Pub Date : 2023-05-08DOI: 10.18860/jetle.v4i2.20573
Langgeng Budianto, Rendhi Fatrisna Yuniar
This research is intended at investigating the effect of suggestopedia method on Indonesian EFL learners’ reading achievement in descriptive texts. Suggestopedia method in this research described as the use of classic music as the background in the process of teaching and learning. This research used Quasiexperimental research design and involving two classes of SMP Al Izzah IIBS, Batu. There were 30 students as the experimental group and 27 students as control group. The participants were given treatment of suggestopedia in 3 meetings (each meeting lasted for 90 minutes). They were given two kinds of tests as the instrument in this study, namely pre-test and post-test. The result of the pre-test and post-test was analyzed by using t-test in SPSS. The research revealed that there was a significant progress between the pre-testand the post-test score.
本研究旨在探讨暗示教学法对印尼语学习者描述性文本阅读成绩的影响。本研究中所描述的暗示教学法是指在教学过程中使用经典音乐作为背景。本研究采用准实验研究设计，涉及两类SMP Al Izzah IIBS, Batu。实验组30名，对照组27名。参与者在3次会议(每次会议持续90分钟)中给予建议性媒体治疗。在本研究中，他们被给予两种测试作为工具，即前测和后测。前测和后测结果采用SPSS统计软件t检验进行分析。研究表明，在测试前和测试后的分数之间有显著的进步。
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Pub Date : 2023-05-08DOI: 10.18860/jetle.v4i2.20617
Ratna Yunita
This study aims to conclude the effects of online learning on English language education during the coronavirus disease (COVID-19) pandemic. This meta-analysis study examined the results of relevant studies conducted and published in variouscountries worldwide within the two years of the pandemic (between January 2020 to April 2022). With a database of 430 research, only eight articles met the inclusion requirements to answer the overview of the effects and four articles to answer the overall effect, benefits, and drawbacks of online learning on English language education. The data were analysed quantitatively and qualitatively. Data in percentages and figures representing the effects of online learning were analysed using quantitative methods. The important research findings, including the advantages and disadvantages of online learning based on content analysis, were described using qualitative data analysis. The objectives of researching online learning in English language education, forms of online learning research, samples, analyses of online learning research data, and settings of online learning research were discovered from the eight research publications this meta-analysis found. The outcomes demonstrated that online learning positively impacted English language instruction during the COVID-19 pandemic.
{"title":"The effects of online learning on English language education during the COVID-19 pandemic: A meta-analysis","authors":"Ratna Yunita","doi":"10.18860/jetle.v4i2.20617","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20617","url":null,"abstract":"This study aims to conclude the effects of online learning on English language education during the coronavirus disease (COVID-19) pandemic. This meta-analysis study examined the results of relevant studies conducted and published in variouscountries worldwide within the two years of the pandemic (between January 2020 to April 2022). With a database of 430 research, only eight articles met the inclusion requirements to answer the overview of the effects and four articles to answer the overall effect, benefits, and drawbacks of online learning on English language education. The data were analysed quantitatively and qualitatively. Data in percentages and figures representing the effects of online learning were analysed using quantitative methods. The important research findings, including the advantages and disadvantages of online learning based on content analysis, were described using qualitative data analysis. The objectives of researching online learning in English language education, forms of online learning research, samples, analyses of online learning research data, and settings of online learning research were discovered from the eight research publications this meta-analysis found. The outcomes demonstrated that online learning positively impacted English language instruction during the COVID-19 pandemic.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"23 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":"131561251","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.v4i2.20679
Rahmawati Fitriana
Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.
