Pub Date : 2023-08-30DOI: 10.33365/jorle.v4i2.3325
Eva Agustina Rahma Eva Agustina Rahma, Elisabeth Ngestirosa Endang Woro Kasih
The aim of this research is to integrate character education by comprehending the plot in Guy Maupassant's The Story of a Farm Girl. Through an analysis and discussion of the novel's narrative, it becomes evident that the story follows a progressive plot structure. The stages, commencing with exposition and culminating in resolution, vividly illustrate this progression. In the exposition phase, characters and impending conflicts are introduced, while rising tensions materialize as Jacques breaks his promise to Rose upon discovering her pregnancy, subsequently fleeing. As Rose's pregnancy becomes conspicuous, her fears escalate, prompting her to remain hidden until childbirth. Although Rose weds her master, he remains unaware of her child. Ultimately, Rose reveals her concealed truths to Mr. Valin. Employing a descriptive analysis methodology, this research underscores the implications of plot analysis in The Story of a Farm Girl for character education in schools. It emphasizes the scrutiny of content and language, thereby fostering ethical growth alongside literary comprehension.
{"title":"TEACHING CHARACTER EDUCATION THROUGH PLOT ANALYSIS IN GUY MAUPASSANT’S THE STORY OF A FARM GIRL","authors":"Eva Agustina Rahma Eva Agustina Rahma, Elisabeth Ngestirosa Endang Woro Kasih","doi":"10.33365/jorle.v4i2.3325","DOIUrl":"https://doi.org/10.33365/jorle.v4i2.3325","url":null,"abstract":"The aim of this research is to integrate character education by comprehending the plot in Guy Maupassant's The Story of a Farm Girl. Through an analysis and discussion of the novel's narrative, it becomes evident that the story follows a progressive plot structure. The stages, commencing with exposition and culminating in resolution, vividly illustrate this progression. In the exposition phase, characters and impending conflicts are introduced, while rising tensions materialize as Jacques breaks his promise to Rose upon discovering her pregnancy, subsequently fleeing. As Rose's pregnancy becomes conspicuous, her fears escalate, prompting her to remain hidden until childbirth. Although Rose weds her master, he remains unaware of her child. Ultimately, Rose reveals her concealed truths to Mr. Valin. Employing a descriptive analysis methodology, this research underscores the implications of plot analysis in The Story of a Farm Girl for character education in schools. It emphasizes the scrutiny of content and language, thereby fostering ethical growth alongside literary comprehension. ","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125705121","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 : 2023-08-30DOI: 10.33365/jorle.v4i2.2840
Husain Abdulhay
Vocabulary is part and parcel of learning of a second or a foreign language. This study examined the effect of vocabulary learning through translation of English words (Persian equivalents) and the use of English synonym on the retention and retrieval of vocabularies. Static-group comparison design was utilized to scrutinize sixty EFL learners split into two groups. The experimental group was instructed on the memorizing strategies and the control one left alone to memorize words presented in class in a week time span. The experimental group being taught on coding, interim device, and visual imagery strategies was assayed on spot by dint of written word recognition tests for their receptive knowledge of synonyms written on the board. The findings of the matching test tasks divulged that the learners’ recognitions of synonyms than the first language equivalents were significantly higher. The experimental group significantly scored higher in the recognition test of synonyms than that of translation equivalents. Results have practical implications and application for foreign language learning and teaching which are discussed.
