolding, and (3) reading outside class activity in teaching reading to foster reading motivation. Indeed, the teacher strategies applied in teaching reading through online learning at MAN 2 Batam foster students reading motivation as the advocate way of the teacher to promote reading skills.
{"title":"Online reading strategies to boost the students’ motivation","authors":"Alam Aji Putera, Fitri Pangestu Noer Anggrainy","doi":"10.18860/jetle.v5i2.26522","DOIUrl":"https://doi.org/10.18860/jetle.v5i2.26522","url":null,"abstract":"Students have a reason for reading a passage or a book. Fostering students' reading motivation is a difficult but necessary aspect. The sudden transition due to the COVID-19 outbreak in 2020 has also driven the educational field to be online learning where the teacher still should advocate the best way to develop a student’s reading motivation which is a novel English learning environment. Teacher strategies are an attempt to attract students’ attention to learning and this study focuses on reading skills. This research aimed to find out the teacher strategies applied in teaching reading to foster students' reading motivation in online learning. The researchers used descriptive qualitative methods and the instruments of this research were classroom observation and semi-structured interviews. The subject of this research was English teachers and EFL students at MAN 2 Batam. This study revealed that the teacher applied three strategies: (1) read aloud, (2) scaffolding, and (3) reading outside class activity in teaching reading to foster reading motivation. Indeed, the teacher strategies applied in teaching reading through online learning at MAN 2 Batam foster students reading motivation as the advocate way of the teacher to promote reading skills.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"53 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141052612","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 aims to examine a baby's babbling child's speech production seen from psycholinguistics view. It also aims to reveal the phonological organization, contextualize meaning, and decipher meaning of the baby’s babbling stage. The participant was an infant who was at the stage of babbling at eight months old. This study used case study as the research design. Moreover, the data was collected by using direct observation, document and parents’ interview. The results shows that there were 99 patterns in the baby’s babbling stage. Furthermore, the babbling topic occurred in several contexts, with each babbling having a varied meaning depending on the situation.
{"title":"A psycholinguistics view on a child’s speech production in babbling stage: A case study","authors":"Puput Jianggimahastu Larastika Suryanto, Rizqi Husaini","doi":"10.18860/jetle.v4i2.21077","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.21077","url":null,"abstract":"This study aims to examine a baby's babbling child's speech production seen from psycholinguistics view. It also aims to reveal the phonological organization, contextualize meaning, and decipher meaning of the baby’s babbling stage. The participant was an infant who was at the stage of babbling at eight months old. This study used case study as the research design. Moreover, the data was collected by using direct observation, document and parents’ interview. The results shows that there were 99 patterns in the baby’s babbling stage. Furthermore, the babbling topic occurred in several contexts, with each babbling having a varied meaning depending on the situation. ","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"54 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133663167","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 : 2023-05-21DOI: 10.18860/jetle.v4i2.20664
Lanoke Intan Paradita
The availability of texts and how they are produced have become more multimodal, along with the rapid development of technology. In the English as Foreign Language (EFL) context, this change has influenced classroom instructions where digital multimodal composing (DMC) is incorporated into students’ meaning-making. This qualitative study aims to review recent studies on DMC in the post-secondary EFL contexts to find out the DMC tasks implemented in this setting and what implications have resulted from the tasks. Based on the analytical review of twenty empirical studies from 2015-2022, DMC was generally used to leverage students’ English language skills, train students’ digital literacy skills, advocate students’ voices, build learning engagement and investment, and increase students’ participation in collaborative projects. The implication of the studies showed that teacher support is needed and that the DMC tasks afford to expand students’ meaning-making. Future direction on DMC studies in the post-secondary EFL context is also discussed.
{"title":"A review on digital multimodal composing in post-secondary EFL context: Practices and implications","authors":"Lanoke Intan Paradita","doi":"10.18860/jetle.v4i2.20664","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20664","url":null,"abstract":"The availability of texts and how they are produced have become more multimodal, along with the rapid development of technology. In the English as Foreign Language (EFL) context, this change has influenced classroom instructions where digital multimodal composing (DMC) is incorporated into students’ meaning-making. This qualitative study aims to review recent studies on DMC in the post-secondary EFL contexts to find out the DMC tasks implemented in this setting and what implications have resulted from the tasks. Based on the analytical review of twenty empirical studies from 2015-2022, DMC was generally used to leverage students’ English language skills, train students’ digital literacy skills, advocate students’ voices, build learning engagement and investment, and increase students’ participation in collaborative projects. The implication of the studies showed that teacher support is needed and that the DMC tasks afford to expand students’ meaning-making. Future direction on DMC studies in the post-secondary EFL context is also discussed. ","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131208594","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 : 2023-05-08DOI: 10.18860/jetle.v4i2.20362
Santi Istiqomah, R. N. Indah, Edwin Nuvianto Al Aziz
Reading in large classes can lead to many difficulties demanding for various teaching strategies to overcome any difficulties. This research aimed to find the difficulties found in large classes of reading and analyzed the strategies used to overcome them. It used a systematic analysis method that identifies existing literature available online. The data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, and 5) interpreting the findings. The results show that students learning English in large classes particularly in secondary schools are always constrained in making inference, finding main idea, retention of detail information, understanding vocabulary, and locating reference. Concerning the strategies, junior and senior high school students must be involved in joyful and meaningful group fun activities forreading. However, at university level, the self and autonomous learning style must be implemented. The finding implies on the need for collaborative learning method and also group fun activities for reading. It can be also helped by utilizing the technology and digital platform to make the students have more experiences inlearning reading in large class.
{"title":"Difficulties and strategies of learning English reading skills in large classes: A systematic literature review","authors":"Santi Istiqomah, R. N. Indah, Edwin Nuvianto Al Aziz","doi":"10.18860/jetle.v4i2.20362","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20362","url":null,"abstract":"Reading in large classes can lead to many difficulties demanding for various teaching strategies to overcome any difficulties. This research aimed to find the difficulties found in large classes of reading and analyzed the strategies used to overcome them. It used a systematic analysis method that identifies existing literature available online. The data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, and 5) interpreting the findings. The results show that students learning English in large classes particularly in secondary schools are always constrained in making inference, finding main idea, retention of detail information, understanding vocabulary, and locating reference. Concerning the strategies, junior and senior high school students must be involved in joyful and meaningful group fun activities forreading. However, at university level, the self and autonomous learning style must be implemented. The finding implies on the need for collaborative learning method and also group fun activities for reading. It can be also helped by utilizing the technology and digital platform to make the students have more experiences inlearning reading in large class. ","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131100129","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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