Pub Date : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7565
Afanin Nabila, S. Daulay, Utami Dewi
Language's vocabulary plays a significant part in the process of communication, both verbally and in writing. Both the daily world and the world of education need it. This study was carried out based on the problems of students that have difficulties in memorizing vocabularies. The purpose of this study was to investigate how Freerice as a learning medium can improve the students’ vocabulary learning outcome at SMP N 4 Medan at the seventh grader in academic year of 2022/2023. The research was conducted with using a mixed-method. Meaning that the data collected quantitatively then will be explained qualitatively. The data instruments were questionnaires and tests. The participants were all students from class VII-2, and they are 30 students in total. Which the 25 of them did the questionnaire and 5 of them did the test. The questionnaires are 10 items and were constructed based on Likert Scale. The questions are close-ended type. Meanwhile, the tests were gathered quantitatively and will be done twice before/after the use of Freerice to the students’ vocabulary learning outcome. The result showed that the students’ learning outcome is improved using Freerice as a medium to learn vocabulary.
{"title":"IMPROVING STUDENTS’ VOCABULARY LEARNING OUTCOME BY USING FREERICE","authors":"Afanin Nabila, S. Daulay, Utami Dewi","doi":"10.22202/tus.2023.v9i4.7565","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7565","url":null,"abstract":"Language's vocabulary plays a significant part in the process of communication, both verbally and in writing. Both the daily world and the world of education need it. This study was carried out based on the problems of students that have difficulties in memorizing vocabularies. The purpose of this study was to investigate how Freerice as a learning medium can improve the students’ vocabulary learning outcome at SMP N 4 Medan at the seventh grader in academic year of 2022/2023. The research was conducted with using a mixed-method. Meaning that the data collected quantitatively then will be explained qualitatively. The data instruments were questionnaires and tests. The participants were all students from class VII-2, and they are 30 students in total. Which the 25 of them did the questionnaire and 5 of them did the test. The questionnaires are 10 items and were constructed based on Likert Scale. The questions are close-ended type. Meanwhile, the tests were gathered quantitatively and will be done twice before/after the use of Freerice to the students’ vocabulary learning outcome. The result showed that the students’ learning outcome is improved using Freerice as a medium to learn vocabulary.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140505970","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7621
Siska Siska, M. K. Ikhsan, Yelliza Yelliza
The high level of communication apprehension is one of the most frequent problems for the students as the English foreign language learners, somehow giving the appropriate interactive learning activities could be good solution for these problems. Therefore, this research was aimed at finding out the students’ responses on the using of group work as the learning activities to reduce their communication apprehension. The research was conducted on the second year students of English Department at Universitas PGRI Sumatera Barat. The total number of respondents in this research was 21 students from 2022 B class selected purposively based on the subject matter; speech that use group work as the learning activities. This research was qualitative in nature since it used observation and an interview to collect the data. Students’ positive responses on using group work as the interactive learning activities to reduce their communication apprehension while speaking reached 90 % based on the interview, while data from the observation showed most of the students had positive engagement, good motivation and eager to practice their speech in their own group bravely with high self-confidence. This, the conclusion can be stated that group work as interactive learning activities can help the students to reduce their communication apprehension
对于英语外语学习者来说，高度的交流恐惧是最常见的问题之一，而适当的互动学习活动可以很好地解决这些问题。因此，本研究旨在了解学生对使用小组合作作为学习活动来减少交流恐惧的反应。 研究对象是巴拉特苏门答腊大学（Universitas PGRI Sumatera Barat）英语系二年级学生。本研究的受访者总数为 21 名学生，他们来自 2022 B 班，根据主题有目的性地选择了使用小组合作作为学习活动的演讲。本研究采用观察法和访谈法收集数据，因此属于定性研究。根据访谈，学生对使用小组合作作为互动学习活动来减少他们在演讲时的交流恐惧的积极反应达到了 90%，而观察数据显示，大多数学生都有积极的参与、良好的动机，并渴望在自己的小组中勇敢地练习演讲，具有很强的自信心。由此可以得出结论，小组合作作为互动学习活动，可以帮助学生减少交流恐惧。
{"title":"REDUCING STUDENTS’ COMMUNICATION APPREHENSION THROUGH GROUP WORK AS THE INTERACTIVE LEARNING ACTIVITY AT UNIVERSITAS PGRI SUMATERA BARAT","authors":"Siska Siska, M. K. Ikhsan, Yelliza Yelliza","doi":"10.22202/tus.2023.v9i4.7621","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7621","url":null,"abstract":"The high level of communication apprehension is one of the most frequent problems for the students as the English foreign language learners, somehow giving the appropriate interactive learning activities could be good solution for these problems. Therefore, this research was aimed at finding out the students’ responses on the using of group work as the learning activities to reduce their communication apprehension. The research was conducted on the second year students of English Department at Universitas PGRI Sumatera Barat. The total