{"title":"IRANIAN UNIVERSITY LEARNERS’ ENGLISH VOCABULARY LEARNING USING SYNONYM AND L1 TRANSLATION","authors":"Husain Abdulhay","doi":"10.33365/jorle.v4i2.2840","DOIUrl":"https://doi.org/10.33365/jorle.v4i2.2840","url":null,"abstract":"Vocabulary is part and parcel of learning of a second or a foreign language. This study examined the effect of vocabulary learning through translation of English words (Persian equivalents) and the use of English synonym on the retention and retrieval of vocabularies. Static-group comparison design was utilized to scrutinize sixty EFL learners split into two groups. The experimental group was instructed on the memorizing strategies and the control one left alone to memorize words presented in class in a week time span. The experimental group being taught on coding, interim device, and visual imagery strategies was assayed on spot by dint of written word recognition tests for their receptive knowledge of synonyms written on the board. The findings of the matching test tasks divulged that the learners’ recognitions of synonyms than the first language equivalents were significantly higher. The experimental group significantly scored higher in the recognition test of synonyms than that of translation equivalents. Results have practical implications and application for foreign language learning and teaching which are discussed.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116116283","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 : 2023-08-30DOI: 10.33365/jorle.v4i2.2651
Kristian Florensio Wijaya
AbstractIn this ever-changing modern age, EFL educators are still in search of more meaningful speaking learning enterprises by which second language learners are strongly encouraged to endure various L2 communication practice hurdles to transform into more proficient speakers. One of the promising ways to actualize this speaking-learning aspiration is through the use of digital storytelling. Previous researchers believed that digital storytelling could potentially promote a higher degree of speaking learning enjoyment where EFL learners’ speaking competencies can thrive to the utmost potential. This present small-scale library study was initiated to exhaustively investigate the positive influences of digital storytelling on EFL learners’ speaking skills improvement. To release this main study objective, the researcher conducted a thematic analysis of 25 previous digital storytelling and speaking studies to generate more relevant and comprehensible research results. Based on the thematic analysis, the constant utilization of digital storytelling was proved to transform EFL learners into more insightful L2 speakers and promote a psychologically sound speaking learning atmosphere in which their targeted L2 communicative competencies can be fostered to the fullest development. Future researchers need to include broader English language learning scopes and a greater number of reviewed digital storytelling investigations to generate more rewarding research results relevant to the applicability and feasibility of online learning platforms in modern EFL learning enterprises. Keywords: digital storytelling, speaking skills, library study
{"title":"THE INFLUENTIAL IMPACTS OF DIGITAL STORYTELLING TOWARDS THE IMPROVEMENT OF EFL LEARNERS’ SPEAKING SKILLS","authors":"Kristian Florensio Wijaya","doi":"10.33365/jorle.v4i2.2651","DOIUrl":"https://doi.org/10.33365/jorle.v4i2.2651","url":null,"abstract":"AbstractIn this ever-changing modern age, EFL educators are still in search of more meaningful speaking learning enterprises by which second language learners are strongly encouraged to endure various L2 communication practice hurdles to transform into more proficient speakers. One of the promising ways to actualize this speaking-learning aspiration is through the use of digital storytelling. Previous researchers believed that digital storytelling could potentially promote a higher degree of speaking learning enjoyment where EFL learners’ speaking competencies can thrive to the utmost potential. This present small-scale library study was initiated to exhaustively investigate the positive influences of digital storytelling on EFL learners’ speaking skills improvement. To release this main study objective, the researcher conducted a thematic analysis of 25 previous digital storytelling and speaking studies to generate more relevant and comprehensible research results. Based on the thematic analysis, the constant utilization of digital storytelling was proved to transform EFL learners into more insightful L2 speakers and promote a psychologically sound speaking learning atmosphere in which their targeted L2 communicative competencies can be fostered to the fullest development. Future researchers need to include broader English language learning scopes and a greater number of reviewed digital storytelling investigations to generate more rewarding research results relevant to the applicability and feasibility of online learning platforms in modern EFL learning enterprises. Keywords: digital storytelling, speaking skills, library study","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132056986","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 : 2023-08-30DOI: 10.33365/jorle.v4i2.3315
Afrianto Afrianto, Mohamad Adriansyah
This study looks at the lecturer's linguistic style when delivering material on literary criticism. In this instance, the emphasis is on the stylistic analysis to expose the usage of figurative language and its role in the dialogue between the lecturer and the students. Therefore, the purpose of this study is to examine the figurative language used by a lecturer in a literary class. This study employs the qualitative technique and selects a participant based on the requirements of having a master's degree, having 10 years of teaching experience, and being recommended in order to have an in-depth talk. The data, which are expressed as words, phrases, or sentences, are acquired from audio-video recordings of spoken speech. The recording was made during a lecture in a classroom to obtain an actual situation of the recordings. Furthermore, this study discovered twelve types of figurative language used by the lecturer: metaphor, simile, personification, apostrophe, metonymy, synecdoche, symbol, allegory, paradox, irony, hyperbole, and litotes. Also, each figurative language has a function to convey a particular meaning; comparison, association, and contrast. In addition, the results demonstrate that through the use of figurative language, the lecturer has more alternative ways to expand on the learning subject in the classroom and to enhance students' awareness of stylistics in the form of figurative language.