{"title":"The influences of cultural characteristics in writing English: Perspectives from multilingual learners","authors":"Rahmawati Fitriana","doi":"10.18860/jetle.v4i2.20679","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20679","url":null,"abstract":"Research studies have discussed about potential influences of the learners’ cultural characteristics on writing in the first language to writing in English. However, only limited bodies of literature highlighted the phenomenon from the learners’ perceptions and experiences. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools. The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar. There were several other factors which could also determine students’ performance in writing classes, such as teachers’ instruction, teachers’ feedback, classroom environment, and home literacy practices. The participants’ experiences have demonstrated that intercultural rhetoric (IR) better approached ESL writers as it views culture in complex and dynamic perspectives, and acknowledges learners’ different cultural backgrounds. The learners expect that the writing teachers aware of potential cultural differences in their writing and provide more intercultural opportunities. This article also highlights the IR-informed pedagogical approach which can potentially utilize the strengths of multicultural and multilingual writers in ESL classrooms.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"70 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":"127346009","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.v4i2.20675
Tria Mellinia Satya Pratiwi, N. E. Chandra, Elvina Arapah
As a product of Information and Communication Technology (ICT), the commonly-used social media Instagram offers a new platform of digital writing with unique features that could facilitate and accommodate the exploration of creative writing genre. Through this study, 27 university students’ perception were explored with qualitative descriptive study using open-ended questionnaire, interview and documentation to find out how they perceived this new platform in their writing journey in comparison to university website or traditional means like printed paper. For the findings, variety of students perception were showed in three different spectrums using thematic analysis: 1) majority of the students perceived their experience as positive one due to Instagram benefits as source of inspiration, creativity endeavour and larger engagement for their writing product; 2) some of the students also offered their negative experience in regards to word limitation and insecurity of uploading to public; 3) meanwhile, the more neutral one admitted that Instagram’s benefit was just similar to other platforms. This study’s significant can help future lecturer/teacher in adapting and evaluating the advantage and disadvantage of this application implementation for the improvement of future class.
{"title":"Exploring students’ perception on the use of Instagram as a platform in Creative Writing course","authors":"Tria Mellinia Satya Pratiwi, N. E. Chandra, Elvina Arapah","doi":"10.18860/jetle.v4i2.20675","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20675","url":null,"abstract":"As a product of Information and Communication Technology (ICT), the commonly-used social media Instagram offers a new platform of digital writing with unique features that could facilitate and accommodate the exploration of creative writing genre. Through this study, 27 university students’ perception were explored with qualitative descriptive study using open-ended questionnaire, interview and documentation to find out how they perceived this new platform in their writing journey in comparison to university website or traditional means like printed paper. For the findings, variety of students perception were showed in three different spectrums using thematic analysis: 1) majority of the students perceived their experience as positive one due to Instagram benefits as source of inspiration, creativity endeavour and larger engagement for their writing product; 2) some of the students also offered their negative experience in regards to word limitation and insecurity of uploading to public; 3) meanwhile, the more neutral one admitted that Instagram’s benefit was just similar to other platforms. This study’s significant can help future lecturer/teacher in adapting and evaluating the advantage and disadvantage of this application implementation for the improvement of future 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":"125877411","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.v4i2.20683
Fitri Ningsih
This study compares the vocabulary used by Indonesian fourth-grade students in their free writing with that taught in their English language textbooks to assist language teachers in developing relevant learning materials for young learners. To achieve this, the researchers employed the corpus linguistic method and analyzed the writings of 369 students from 19 public elementary schools in Malang, East Java, Indonesia, along with five selected English textbooks. The University of Adelaide Text Analysis Tool program, AdTAT, was used to analyze the corpus. The program generated word lists consisting of the top 100 words most frequently used by students and the top 100 words used in English textbooks. The findings of the study revealed a 45% match between the top 100 words most frequently used by students and the top 100 words used in English textbooks. This suggests that there is a significant overlap between the vocabulary used in free writing and that taught in textbooks. The implication of this study is that language teachers need to recognize the basic words students acquire before learning new vocabulary to achieve successful learning of the target language. The study suggests that language teachers should incorporate more culturally relevant vocabulary into their teaching materials to better engage and motivate their students. The findings of this study can also assist language curriculum developers in designing more effective and culturally relevant teaching materials for young learners.
{"title":"Mapping Vocabulary: A corpus-based comparison of Indonesian fourth-grade students' writing and English language textbooks","authors":"Fitri Ningsih","doi":"10.18860/jetle.v4i2.20683","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20683","url":null,"abstract":"This study compares the vocabulary used by Indonesian fourth-grade students in their free writing with that taught in their English language textbooks to assist language teachers in developing relevant learning materials for young learners. To achieve this, the researchers employed the corpus linguistic method and analyzed the writings of 369 students from 19 public elementary schools in Malang, East Java, Indonesia, along with five selected English textbooks. The University of Adelaide Text Analysis Tool program, AdTAT, was used to analyze the corpus. The program generated word lists consisting of the top 100 words most frequently used by students and the top 100 words used in English textbooks. The findings of the study revealed a 45% match between the top 100 words most frequently used by students and the top 100 words used in English textbooks. This suggests that there is a significant overlap between the vocabulary used in free writing and that taught in textbooks. The implication of this study is that language teachers need to recognize the basic words students acquire before learning new vocabulary to achieve successful learning of the target language. The study suggests that language teachers should incorporate more culturally relevant vocabulary into their teaching materials to better engage and motivate their students. The findings of this study can also assist language curriculum developers in designing more effective and culturally relevant teaching materials for young learners.","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":"131168386","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 : 2023-05-01DOI: 10.18860/jetle.v4i2.20442
Anis Firdatul Rochma
It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.