number of respondents in this research was 21 students from 2022 B class selected purposively based on the subject matter; speech that use group work as the learning activities. This research was qualitative in nature since it used observation and an interview to collect the data. Students’ positive responses on using group work as the interactive learning activities to reduce their communication apprehension while speaking reached 90 % based on the interview, while data from the observation showed most of the students had positive engagement, good motivation and eager to practice their speech in their own group bravely with high self-confidence. This, the conclusion can be stated that group work as interactive learning activities can help the students to reduce their communication apprehension","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140506304","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7603
Puspita Sari Nasution, S. Daulay, Didik Santoso
In this research, Classroom Action Research (PTK) was used to determine whether students' vocabulary mastery was better with the Riddle game. This research involved 49 students in class VIII SMP IT Nurul Ilmi. The aim is to improve students' vocabulary mastery through playing Riddles. This study was carried out in two cycles, with planning, implementation, observation and reflection included. Quantitative and qualitative data were collected. The results of observations and interviews were used to obtain qualitative data. Students' vocabulary scores in pre-test, post-test, and questionnaires are sources of quantitative data. The research results showed that students mastered vocabulary better, as shown by the average pre-test score of 53.3, the average post-test 1 score of 70.9, and the average pot-test cycle 2 score of 83.5. Apart from that, there were 4 students (8.16%) who met the Minimum Completeness Criteria (KKM) in the pre-test. In cycle 1, there were 27 students (55.1%) who met the KKM, and the results obtained were that 42 students (85.7%) met the KKM in the post-test cycle 2. Thus, the success criteria were achieved. The results of the questionnaire then showed that the Riddle game increased the vocabulary learning response. The results of observations and interviews show that students are motivated in the teaching and learning process when using the Riddle game with an average pre-questionnaire score of 47%.09% after the questionnaire becomes 94.8%, this has increased by 47.71%.
{"title":"IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH RIDDLE GAME","authors":"Puspita Sari Nasution, S. Daulay, Didik Santoso","doi":"10.22202/tus.2023.v9i4.7603","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7603","url":null,"abstract":"In this research, Classroom Action Research (PTK) was used to determine whether students' vocabulary mastery was better with the Riddle game. This research involved 49 students in class VIII SMP IT Nurul Ilmi. The aim is to improve students' vocabulary mastery through playing Riddles. This study was carried out in two cycles, with planning, implementation, observation and reflection included. Quantitative and qualitative data were collected. The results of observations and interviews were used to obtain qualitative data. Students' vocabulary scores in pre-test, post-test, and questionnaires are sources of quantitative data. The research results showed that students mastered vocabulary better, as shown by the average pre-test score of 53.3, the average post-test 1 score of 70.9, and the average pot-test cycle 2 score of 83.5. Apart from that, there were 4 students (8.16%) who met the Minimum Completeness Criteria (KKM) in the pre-test. In cycle 1, there were 27 students (55.1%) who met the KKM, and the results obtained were that 42 students (85.7%) met the KKM in the post-test cycle 2. Thus, the success criteria were achieved. The results of the questionnaire then showed that the Riddle game increased the vocabulary learning response. The results of observations and interviews show that students are motivated in the teaching and learning process when using the Riddle game with an average pre-questionnaire score of 47%.09% after the questionnaire becomes 94.8%, this has increased by 47.71%.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140506040","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7731
Agil Abdur Rohim, O. Purwati, S. Anam, Suhartono Suhartono
Five dimensions of Online Learning Readiness Scale (OLRS) offers convincing quantification of online students’ readiness. Its modification, the addition of two more dimension, is even claimed to be applicable for blended learning environment. Nonetheless, quality of modified OLRS is questionable. Therefore, the purpose of this study is to assure the quality of OLRS after the modification. In order to do so, empirical validity and internal consistency testing were conducted. 42 participants were included for the testing. The result showed that there are four items which needs special attention. The reliability value is also slightly decreased, from .85 to .74. The value is not ideal, but still widely acceptable for research usage. In short, the OLRS modification insignificantly reduces the quality of its psychometric properties. Further research is recommended by the author to focus on reformulating the items in order to enhance its empirical validity and reliability simultaneously, or conducting other statistical test to maintain the quality of OLRS.