{"title":"“APPROACH IS MERELY A LENS…”: A STYLISTIC ANALYSIS OF LITERATURE CLASSROOM DISCOURSE","authors":"Afrianto Afrianto, Mohamad Adriansyah","doi":"10.33365/jorle.v4i2.3315","DOIUrl":"https://doi.org/10.33365/jorle.v4i2.3315","url":null,"abstract":"This study looks at the lecturer's linguistic style when delivering material on literary criticism. In this instance, the emphasis is on the stylistic analysis to expose the usage of figurative language and its role in the dialogue between the lecturer and the students. Therefore, the purpose of this study is to examine the figurative language used by a lecturer in a literary class. This study employs the qualitative technique and selects a participant based on the requirements of having a master's degree, having 10 years of teaching experience, and being recommended in order to have an in-depth talk. The data, which are expressed as words, phrases, or sentences, are acquired from audio-video recordings of spoken speech. The recording was made during a lecture in a classroom to obtain an actual situation of the recordings. Furthermore, this study discovered twelve types of figurative language used by the lecturer: metaphor, simile, personification, apostrophe, metonymy, synecdoche, symbol, allegory, paradox, irony, hyperbole, and litotes. Also, each figurative language has a function to convey a particular meaning; comparison, association, and contrast. In addition, the results demonstrate that through the use of figurative language, the lecturer has more alternative ways to expand on the learning subject in the classroom and to enhance students' awareness of stylistics in the form of figurative language.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134348544","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 : 2023-01-26DOI: 10.33365/jorle.v4i1.2384
S. A. Surayya, Maini Maini
The aim of this research is to analyse students' difficulties in translating argumentative text. It was conducted at FLC Course. The participant of this research consisted 15 students. The method of this research was descriptive qualitative. The instruments of this research were translation text and questionnaire sheet. The result of this study from translation text, students made mistake which were the ambiguity, sentence pattern, missing words, and non-linguistics factor. In questionnaire sheet, the highest score of students' difficulties was in linguistics factor which was about 55 score. It was difficulty in translating words which had double meaning. In non-linguistics factor, the highest score was 52 score. It was difficulty in translating words that related with ideology value. Besides, there are internal and external factors from within students that affect their difficulties where the internal factor is the students' motivation and interested in learning is lacking. While external factors are a lack of attention from the teacher and parent, inexact of methodologies in leaning and the lack of student facilities in learning. Based on the result above, it can be concluded that students' difficulties in translating argumentative text more dominant come from linguistics factor than non-linguistics factor.