{"title":"Corrective oral feedback on students’ errors in speaking courses","authors":"Anis Firdatul Rochma","doi":"10.18860/jetle.v4i2.20442","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20442","url":null,"abstract":"It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127354658","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 : 2023-05-01DOI: 10.18860/jetle.v4i2.20416
Wiwi Setia Wati, M. Dj., Uswatun Hasanah
The purpose of this study was to determine students’ perception regarding thinking in English as a strategy for creating a better performance for the students’ critical speaking skills. This study used qualitative research and employed observation and interviews to acquire data. Based on the observations, the researchers determined that students in English-speaking courses confront a problem: they still lack self-confidence due to variables such as a lack of vocabulary and a fear of making errors while speaking. Besides, the result of the student’s interview, all of the students gave their positive perceptions about thinking in English. One of the students argued that thinking in English was something important for him as an English learner and it could help him in practicing his speaking skill. Therefore, the researcher thought it was something appropriate to introduce thinking in English as one strategy for the students and as one option to create a better performance for the students' critical speaking skills.
{"title":"Thinking in English as a strategy in creating better performance for the students' critical speaking skill","authors":"Wiwi Setia Wati, M. Dj., Uswatun Hasanah","doi":"10.18860/jetle.v4i2.20416","DOIUrl":"https://doi.org/10.18860/jetle.v4i2.20416","url":null,"abstract":"The purpose of this study was to determine students’ perception regarding thinking in English as a strategy for creating a better performance for the students’ critical speaking skills. This study used qualitative research and employed observation and interviews to acquire data. Based on the observations, the researchers determined that students in English-speaking courses confront a problem: they still lack self-confidence due to variables such as a lack of vocabulary and a fear of making errors while speaking. Besides, the result of the student’s interview, all of the students gave their positive perceptions about thinking in English. One of the students argued that thinking in English was something important for him as an English learner and it could help him in practicing his speaking skill. Therefore, the researcher thought it was something appropriate to introduce thinking in English as one strategy for the students and as one option to create a better performance for the students' critical speaking skills.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127612415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-04DOI: 10.18860/jetle.v4i1.17744
Ida Fitri Anggarini
English as a Foreign Language (EFL) means learning English in a non-English speaking country, for example, Thailand and Indonesia. Admittedly, EFL educators encourage the student to improve their English skills such as listening, speaking, reading, and writing skills. In writing skills, teaching vocabulary has important points. Focusing on learning English vocabulary that inserts the value of religious moderation, this research took a case study in an Islamic primary school in Malang on Indonesian EFL Class. With a qualitative case study, the researcher addressed two main methods for two Indonesian EFL students and teachers in Malang. By using reflective essays and interviews as the methods, the data concluded that most of the challenges found had similarities and related to each other. Along with the challenges, the researcher also found out the strategies done by all of the participants such as implementing the values of religious moderation as a way of teaching vocabulary, enriching the student’s vocabulary, and improving the student’s writing English skills.