{"title":"EMPIRICAL VALIDITY AND INTERNAL CONSISTENCY TESTING OF MODIFIED ONLINE LEARNING READINESS SCALE (OLRS)","authors":"Agil Abdur Rohim, O. Purwati, S. Anam, Suhartono Suhartono","doi":"10.22202/tus.2023.v9i4.7731","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7731","url":null,"abstract":"Five dimensions of Online Learning Readiness Scale (OLRS) offers convincing quantification of online students’ readiness. Its modification, the addition of two more dimension, is even claimed to be applicable for blended learning environment. Nonetheless, quality of modified OLRS is questionable. Therefore, the purpose of this study is to assure the quality of OLRS after the modification. In order to do so, empirical validity and internal consistency testing were conducted. 42 participants were included for the testing. The result showed that there are four items which needs special attention. The reliability value is also slightly decreased, from .85 to .74. The value is not ideal, but still widely acceptable for research usage. In short, the OLRS modification insignificantly reduces the quality of its psychometric properties. Further research is recommended by the author to focus on reformulating the items in order to enhance its empirical validity and reliability simultaneously, or conducting other statistical test to maintain the quality of OLRS.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140506019","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7488
Beatrice Ellen Taufik, Sudarsono Sudarsono, I. Ikhsanudin
TPACK is the knowledge that teacher should be mastered it is included technological, pedagogical, and content knowledge. This research aims to determine how the teacher implementations TPACK in post-pandemic and examine students’ response toward the implementation of TPACK in post-pandemic at XII MIPA 8 Students in the Academic Year 2022/2023. This research applies a case study design that helps the researcher to collect the data qualitatively such as interview and observation. Moreover, the participants of this research are the one English teacher and 38 students of XII MIPA 8. The findings of the research are the teacher usually prepares the technology tools to engage the students, becomes selective and creative in choosing appropriate media and gains more information about teaching sources with other English teacher. Besides, students’ response towards the implementation of TPACK showed enthusiastically that can be seen from their participation during teaching and learning process. In conclusion, the implementation of TPACK gives enlightenment in teaching at senior high school.
{"title":"A CASE STUDY OF TEACHER’S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN TEACHING ENGLISH AFTER PANDEMIC","authors":"Beatrice Ellen Taufik, Sudarsono Sudarsono, I. Ikhsanudin","doi":"10.22202/tus.2023.v9i4.7488","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7488","url":null,"abstract":"TPACK is the knowledge that teacher should be mastered it is included technological, pedagogical, and content knowledge. This research aims to determine how the teacher implementations TPACK in post-pandemic and examine students’ response toward the implementation of TPACK in post-pandemic at XII MIPA 8 Students in the Academic Year 2022/2023. This research applies a case study design that helps the researcher to collect the data qualitatively such as interview and observation. Moreover, the participants of this research are the one English teacher and 38 students of XII MIPA 8. The findings of the research are the teacher usually prepares the technology tools to engage the students, becomes selective and creative in choosing appropriate media and gains more information about teaching sources with other English teacher. Besides, students’ response towards the implementation of TPACK showed enthusiastically that can be seen from their participation during teaching and learning process. In conclusion, the implementation of TPACK gives enlightenment in teaching at senior high school.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140506252","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7581
Annisha Dyuli Adha, Wienda Gusta, Mona Afersa
The purposes of this research are to (1) determine students' abilities in using word formation by using authentic materials provided. The instrument used to determine the student's abilities is MAT (Morphological Awareness Test); and (2) to determine the type and process of word formation contained in the authentic materials. This study used descriptive qualitative method. The results of this research, based on the MAT used, showed that the students’ understanding towards word formation process increased with the mean score was 83,26. Meanwhile, the types of word formation found in the authentic materials were compounding, derivation, inflection, conversion, abbreviation, back formation, and initialism.