{"title":"A DEPTH INSPECTION ON INFORMAL SCHOOL STUDENTS’ DILEMMA IN TRANSLATING ENGLISH ARGUMENTATIVE TEXT TO INDONESIA","authors":"S. A. Surayya, Maini Maini","doi":"10.33365/jorle.v4i1.2384","DOIUrl":"https://doi.org/10.33365/jorle.v4i1.2384","url":null,"abstract":"The aim of this research is to analyse students' difficulties in translating argumentative text. It was conducted at FLC Course. The participant of this research consisted 15 students. The method of this research was descriptive qualitative. The instruments of this research were translation text and questionnaire sheet. The result of this study from translation text, students made mistake which were the ambiguity, sentence pattern, missing words, and non-linguistics factor. In questionnaire sheet, the highest score of students' difficulties was in linguistics factor which was about 55 score. It was difficulty in translating words which had double meaning. In non-linguistics factor, the highest score was 52 score. It was difficulty in translating words that related with ideology value. Besides, there are internal and external factors from within students that affect their difficulties where the internal factor is the students' motivation and interested in learning is lacking. While external factors are a lack of attention from the teacher and parent, inexact of methodologies in leaning and the lack of student facilities in learning. Based on the result above, it can be concluded that students' difficulties in translating argumentative text more dominant come from linguistics factor than non-linguistics factor.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134578526","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 : 2023-01-26DOI: 10.33365/jorle.v4i1.2159
Shasha Gunawan, Dian Erlina, Eko Saputra
This study was focus on the teacher perceptions on the use of quipper school in teaching English reading. The study was conducted at SMA N 1 Kayu Agung. There were two English teachers who became the sample for this study. The aim of this study was to answer this following question; How were the teachers perceptions using quipper school application in teaching reading at SMA N 1 Kayuagung? A qualitative study was used for this study. Based on the result of this study, the English teacher assumed that Quipper School application is very helpful for teaching English reading. However, the researcher hope that the next study can conduct a deepen study on the students’ perception in leaning English reading using Quipper school.
本研究主要探讨教师对英语阅读教学中使用“俏皮学校”的看法。这项研究是在SMA N 1 Kayu Agung进行的。有两位英语教师成为本研究的样本。本研究的目的是回答以下问题;在小学1年级的阅读教学中，教师对使用“学校应用”的看法如何?本研究采用定性研究。根据本研究的结果，英语教师认为Quipper School应用程序对英语阅读教学有很大的帮助。然而，研究者希望在接下来的研究中能够利用Quipper学校对学生在英语阅读学习中的感知进行更深入的研究。
{"title":"TEACHER PERCEPTIONS ON THE USE OF QUIPPER SCHOOL APPLICATION IN TEACHING READING","authors":"Shasha Gunawan, Dian Erlina, Eko Saputra","doi":"10.33365/jorle.v4i1.2159","DOIUrl":"https://doi.org/10.33365/jorle.v4i1.2159","url":null,"abstract":"This study was focus on the teacher perceptions on the use of quipper school in teaching English reading. The study was conducted at SMA N 1 Kayu Agung. There were two English teachers who became the sample for this study. The aim of this study was to answer this following question; How were the teachers perceptions using quipper school application in teaching reading at SMA N 1 Kayuagung? A qualitative study was used for this study. Based on the result of this study, the English teacher assumed that Quipper School application is very helpful for teaching English reading. However, the researcher hope that the next study can conduct a deepen study on the students’ perception in leaning English reading using Quipper school.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116977407","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 : 2023-01-26DOI: 10.33365/jorle.v4i1.2382
Muhammad Rudy
The three learning stages in a Flipped classroom have allowed the teachers to provide videos by creating them themselves or downloading them from other resources. Through multimodality, the present study explores a video that is considered suitable to apply in the pre-class activity stage. The multi-track analysis was adapted to seek verbal and non-verbal elements of the video for flipped classroom process. The result indicated that the doctor's semantics and gestures depicted the patient-centered model. Although minor errors existed, they became an unseen flaw of the video. Furthermore, it is suggested that medical English teachers use the video as a pre-class activity to show the ideal model for teaching doctor-patient communication.
