To effectively educate the future generation, instructors must keep up with the fast-paced global changes by being updated on advancements in science, technology, and educational trends. A very effective lecturer-teacher partnership program (KDS) that utilises lesson study can accomplish this objective. The primary objectives of the KDS are to foster educational innovation, facilitate academic research and publication, and actively involve educators and students in the field of education. The lesson study was carried out within the English Language Education Study Program, including two classes from the third semester of the Creative Writing Course, IIIA and IIIB. The program aims to cultivate and improve students’ social comportment and creative writing skills. Two iterations were carried out, and there was a noticeable augmentation in the students’ sociability from the first iteration to the second. Throughout Cycle 1, students exhibited tolerance and the ability to appreciate their peers’ perspectives. They enthusiastically participated and interacted during the group work. Their average achievement percentage was 67.47% and witnessed a remarkable increase of 85.14% in Cycle 2. The level of collaboration and unity in project completion rose from 57.61% in cycle 1 to 88.99% in cycle 2. The students’ receptiveness to the learning environment significantly increased from 52.09% in cycle 1 to 85.14% in cycle 2. The cognitive domain has significantly enhanced knowledge acquisition, particularly in students’ creative writing skills. The proportion of students in IIIA, exhibiting this proficiency increased from 37% in cycle 1 to 77% in cycle 2. In class IIIB, there was a significant 40% surge, as the percentage escalated from 43% to 83%. Thus, adopting lesson study allows students to improve their social behaviour and support their writing ability. Keywords: Creative writing; interactive learning; social character building; collaboration.
{"title":"Lesson Study: A Systematic Routine to Enhance Students’ Social Character and Creative Writing Abilities","authors":"Lutfi Istikharoh, Dyah Kusumastuti, Riswanto Riswanto, Yulfah Masruroh, S. Setiowati, Sarno Sarno","doi":"10.37058/jelita.v3i2.11376","DOIUrl":"https://doi.org/10.37058/jelita.v3i2.11376","url":null,"abstract":"To effectively educate the future generation, instructors must keep up with the fast-paced global changes by being updated on advancements in science, technology, and educational trends. A very effective lecturer-teacher partnership program (KDS) that utilises lesson study can accomplish this objective. The primary objectives of the KDS are to foster educational innovation, facilitate academic research and publication, and actively involve educators and students in the field of education. The lesson study was carried out within the English Language Education Study Program, including two classes from the third semester of the Creative Writing Course, IIIA and IIIB. The program aims to cultivate and improve students’ social comportment and creative writing skills. Two iterations were carried out, and there was a noticeable augmentation in the students’ sociability from the first iteration to the second. Throughout Cycle 1, students exhibited tolerance and the ability to appreciate their peers’ perspectives. They enthusiastically participated and interacted during the group work. Their average achievement percentage was 67.47% and witnessed a remarkable increase of 85.14% in Cycle 2. The level of collaboration and unity in project completion rose from 57.61% in cycle 1 to 88.99% in cycle 2. \u0000The students’ receptiveness to the learning environment significantly increased from 52.09% in cycle 1 to 85.14% in cycle 2. The cognitive domain has significantly enhanced knowledge acquisition, particularly in students’ creative writing skills. The proportion of students in IIIA, exhibiting this proficiency increased from 37% in cycle 1 to 77% in cycle 2. In class IIIB, there was a significant 40% surge, as the percentage escalated from 43% to 83%. Thus, adopting lesson study allows students to improve their social behaviour and support their writing ability. \u0000 \u0000Keywords: Creative writing; interactive learning; social character building; collaboration.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"2 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797701","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 : 2024-07-27DOI: 10.37058/jelita.v3i2.10623
Xiaoyou Yin, Mary Rose Mangonon Ordonio
This study aimed to identify the social-emotional learning skills infused in the oral communication tasks utilized in a Chinese Senior High school in Baguio City, Philippines. Through the use of qualitative descriptive research design and the rigorous process of document analysis, the researcher found out that the activities, tasks, and the whole curriculum in oral communication of the selected locale of the study highlight responsible decision-making to be the most evident hence prioritized SEL skill being developed in the said subject followed by relationship skills, social awareness, self-management, and self-awareness respectively based on the frequency of occurrences of these in said activities. Thus, it can be agreed based on the result that responsible decision-making has been focused predominantly on the activities used to develop skills concerning problem-solving and analyzing which are essential for students to be competitive in the 21st century. It can also be deducted that the curriculum of the said locale of the study should further include other SEL skills primarily highlighting social awareness and relationship skills, as they were perceived to be essential in oral communication. Keywords: Social-Emotional Learning (SEL); responsible decision-making; oral communication; social awareness; relationship skills.