{"title":"OPTIMIZING THE USE OF AUTHENTIC MATERIALS IN THE WORD FORMATION PROCESS TO IMPROVE STUDENTS’ UNDERSTANDING IN THE ENGLISH MORPHOLOGY SUBJECT","authors":"Annisha Dyuli Adha, Wienda Gusta, Mona Afersa","doi":"10.22202/tus.2023.v9i4.7581","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7581","url":null,"abstract":"The purposes of this research are to (1) determine students' abilities in using word formation by using authentic materials provided. The instrument used to determine the student's abilities is MAT (Morphological Awareness Test); and (2) to determine the type and process of word formation contained in the authentic materials. This study used descriptive qualitative method. The results of this research, based on the MAT used, showed that the students’ understanding towards word formation process increased with the mean score was 83,26. Meanwhile, the types of word formation found in the authentic materials were compounding, derivation, inflection, conversion, abbreviation, back formation, and initialism.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140505653","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7320
Cindy Lestari Hasanah, I. Purwanti, Eliwarti Eliwarti
This study aims to investigate the English Study Program students’ perceptions of online listening courses during the COVID-19 Pandemic at FKIP Universitas Riau. The subjects of this study were 89 students majoring in English Study Program in the academic year of 2020. This research is a mixed method study with explanatory sequential design. Researchers used surveys to collect quantitative data and were supported by qualitative data using interviews. For the research instrument, it was modified from Nurani and Widiati (2021) and Ha and Ngo (2021) with 32 items. The items were tested for their validity (r> r-table = 0.468) and reliability (r ≥ 0.80= 0.931). The results of the quantitative data in this study showed high average scores on students' perceptions of online listening courses involving the lecturer roles (3.11), courses (3.04), difficulty: technical section (2.98); the listening section (3.00) and the benefits (3.01). In line with that, the results of the qualitative data also show positive responses that students enjoyed online listening courses during the COVID-19 Pandemic despite having difficulties.
{"title":"EFL STUDENTS’ PERCEPTIONS OF ONLINE LISTENING COURSES DURING THE COVID-19 PANDEMIC","authors":"Cindy Lestari Hasanah, I. Purwanti, Eliwarti Eliwarti","doi":"10.22202/tus.2023.v9i4.7320","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7320","url":null,"abstract":"This study aims to investigate the English Study Program students’ perceptions of online listening courses during the COVID-19 Pandemic at FKIP Universitas Riau. The subjects of this study were 89 students majoring in English Study Program in the academic year of 2020. This research is a mixed method study with explanatory sequential design. Researchers used surveys to collect quantitative data and were supported by qualitative data using interviews. For the research instrument, it was modified from Nurani and Widiati (2021) and Ha and Ngo (2021) with 32 items. The items were tested for their validity (r> r-table = 0.468) and reliability (r ≥ 0.80= 0.931). The results of the quantitative data in this study showed high average scores on students' perceptions of online listening courses involving the lecturer roles (3.11), courses (3.04), difficulty: technical section (2.98); the listening section (3.00) and the benefits (3.01). In line with that, the results of the qualitative data also show positive responses that students enjoyed online listening courses during the COVID-19 Pandemic despite having difficulties.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140505691","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 : 2024-01-16DOI: 10.22202/tus.2023.v9i4.7605
Novia Robeitah Irham, S. Daulay, Maslathif Dwi Purnomo