{"title":"PROMOTING DOCTOR-PATIENT COMMUNICATION IN MEDICAL ENGLISH CLASSROOM THROUGH VIDEO AS PRE- ACTIVITY","authors":"Muhammad Rudy","doi":"10.33365/jorle.v4i1.2382","DOIUrl":"https://doi.org/10.33365/jorle.v4i1.2382","url":null,"abstract":"The three learning stages in a Flipped classroom have allowed the teachers to provide videos by creating them themselves or downloading them from other resources. Through multimodality, the present study explores a video that is considered suitable to apply in the pre-class activity stage. The multi-track analysis was adapted to seek verbal and non-verbal elements of the video for flipped classroom process. The result indicated that the doctor's semantics and gestures depicted the patient-centered model. Although minor errors existed, they became an unseen flaw of the video. Furthermore, it is suggested that medical English teachers use the video as a pre-class activity to show the ideal model for teaching doctor-patient communication. ","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130470852","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 : 2023-01-26DOI: 10.33365/jorle.v4i1.2544
Diska Fatima Virgiyanti, Andi Nur Fadhila Mahdiyah
This paper aims to review some previous studies and theories related to the effect of extensive reading to boost students’ reading ability. Moreover, good reading ability is an important skill that should be mastered by students. It is used to enhance students’ knowledge and reading ability. However, students facing several difficulties in upgrading their reading skill, such as limited time to read, uninteresting reading materials given in the classroom, and unsupportive reading environment. Thus, this condition made students to have low reading ability. Extensive reading is chosen as a method to overcome students’ reading problems and difficulties. It is implemented by asking students to read as much as possible what they like outside the classroom. The purpose of this activity is to create supportive reading atmosphere for students. Furthermore, this paper will describe students’ difficulties in reading, the definition of extensive reading, and the advantages of implementing extensive reading in teaching reading. Extensive reading is also proven by some experts as an effective method to assist students reading challenges.
{"title":"THE IMPLEMENTATION OF EXTENSIVE READING TO FOSTER STUDENTS’ READING SKILL","authors":"Diska Fatima Virgiyanti, Andi Nur Fadhila Mahdiyah","doi":"10.33365/jorle.v4i1.2544","DOIUrl":"https://doi.org/10.33365/jorle.v4i1.2544","url":null,"abstract":"This paper aims to review some previous studies and theories related to the effect of extensive reading to boost students’ reading ability. Moreover, good reading ability is an important skill that should be mastered by students. It is used to enhance students’ knowledge and reading ability. However, students facing several difficulties in upgrading their reading skill, such as limited time to read, uninteresting reading materials given in the classroom, and unsupportive reading environment. Thus, this condition made students to have low reading ability. Extensive reading is chosen as a method to overcome students’ reading problems and difficulties. It is implemented by asking students to read as much as possible what they like outside the classroom. The purpose of this activity is to create supportive reading atmosphere for students. Furthermore, this paper will describe students’ difficulties in reading, the definition of extensive reading, and the advantages of implementing extensive reading in teaching reading. Extensive reading is also proven by some experts as an effective method to assist students reading challenges.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132089299","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 : 2023-01-26DOI: 10.33365/jorle.v4i1.2424
F. Sari, T. Safitri
WhatsApp application as the foremost prevalent application for the education field is helpful to support the online teaching and learning process. During the Covid-19 pandemic, WhatsApp application is one of the media to help students in the learning process in online classes. WhatsApp gives useful highlights such as content, call, send videos, sounds, links, locations, documents, and pictures. The purpose of this study is to know if the use of WhatsApp applications enhances English learning during online classes. In this research, a descriptive qualitative method was employed, and to gather the data the researcher used a questionnaire to collect the data. The findings supported the use of WhatsApp applications to help students in learning English during online classes, using WhatsApp to increase students’ enthusiasm for learning English, and using WhatsApp helped students to develop English skills. In conclusion, the use of WhatsApp applications is helpful for students in learning English during online classes.