本研究旨在确定菲律宾碧瑶市一所华人高中在口语交际任务中渗透的社会情感学习技能。通过采用定性描述研究设计和严谨的文献分析过程，研究者发现，在所选研究地点的口语交际活动、任务和整个课程中，负责任的决策是最明显的，因此也是该科目中优先发展的社会情感学习技能，其次是关系技能、社会意识、自我管理和自我意识，分别基于这些技能在上述活动中出现的频率。因此，根据结果可以认为，负责任的决策主要集中在用于培养学生解决问题和分析能力的活动中，而这些能力对学生在 21 世纪的竞争力至关重要。还可以推断出，上述研究地点的课程应进一步包括其他 SEL 技能，主要强调社会意识和人际关系技能，因为这些技能被认为是口语交际中必不可少的。 关键词社会情感学习（SEL）；负责任的决策；口语交际；社会意识；关系技巧。
{"title":"Infused Social Emotional Learning (SEL) Skills in Oral Communication Tasks","authors":"Xiaoyou Yin, Mary Rose Mangonon Ordonio","doi":"10.37058/jelita.v3i2.10623","DOIUrl":"https://doi.org/10.37058/jelita.v3i2.10623","url":null,"abstract":"This study aimed to identify the social-emotional learning skills infused in the oral communication tasks utilized in a Chinese Senior High school in Baguio City, Philippines. Through the use of qualitative descriptive research design and the rigorous process of document analysis, the researcher found out that the activities, tasks, and the whole curriculum in oral communication of the selected locale of the study highlight responsible decision-making to be the most evident hence prioritized SEL skill being developed in the said subject followed by relationship skills, social awareness, self-management, and self-awareness respectively based on the frequency of occurrences of these in said activities. Thus, it can be agreed based on the result that responsible decision-making has been focused predominantly on the activities used to develop skills concerning problem-solving and analyzing which are essential for students to be competitive in the 21st century. It can also be deducted that the curriculum of the said locale of the study should further include other SEL skills primarily highlighting social awareness and relationship skills, as they were perceived to be essential in oral communication. \u0000 \u0000Keywords: Social-Emotional Learning (SEL); responsible decision-making; oral communication; social awareness; relationship skills.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797855","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 : 2024-07-27DOI: 10.37058/jelita.v3i2.10940
Afifah Fauziyyah, Neni Marlina, Ruslan Ruslan
This qualitative research aims to analyse the textual and visual resources used in four campaign posters to promote parents’ awareness of children’s language development and reveal the contributions of each semiotic resource in representing the messages in the selected posters. The research data were four campaign posters promoting parents’ awareness of children’s language development published by Worcestershire Speech & Language Therapy NHS Trust for the “We Need to Talk” Month campaign. The data was obtained from Worcestershire Speech & Language Therapy’s official Twitter account, @SLT_Worcs. The research design used in this research was Multimodal Content Analysis (Serafini & Reid, 2019). This research employed document analysis and purposive sampling techniques to collect the data. Then, the data were analysed using SF-MDA analytical tools: Halliday and Matthiessen’s ideational meaning of Systemic Functional Linguistics (2004) and Kress and van Leeuwen’s representational meaning of Visual Grammar (2006). The findings showed that the textual resources mostly have material processes, indicating that the NHS Trust is trying to invite the viewers to take action and work together to overcome the issue and raise the viewers’ awareness. Meanwhile, all of the visual resources have transactional reaction processes, which indicate that the NHS Trust is addressing the viewers directly (using a gaze) to respond and react to the represented participants’ (depicted in the posters) gaze to work together to overcome the issue being raised in the four selected campaign posters. Keywords: Campaign posters; parents’ awareness of children’s language development; Systemic Functional Multimodal Discourse Analysis; Systemic Functional Linguistics; Visual Grammar.