AbstrakPenelitian ini bertujuan untuk mengeksplorasi tantangan dan hambatan pengetahuan linguistik pada peserta didik sekolah dasar. Solusinya juga diberikan dalam penelitian ini. Metode kualitatif digunakan dalam penelitian ini. Terdapat 2 orang guru bahasa Inggris SD di salah satu SD Islam di Langkat. Hasilnya adalah terdapat beberapa tantangan dan hambatan yang dihadapi guru dalam mengajarkan pengetahuan linguistik di kelas bahasa Inggris. Mereka; (1) Keberagaman latar belakang bahasa; (2) Kesiapan Guru; (3) Tahap perkembangan; (4) Pemerolehan bahasa; (5) Motivasi; (6) Kosakata yang Terbatas. Dan solusi dari tantangan tersebut adalah dengan memberikan pendekatan pengajaran yang sabar, fleksibel, dan kreatif oleh guru dalam proses pembelajaran. AbstractThis study aims to explore the challenge and barrier of linguistic knowledge in elementary learners. The solution is also given in this research. Qualitative method is used in this study. There are 2 elementary English teachers of one of Islamic elementary school in Langkat. And the result is that there are some challenges and barriers that teachers faced in teaching linguistic knowledge in English classroom. They are; (1) Diversity of language background; (2) Teachers Preparedness; (3) Developmental stage; (4) Language acquisition; (5) Motivation; (6) Limited Vocabulary. And the solutions for the challenges is by giving patient, flexible, and creative in teaching approaches. Keywords: Linguistic knowledge, Challenge and barrier, Motivation, Language acquisition, Developmental stage
{"title":"EXPLORING OF LINGUISTIC KNOWLEDGE IN ELEMENTARY LEARNERS: CHALLENGES AND BARRIERS","authors":"Novia Robeitah Irham, S. Daulay, Maslathif Dwi Purnomo","doi":"10.22202/tus.2023.v9i4.7605","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i4.7605","url":null,"abstract":"AbstrakPenelitian ini bertujuan untuk mengeksplorasi tantangan dan hambatan pengetahuan linguistik pada peserta didik sekolah dasar. Solusinya juga diberikan dalam penelitian ini. Metode kualitatif digunakan dalam penelitian ini. Terdapat 2 orang guru bahasa Inggris SD di salah satu SD Islam di Langkat. Hasilnya adalah terdapat beberapa tantangan dan hambatan yang dihadapi guru dalam mengajarkan pengetahuan linguistik di kelas bahasa Inggris. Mereka; (1) Keberagaman latar belakang bahasa; (2) Kesiapan Guru; (3) Tahap perkembangan; (4) Pemerolehan bahasa; (5) Motivasi; (6) Kosakata yang Terbatas. Dan solusi dari tantangan tersebut adalah dengan memberikan pendekatan pengajaran yang sabar, fleksibel, dan kreatif oleh guru dalam proses pembelajaran. AbstractThis study aims to explore the challenge and barrier of linguistic knowledge in elementary learners. The solution is also given in this research. Qualitative method is used in this study. There are 2 elementary English teachers of one of Islamic elementary school in Langkat. And the result is that there are some challenges and barriers that teachers faced in teaching linguistic knowledge in English classroom. They are; (1) Diversity of language background; (2) Teachers Preparedness; (3) Developmental stage; (4) Language acquisition; (5) Motivation; (6) Limited Vocabulary. And the solutions for the challenges is by giving patient, flexible, and creative in teaching approaches. Keywords: Linguistic knowledge, Challenge and barrier, Motivation, Language acquisition, Developmental stage","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140505951","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 : 2023-10-09DOI: 10.22202/tus.2023.v9i3.7160
Hindri Febri Ana Sari, Ahmad Nusi, Sylvia Irene Persulessy, Jessy Juniu Hahury
This study aims to examine the internet literacy level of students in the National Polytechnic English Olympic (NPEO) selection at Ambon State Polytechnic 2022. The researchers are interested in understanding the internet literacy of 30 students focusing on the use of search engines, social media, email, and downloading. The research employed a descriptive qualitative approach and utilized questionnaires to collect data. The data is then analyzed using the capability Maturity Model Theory. The results revealed that the internet literacy level of students in the National Polytechnic English Olympic (NPEO) at Ambon State Polytechnic 2022 was at level 2 with 50 %. This final result related to the self-rating internet proficiency with 48% (at intermediate level), internet usage and internet capability with 86 % (at good category), and knowledge test with 60 % (at Middle level). The results also elucidated several factors that affected internet literacy among the students, such as gender, age, and internet usage experience.