{"title":"UTILIZING WHATSAPP APPLICATION AS A LEARNING MEDIA IN THE ONLINE ENGLISH CLASS","authors":"F. Sari, T. Safitri","doi":"10.33365/jorle.v4i1.2424","DOIUrl":"https://doi.org/10.33365/jorle.v4i1.2424","url":null,"abstract":"WhatsApp application as the foremost prevalent application for the education field is helpful to support the online teaching and learning process. During the Covid-19 pandemic, WhatsApp application is one of the media to help students in the learning process in online classes. WhatsApp gives useful highlights such as content, call, send videos, sounds, links, locations, documents, and pictures. The purpose of this study is to know if the use of WhatsApp applications enhances English learning during online classes. In this research, a descriptive qualitative method was employed, and to gather the data the researcher used a questionnaire to collect the data. The findings supported the use of WhatsApp applications to help students in learning English during online classes, using WhatsApp to increase students’ enthusiasm for learning English, and using WhatsApp helped students to develop English skills. In conclusion, the use of WhatsApp applications is helpful for students in learning English during online classes.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129583120","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}
Era 5.0 or Society 5.0 is a human-centered technology-based era that aims to create convenient and efficient living circumstances and provide further innovation in the life sustainability area. Era 5.0 is visualized as capable of creating a multinational society, whether in business, social, and educational environments. Thus, English should be noted as a crucial matter needed in communicating and takes part in living within era 5.0 in the future. The current research was conducted because of the limited exploration in the previous study that discusses online game VRChat as a learning medium to enhance students’ English speaking ability. Therefore, this paper aims to fill the gap by investigating and exposing the VRChat game’s value as a learning medium to improve students’ ability to speak English. Mixed method research was applied in the current study to analyze and ensure the VRChat game’s advantages for enhancing students’ speaking ability. Moreover, interviews and testing were used as the instrument in this research. A random sampling of four students who have done taking the FLSP (Foreign Learning for Specific Purposes) course as the current study’s subject. Additionally, the analysis was done using descriptive statistics and hierarchical charts using Nvivo 12 plus. This study showed the use of VRChat games as a learning medium increased students’ ability to speak English, specifically on their accuracy and fluency. This research implies that the VRChat game can support English teaching as the learning media, especially in speaking subjects.
{"title":"ENHANCING STUDENTS’ ENGLISH SPEAKING ABILITY THROUGH VRCHAT GAME AS LEARNING MEDIA","authors":"Pramujiono Cahyadi, Daffa Indra Arya Wardhana, Wildan Isa Ansori, Rafika Rabba Farah","doi":"10.33365/jorle.v3i2.2135","DOIUrl":"https://doi.org/10.33365/jorle.v3i2.2135","url":null,"abstract":"Era 5.0 or Society 5.0 is a human-centered technology-based era that aims to create convenient and efficient living circumstances and provide further innovation in the life sustainability area. Era 5.0 is visualized as capable of creating a multinational society, whether in business, social, and educational environments. Thus, English should be noted as a crucial matter needed in communicating and takes part in living within era 5.0 in the future. The current research was conducted because of the limited exploration in the previous study that discusses online game VRChat as a learning medium to enhance students’ English speaking ability. Therefore, this paper aims to fill the gap by investigating and exposing the VRChat game’s value as a learning medium to improve students’ ability to speak English. Mixed method research was applied in the current study to analyze and ensure the VRChat game’s advantages for enhancing students’ speaking ability. Moreover, interviews and testing were used as the instrument in this research. A random sampling of four students who have done taking the FLSP (Foreign Learning for Specific Purposes) course as the current study’s subject. Additionally, the analysis was done using descriptive statistics and hierarchical charts using Nvivo 12 plus. This study showed the use of VRChat games as a learning medium increased students’ ability to speak English, specifically on their accuracy and fluency. This research implies that the VRChat game can support English teaching as the learning media, especially in speaking subjects.","PeriodicalId":419128,"journal":{"name":"Journal of Research on Language Education","volume":"271 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115983764","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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