{"title":"Scrutinising the Contribution of Textual and Visual Resources in Campaign Posters: An SF-MDA","authors":"Afifah Fauziyyah, Neni Marlina, Ruslan Ruslan","doi":"10.37058/jelita.v3i2.10940","DOIUrl":"https://doi.org/10.37058/jelita.v3i2.10940","url":null,"abstract":"This qualitative research aims to analyse the textual and visual resources used in four campaign posters to promote parents’ awareness of children’s language development and reveal the contributions of each semiotic resource in representing the messages in the selected posters. The research data were four campaign posters promoting parents’ awareness of children’s language development published by Worcestershire Speech & Language Therapy NHS Trust for the “We Need to Talk” Month campaign. The data was obtained from Worcestershire Speech & Language Therapy’s official Twitter account, @SLT_Worcs. The research design used in this research was Multimodal Content Analysis (Serafini & Reid, 2019). This research employed document analysis and purposive sampling techniques to collect the data. Then, the data were analysed using SF-MDA analytical tools: Halliday and Matthiessen’s ideational meaning of Systemic Functional Linguistics (2004) and Kress and van Leeuwen’s representational meaning of Visual Grammar (2006). The findings showed that the textual resources mostly have material processes, indicating that the NHS Trust is trying to invite the viewers to take action and work together to overcome the issue and raise the viewers’ awareness. Meanwhile, all of the visual resources have transactional reaction processes, which indicate that the NHS Trust is addressing the viewers directly (using a gaze) to respond and react to the represented participants’ (depicted in the posters) gaze to work together to overcome the issue being raised in the four selected campaign posters. \u0000 \u0000Keywords: Campaign posters; parents’ awareness of children’s language development; Systemic Functional Multimodal Discourse Analysis; Systemic Functional Linguistics; Visual Grammar.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797767","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 : 2024-01-25DOI: 10.37058/jelita.v3i1.8920
R. Herda, Regine Aguilar Principe, Arnel S. Travero, Muhammad Fadhly Pratama Harahap, Salma Viantika, Mohammad Arif Hamidi
In EFL writing classrooms, students learning L2 need correction or feedback for their writing. However, the teachers' limitation in time management becomes one of the reasons students can not gain detailed feedback. In line with that, the growth of the digital platform in the 21st-century learning era brings a thought that corrective feedback for L2 writing can be accessed and gained through automated written corrective feedback (AWCF) to ease students' learning and improve their writing ability. This quantitative study aimed at revealing students' need for automated written corrective feedback. The participants of this study were 532 students from the Philippines and Indonesia. The questionnaire was used to collect data and analyzed using the SPSS version 25 to know the percentage and descriptive statistics. The study's findings revealed that students from two states need technology tools to provide written corrective feedback to improve their writing proficiency in the L2 context while solving their problems of vocabulary and grammar limitations. Furthermore, the feedback can grow their confidence to provide L2 writing. The findings of the student's needs can be used as the basis for creating ideal writing scenarios.
{"title":"Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms","authors":"R. Herda, Regine Aguilar Principe, Arnel S. Travero, Muhammad Fadhly Pratama Harahap, Salma Viantika, Mohammad Arif Hamidi","doi":"10.37058/jelita.v3i1.8920","DOIUrl":"https://doi.org/10.37058/jelita.v3i1.8920","url":null,"abstract":"In EFL writing classrooms, students learning L2 need correction or feedback for their writing. However, the teachers' limitation in time management becomes one of the reasons students can not gain detailed feedback. In line with that, the growth of the digital platform in the 21st-century learning era brings a thought that corrective feedback for L2 writing can be accessed and gained through automated written corrective feedback (AWCF) to ease students' learning and improve their writing ability. This quantitative study aimed at revealing students' need for automated written corrective feedback. The participants of this study were 532 students from the Philippines and Indonesia. The questionnaire was used to collect data and analyzed using the SPSS version 25 to know the percentage and descriptive statistics. The study's findings revealed that students from two states need technology tools to provide written corrective feedback to improve their writing proficiency in the L2 context while solving their problems of vocabulary and grammar limitations. Furthermore, the feedback can grow their confidence to provide L2 writing. The findings of the student's needs can be used as the basis for creating ideal writing scenarios.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598421","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 : 2023-07-31DOI: 10.37058/jelita.v2i2.7791
Edi Sukmojati, Ribahan Ribahan, Hery Rahmat
Speaking is an important skill needed in communication and requires good training as well as professional and experienced English tutors. The speaking tutors will encounter various difficulties and need to employ effective teaching strategies to overcome them. This study aimed to find out the types of challenges faced by the English tutors in the Madani Super Camp (MSC) Course Narmada in teaching speaking and the types of learning strategies applied by the tutors to overcome the challenges in teaching speaking. This qualitative descriptive research involved eight English teachers in the MSC Course Narmada as respondents. The data were obtained by using closed-ended questions and semi-structured interviews, which were transcribed descriptively. In addition, the data analysis used is data reduction, data display, and conclusion drawing. The results of the research showed that the tutors faced five challenges in teaching English, including a lack of student discipline, additional work, a lack of self-confidence, a lack of technical teaching, and controlling the classroom and class management. The researcher reveals the research findings related to the learning strategies applied by the tutors to overcome the challenges in teaching speaking ability, including discussion and classroom interaction, storytelling, classroom practise, games, and picture description. Keywords: Tutors’ Challenges; Tutors’ Strategies; Teaching Speaking.