{"title":"Insertion the Values of Religious Moderation on Indonesian EFL Class","authors":"Ida Fitri Anggarini","doi":"10.18860/jetle.v4i1.17744","DOIUrl":"https://doi.org/10.18860/jetle.v4i1.17744","url":null,"abstract":"English as a Foreign Language (EFL) means learning English in a non-English speaking country, for example, Thailand and Indonesia. Admittedly, EFL educators encourage the student to improve their English skills such as listening, speaking, reading, and writing skills. In writing skills, teaching vocabulary has important points. Focusing on learning English vocabulary that inserts the value of religious moderation, this research took a case study in an Islamic primary school in Malang on Indonesian EFL Class. With a qualitative case study, the researcher addressed two main methods for two Indonesian EFL students and teachers in Malang. By using reflective essays and interviews as the methods, the data concluded that most of the challenges found had similarities and related to each other. Along with the challenges, the researcher also found out the strategies done by all of the participants such as implementing the values of religious moderation as a way of teaching vocabulary, enriching the student’s vocabulary, and improving the student’s writing English skills.","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126283955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-04DOI: 10.18860/jetle.v4i1.17821
Chandra Nilawati, Rizky Lutviana
Listening skills tends to be ignored in the teaching and learning process because of several reasons including lack of facilities, lack of teacher competence and lack of students’ motivation. Therefore, teachers need to design creative instructional media as much as possible to address these issues. This study aimed at investigating the use of Scooby Doo English subtitle movie to improve the students’ listening skill. This study used applied Classroom Action Research (CAR) which consists of four major steps; planning, action, observation and reflection. The population of this research is 26 Senior High School students. There are three instruments used which include: test, observation, and questionnaire. Based on the findings, the improvement of the students’ listening skill was seen on the second cycle. On the second cycle, 23 or 88% of the students gained the score above the minimum mastery criterion. The students also actively followed the learning process. Students’ interest and motivation were also increased, they paid attention to the teachers’ explanation, asked question, responded the question, and accomplished the task. The students argued that the learning activities done using “Scooby Doo “The Case of Luna Ghost” English subtitle movie” could increase the students’ interest and motivation.
{"title":"Improving Students Listening Skill Using Scooby Doo English Subtitle Movie","authors":"Chandra Nilawati, Rizky Lutviana","doi":"10.18860/jetle.v4i1.17821","DOIUrl":"https://doi.org/10.18860/jetle.v4i1.17821","url":null,"abstract":"Listening skills tends to be ignored in the teaching and learning process because of several reasons including lack of facilities, lack of teacher competence and lack of students’ motivation. Therefore, teachers need to design creative instructional media as much as possible to address these issues. This study aimed at investigating the use of Scooby Doo English subtitle movie to improve the students’ listening skill. This study used applied Classroom Action Research (CAR) which consists of four major steps; planning, action, observation and reflection. The population of this research is 26 Senior High School students. There are three instruments used which include: test, observation, and questionnaire. Based on the findings, the improvement of the students’ listening skill was seen on the second cycle. On the second cycle, 23 or 88% of the students gained the score above the minimum mastery criterion. The students also actively followed the learning process. Students’ interest and motivation were also increased, they paid attention to the teachers’ explanation, asked question, responded the question, and accomplished the task. The students argued that the learning activities done using “Scooby Doo “The Case of Luna Ghost” English subtitle movie” could increase the students’ interest and motivation. ","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129928639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-04DOI: 10.18860/jetle.v4i1.17688
Weny Fitriana
The study aims to investigate the implementation of WhatsApp assisted language learning in rural area. This research involves descriptive qualitative research by using interview and observation that focuses on the use of Whatsapp in teaching vocabulary and involve sociocultural theory as the framework to analyze the implementation of this MALL application. Some reasons related to the preference of involving WhatsApp-assisted language teaching lies on the technical and pedagogical reason. The simplicity of using the application is the main reason in terms of technical one while the educational reasons involved the sense of belonging, flexible interaction, and autonomous learning. In term of assisting students to learn, the teacher take a role as a material provider, while the parents take more role that is scaffolding. However, the role of the teacher in scaffolding is not significant, therefore the next research may focus on the suitable activity that the teacher can apply on online teaching particularly for young children
{"title":"Exploring the Implementation of Whatsapp-Assisted Language Learning of Primary School in Rural Area","authors":"Weny Fitriana","doi":"10.18860/jetle.v4i1.17688","DOIUrl":"https://doi.org/10.18860/jetle.v4i1.17688","url":null,"abstract":"The study aims to investigate the implementation of WhatsApp assisted language learning in rural area. This research involves descriptive qualitative research by using interview and observation that focuses on the use of Whatsapp in teaching vocabulary and involve sociocultural theory as the framework to analyze the implementation of this MALL application. Some reasons related to the preference of involving WhatsApp-assisted language teaching lies on the technical and pedagogical reason. The simplicity of using the application is the main reason in terms of technical one while the educational reasons involved the sense of belonging, flexible interaction, and autonomous learning. In term of assisting students to learn, the teacher take a role as a material provider, while the parents take more role that is scaffolding. However, the role of the teacher in scaffolding is not significant, therefore the next research may focus on the suitable activity that the teacher can apply on online teaching particularly for young children","PeriodicalId":419005,"journal":{"name":"Journal of English Language Teaching and Learning (JETLE)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123498738","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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