{"title":"ASSESSING INTERNET LITERACY AMONG STUDENTS IN NPEO 2022: AN ANALYSIS OF KNOWLEDGE AND SKILLS AT AMBON STATE POLYTECHNIC","authors":"Hindri Febri Ana Sari, Ahmad Nusi, Sylvia Irene Persulessy, Jessy Juniu Hahury","doi":"10.22202/tus.2023.v9i3.7160","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.7160","url":null,"abstract":"This study aims to examine the internet literacy level of students in the National Polytechnic English Olympic (NPEO) selection at Ambon State Polytechnic 2022. The researchers are interested in understanding the internet literacy of 30 students focusing on the use of search engines, social media, email, and downloading. The research employed a descriptive qualitative approach and utilized questionnaires to collect data. The data is then analyzed using the capability Maturity Model Theory. The results revealed that the internet literacy level of students in the National Polytechnic English Olympic (NPEO) at Ambon State Polytechnic 2022 was at level 2 with 50 %. This final result related to the self-rating internet proficiency with 48% (at intermediate level), internet usage and internet capability with 86 % (at good category), and knowledge test with 60 % (at Middle level). The results also elucidated several factors that affected internet literacy among the students, such as gender, age, and internet usage experience.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139321330","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 : 2023-10-08DOI: 10.22202/tus.2023.v9i3.7294
Nirwanto Maruf, Slamet Asari, Wahyu Restu Indayani
This study aims to assess the effectiveness of Multi-modal Language Learning Environments (MLLEs) in enhancing the language proficiency of English as a Foreign Language (EFL) students. Employing a mixed-methods approach, quantitative analysis of pre-test and post-test scores is combined with qualitative insights drawn from interviews, questionnaires, and observations. Quantitative findings reveal significant improvements across various language skills, including listening, speaking, reading, and writing, with enhancements in mean scores ranging from 10 to 15 points. Decreases in standard deviations suggest increased consistency in post-intervention performance. The t-test results underscore the statistical significance of the enhancements, with highly significant p-values for listening (p < 0.001), significant p-values for speaking (p < 0.01), and marginally significant p-values for reading (p < 0.05). Qualitative thematic analysis sheds light on the immersive and engaging nature of MLLEs, fostering interactive learning experiences and bolstering participants' confidence, motivation, and collaborative skills. However, challenges in reading and writing proficiency underscore the need for tailored content delivery and interventions. The synthesis of quantitative and qualitative findings validates the success of MLLEs in elevating language proficiency. The study's outcomes have substantial implications for educators, curriculum designers, and policymakers aiming to address diverse language learning needs. In conclusion, the study demonstrates the effectiveness of MLLEs in improving EFL students' language proficiency and provides valuable insights for future educational practices. Moving forward, further research can explore additional factors influencing the success of MLLEs.
本研究旨在评估多模式语言学习环境（MLLE）在提高英语作为外语（EFL）学生的语言能力方面的有效性。研究采用了混合方法，对测试前和测试后的分数进行了定量分析，并结合了从访谈、问卷调查和观察中得出的定性见解。定量分析结果表明，学生在听、说、读、写等各种语言技能方面都有了显著提高，平均分提高了 10 到 15 分不等。标准偏差的减少表明干预后成绩的一致性有所提高。t 检验结果显示，听力的 p 值非常显著（p < 0.001），口语的 p 值显著（p < 0.01），阅读的 p 值略微显著（p < 0.05）。定性主题分析揭示了多语言学习环境的沉浸性和参与性，促进了互动学习体验，增强了参与者的信心、动力和协作技能。然而，阅读和写作能力方面的挑战突出表明，有必要提供量身定制的内容和干预措施。定量和定性研究结果的综合验证了多元语言学习课程在提高语言能力方面的成功。研究成果对教育工作者、课程设计者和旨在满足不同语言学习需求的政策制定者具有重要意义。总之，本研究证明了 MLLEs 在提高 EFL 学生语言能力方面的有效性，并为未来的教育实践提供了宝贵的见解。今后，进一步的研究可以探索影响 MLLEs 成功的其他因素。
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