{"title":"Strategies and Challenges in Teaching Speaking by English Tutors: A Study in Madani Super Camp English Classes","authors":"Edi Sukmojati, Ribahan Ribahan, Hery Rahmat","doi":"10.37058/jelita.v2i2.7791","DOIUrl":"https://doi.org/10.37058/jelita.v2i2.7791","url":null,"abstract":"Speaking is an important skill needed in communication and requires good training as well as professional and experienced English tutors. The speaking tutors will encounter various difficulties and need to employ effective teaching strategies to overcome them. This study aimed to find out the types of challenges faced by the English tutors in the Madani Super Camp (MSC) Course Narmada in teaching speaking and the types of learning strategies applied by the tutors to overcome the challenges in teaching speaking. This qualitative descriptive research involved eight English teachers in the MSC Course Narmada as respondents. The data were obtained by using closed-ended questions and semi-structured interviews, which were transcribed descriptively. In addition, the data analysis used is data reduction, data display, and conclusion drawing. The results of the research showed that the tutors faced five challenges in teaching English, including a lack of student discipline, additional work, a lack of self-confidence, a lack of technical teaching, and controlling the classroom and class management. The researcher reveals the research findings related to the learning strategies applied by the tutors to overcome the challenges in teaching speaking ability, including discussion and classroom interaction, storytelling, classroom practise, games, and picture description. \u0000 \u0000Keywords: Tutors’ Challenges; Tutors’ Strategies; Teaching Speaking.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124667217","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 : 2023-07-31DOI: 10.37058/jelita.v2i2.7974
Ansharul Fuqaha, Wartim Wartim
This study used a descriptive-qualitative method using three data collection procedures to collect research data. The instruments used in this present research are observation, interviews, and documentation. This study has two research objectives. The first goal is to comprehend the challenges English students at an institute in East Java, Indonesia, face in identifying the main ideas in student reading comprehension. The second goal is to comprehend the factors that affect English language learners’ struggles in identifying the main ideas of their reading comprehension. Based on observations, interviews, and documentation, there are two difficulties in determining the main idea in students’ reading comprehension that English learners face: the first is that there is a difference between the main idea and the topic sentence, and the second is an inductive paragraph. Based on the research results of the study, some factors influence the difficulty in determining the main ideas for English learners, among which are a lack of vocabulary, reading style, and material themes. Keywords: Main Idea; Topic Sentence; Reading Comprehension.
{"title":"The Difficulties of Determining Main Idea on Students Reading Comprehension","authors":"Ansharul Fuqaha, Wartim Wartim","doi":"10.37058/jelita.v2i2.7974","DOIUrl":"https://doi.org/10.37058/jelita.v2i2.7974","url":null,"abstract":"This study used a descriptive-qualitative method using three data collection procedures to collect research data. The instruments used in this present research are observation, interviews, and documentation. This study has two research objectives. The first goal is to comprehend the challenges English students at an institute in East Java, Indonesia, face in identifying the main ideas in student reading comprehension. The second goal is to comprehend the factors that affect English language learners’ struggles in identifying the main ideas of their reading comprehension. Based on observations, interviews, and documentation, there are two difficulties in determining the main idea in students’ reading comprehension that English learners face: the first is that there is a difference between the main idea and the topic sentence, and the second is an inductive paragraph. Based on the research results of the study, some factors influence the difficulty in determining the main ideas for English learners, among which are a lack of vocabulary, reading style, and material themes. \u0000 \u0000Keywords: Main Idea; Topic Sentence; Reading Comprehension.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124499258","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 : 2023-07-31DOI: 10.37058/jelita.v2i2.7596
Miratu Fitria Sholekhah, Ria Fakhrurriana
This study analyses how students’ pronunciation can be improved through the use of the ELSA Speak as a Mobile-Assisted Language Learning (MALL) tool. ELSA stands for “English Language Speech Assistant.” The speech recognition function of ELSA Speak is powered by artificial intelligence (AI), and it provides users with feedback to help them improve their pronunciation, which improves their ability to speak English. This study investigates the influence and potential of the ELSA Speak application on the acquisition of pronunciation by employing a qualitative research method and a strategy that relies on library research. The findings highlight the significance of having an excellent content design, an efficient pedagogical and instructional design, gamified learning elements, automatic voice recognition technology, a secure learning environment, and individualized digital feedback. The findings of the study indicate that there is considerably significant potential for the ELSA Speak application to help students improve their pronunciation skills. The consequences of this research emphasize the necessity of utilizing cutting-edge mobile applications for language learning and highlight the possible benefits for students who are interested in improving their pronunciation proficiency. Keywords: Elsa Speak; Mobile-Assisted Language Learning; Students’ Pronunciation; Pronunciation Improvement.
{"title":"The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students’ Pronunciation","authors":"Miratu Fitria Sholekhah, Ria Fakhrurriana","doi":"10.37058/jelita.v2i2.7596","DOIUrl":"https://doi.org/10.37058/jelita.v2i2.7596","url":null,"abstract":"This study analyses how students’ pronunciation can be improved through the use of the ELSA Speak as a Mobile-Assisted Language Learning (MALL) tool. ELSA stands for “English Language Speech Assistant.” The speech recognition function of ELSA Speak is powered by artificial intelligence (AI), and it provides users with feedback to help them improve their pronunciation, which improves their ability to speak English. This study investigates the influence and potential of the ELSA Speak application on the acquisition of pronunciation by employing a qualitative research method and a strategy that relies on library research. The findings highlight the significance of having an excellent content design, an efficient pedagogical and instructional design, gamified learning elements, automatic voice recognition technology, a secure learning environment, and individualized digital feedback. The findings of the study indicate that there is considerably significant potential for the ELSA Speak application to help students improve their pronunciation skills. The consequences of this research emphasize the necessity of utilizing cutting-edge mobile applications for language learning and highlight the possible benefits for students who are interested in improving their pronunciation proficiency. \u0000 \u0000Keywords: Elsa Speak; Mobile-Assisted Language Learning; Students’ Pronunciation; Pronunciation Improvement.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114979387","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 : 2023-07-22DOI: 10.37058/jelita.v2i2.6879
F. Sulastri, Shella Gherina Saptiany
As a part of crucial skills of communicative competence, there have been enormous studies discussing speech acts. This study aimed at investigating speech acts as interlanguage pragmatics focusing on EFL context. Two main questions addressing on (1) how speech acts availability in text-book used by EFL learners, (2) the frequency of speech acts occurring in the EFL classroom context. By reviewing 20 journals from various reliable sources thematically, it is found that speech act availability in the textbooks exists with an unbalanced proportion of speech act types. In addition, the books provide fewer various strategies of speech acts. Concerning the frequency of speech acts in the EFL classroom, directives are mostly used by the teacher while students tend to use various kinds of speech acts. Further study suggested digging into more contextual settings. Keywords: Speech Acts, EFL, Text-Books
{"title":"Speech Acts in EFL Context: A Literature Review","authors":"F. Sulastri, Shella Gherina Saptiany","doi":"10.37058/jelita.v2i2.6879","DOIUrl":"https://doi.org/10.37058/jelita.v2i2.6879","url":null,"abstract":"As a part of crucial skills of communicative competence, there have been enormous studies discussing speech acts. This study aimed at investigating speech acts as interlanguage pragmatics focusing on EFL context. Two main questions addressing on (1) how speech acts availability in text-book used by EFL learners, (2) the frequency of speech acts occurring in the EFL classroom context. By reviewing 20 journals from various reliable sources thematically, it is found that speech act availability in the textbooks exists with an unbalanced proportion of speech act types. In addition, the books provide fewer various strategies of speech acts. Concerning the frequency of speech acts in the EFL classroom, directives are mostly used by the teacher while students tend to use various kinds of speech acts. Further study suggested digging into more contextual settings. \u0000 \u0000Keywords: Speech Acts, EFL, Text-Books","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121270233","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 : 2023-07-22DOI: 10.37058/jelita.v2i2.7033
C. Panggabean, Risa Triassanti, Sintia Avila Kurniawati, Lusi Ambarsari, D. Novitasari
This article aims at explaining the EFL students’ perspectives on classroom activities on classroom activities during Extensive Reading Classes. To be specific it describes the classroom activities and the students’ perspectives on the activities in Extensive Reading Classes. Descriptive qualitative is used as the research design of this study. The participants of this study were a lecturer of the Extensive Reading class and 12 students of the English language education class 2019 in the Faculty of Teacher Training and Education of PGRI Ronggolawe University. To collect the data observation using video recording, questionnaire, and interview were used. The data were analyzed descriptively. From the analysis, the result showed that classroom activities used in Extensive Reading classes were reading activities by individual students in which the students chose their reading materials freely, and then they chose two reading materials to be presented in the class. From the study, it was also found that the students felt satisfied with the activities and stated that they could improve their reading skills after taking the Extensive Reading Class. However, the students agreed that the classroom needed some improvement to make the activities more fun and interactive. Keywords: Classroom Activities; Extensive Reading; Students Perspective; Qualitative.
{"title":"An Analysis of EFL Students’ Perspective on Classroom Activities during Extensive Reading Class","authors":"C. Panggabean, Risa Triassanti, Sintia Avila Kurniawati, Lusi Ambarsari, D. Novitasari","doi":"10.37058/jelita.v2i2.7033","DOIUrl":"https://doi.org/10.37058/jelita.v2i2.7033","url":null,"abstract":"This article aims at explaining the EFL students’ perspectives on classroom activities on classroom activities during Extensive Reading Classes. To be specific it describes the classroom activities and the students’ perspectives on the activities in Extensive Reading Classes. Descriptive qualitative is used as the research design of this study. The participants of this study were a lecturer of the Extensive Reading class and 12 students of the English language education class 2019 in the Faculty of Teacher Training and Education of PGRI Ronggolawe University. To collect the data observation using video recording, questionnaire, and interview were used. The data were analyzed descriptively. From the analysis, the result showed that classroom activities used in Extensive Reading classes were reading activities by individual students in which the students chose their reading materials freely, and then they chose two reading materials to be presented in the class. From the study, it was also found that the students felt satisfied with the activities and stated that they could improve their reading skills after taking the Extensive Reading Class. However, the students agreed that the classroom needed some improvement to make the activities more fun and interactive. \u0000 \u0000Keywords: Classroom Activities; Extensive Reading; Students Perspective; Qualitative.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123510695","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 : 2023-07-16DOI: 10.37058/jelita.v2i2.6589
Andi Asrifan, Cris T. Zita, Ghada Tosson Abd Al-lateef, A. Enriquez, M. Muthmainnah, Ali Said Al-Matari
The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement in English showed that student motivation (variable X) contributed roughly 72.59% contribution to the achievement (variable Y) of the sample class, while the remaining 25.41% was influenced by other factors. Keywords: Students’ Motivation, Learning English, and English Achievement.
{"title":"The Students' Motivation and Achievement in Learning English: The Correlational Study","authors":"Andi Asrifan, Cris T. Zita, Ghada Tosson Abd Al-lateef, A. Enriquez, M. Muthmainnah, Ali Said Al-Matari","doi":"10.37058/jelita.v2i2.6589","DOIUrl":"https://doi.org/10.37058/jelita.v2i2.6589","url":null,"abstract":"The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement in English showed that student motivation (variable X) contributed roughly 72.59% contribution to the achievement (variable Y) of the sample class, while the remaining 25.41% was influenced by other factors. \u0000 \u0000Keywords: Students’ Motivation, Learning English, and English Achievement.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121268401","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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