Pub Date : 2023-07-25DOI: 10.32332/joelt.v11i1.4770
Yuyun Widyawati, F. Fitriah
Students’ self-efficacy regarding their ability to learn is critical for their motivation to learn and achieve the intended goals. What they believe, they are capable of will influence how they learn. This study examines students’ self-efficacy in reading academic materials and their preferred academic materials based on two distinct sources, printed and digital. Descriptive qualitative is used to conduct this study. In collecting the data, the researchers utilized an online questionnaire and interview. The study interviewed and distributed questionnaires to 30 university students about their experiences reading academic materials. The study found that students exhibit favorable attitudes toward the three components of self-efficacy: mastery experiences, vicarious experiences, and physiological states. Additionally, the majority of students have a high level of self-efficacy when it comes to reading academic materials from both printed and digital sources. From the two sources, students prefer to read digital academic materials than printed ones. Therefore, lecturers are expected to let students choose the most appropriate sources of materials for academic reading. They should also instill a reading habit in their students, which can begin with reading materials that interest them.
{"title":"Reading Self-Efficacy of EFL Students on Pre-Service Teaching Program and Practice in the EFL Classrooms","authors":"Yuyun Widyawati, F. Fitriah","doi":"10.32332/joelt.v11i1.4770","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.4770","url":null,"abstract":"Students’ self-efficacy regarding their ability to learn is critical for their motivation to learn and achieve the intended goals. What they believe, they are capable of will influence how they learn. This study examines students’ self-efficacy in reading academic materials and their preferred academic materials based on two distinct sources, printed and digital. Descriptive qualitative is used to conduct this study. In collecting the data, the researchers utilized an online questionnaire and interview. The study interviewed and distributed questionnaires to 30 university students about their experiences reading academic materials. The study found that students exhibit favorable attitudes toward the three components of self-efficacy: mastery experiences, vicarious experiences, and physiological states. Additionally, the majority of students have a high level of self-efficacy when it comes to reading academic materials from both printed and digital sources. From the two sources, students prefer to read digital academic materials than printed ones. Therefore, lecturers are expected to let students choose the most appropriate sources of materials for academic reading. They should also instill a reading habit in their students, which can begin with reading materials that interest them. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131786539","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 : 2023-07-25DOI: 10.32332/joelt.v11i1.5085
I. Amalia
The Covid-19 pandemic has significantly changed the field of education, prompting a shift toward remote and online learning. Mobile Assisted Language Learning (MALL) has emerged as an innovative method of language acquisition, that is focusing on the widespread availability of mobile devices and applications. Regarding the benefits of implementing MALL during the pandemic, this study aims to discuss further on how English teachers in Indonesia utilized mobile apps and games to implement MALL during the pandemic as well as the benefits and the challenges. A comprehensive search approach will be utilized for discovering relevant research published in academic journals and conference proceedings. The selected research will go through a rigorous screening procedure to guarantee their relevance and quality. The result of the study showed that teachers commonly used WhatsApp, Google Classroom, Zoom, and Kahoot! to facilitate students’ language learning. In addition, the previous studies mentioned that the benefits of utilizing mobile apps and games in teaching English are including learning flexibility, individuality, and practical use of them. Meanwhile, the challenges faced by the learners are an unstable internet connection as well as the difficulty in controlling the classroom experienced by the teacher.
{"title":"Utilizing Mobile Apps and Games to Implement MALL (Mobile Assisted Language Learning) during Covid-19 Pandemic","authors":"I. Amalia","doi":"10.32332/joelt.v11i1.5085","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.5085","url":null,"abstract":"The Covid-19 pandemic has significantly changed the field of education, prompting a shift toward remote and online learning. Mobile Assisted Language Learning (MALL) has emerged as an innovative method of language acquisition, that is focusing on the widespread availability of mobile devices and applications. Regarding the benefits of implementing MALL during the pandemic, this study aims to discuss further on how English teachers in Indonesia utilized mobile apps and games to implement MALL during the pandemic as well as the benefits and the challenges. A comprehensive search approach will be utilized for discovering relevant research published in academic journals and conference proceedings. The selected research will go through a rigorous screening procedure to guarantee their relevance and quality. The result of the study showed that teachers commonly used WhatsApp, Google Classroom, Zoom, and Kahoot! to facilitate students’ language learning. In addition, the previous studies mentioned that the benefits of utilizing mobile apps and games in teaching English are including learning flexibility, individuality, and practical use of them. Meanwhile, the challenges faced by the learners are an unstable internet connection as well as the difficulty in controlling the classroom experienced by the teacher. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"262 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122698924","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 : 2023-07-20DOI: 10.32332/joelt.v11i1.6355
Arafat Shahriar
The study aims to discover the perceptions of tertiary-level students regarding the effectiveness of machine translators in English language learning. As a result, the study examines students’ development of English language skills after using Google Translate, which is a well-known and widely used machine translator. In this study, a mixed-method convergent design was employed. The participants of this study were 55 students enrolled in the B.A. (Hons.) in English program at Daffodil International University, Dhaka, Bangladesh. The result of the study shows that the participants use Google Translate to translate texts from English to Bengali or Bengali to English to better understand academic and non-academic English texts or books. The study has found that Google Translate is an effective tool for learning new word meanings, the meaning of complex sentences, new structures of sentences, the spelling of words, and the pronunciation of the English language. Furthermore, the research suggests that the implication of machine translators like Google Translate in English language learning can contribute to the improvement of students' language skills at the tertiary level.
{"title":"The Effectiveness of Machine Translation Using “Google Translate” in English Language Learning in Bangladesh","authors":"Arafat Shahriar","doi":"10.32332/joelt.v11i1.6355","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.6355","url":null,"abstract":"The study aims to discover the perceptions of tertiary-level students regarding the effectiveness of machine translators in English language learning. As a result, the study examines students’ development of English language skills after using Google Translate, which is a well-known and widely used machine translator. In this study, a mixed-method convergent design was employed. The participants of this study were 55 students enrolled in the B.A. (Hons.) in English program at Daffodil International University, Dhaka, Bangladesh. The result of the study shows that the participants use Google Translate to translate texts from English to Bengali or Bengali to English to better understand academic and non-academic English texts or books. The study has found that Google Translate is an effective tool for learning new word meanings, the meaning of complex sentences, new structures of sentences, the spelling of words, and the pronunciation of the English language. Furthermore, the research suggests that the implication of machine translators like Google Translate in English language learning can contribute to the improvement of students' language skills at the tertiary level. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114228857","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 : 2023-07-17DOI: 10.32332/joelt.v11i1.5252
Fatiya Sabila Rusda, Fachri Ali, Dewi - Puspitasari
Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking data, transcribing interview data, sorting out vignettes, interpreting data, and building data credibility. Study findings showcase that the adoption of DST could encourage young EFL learners’ interest in learning environmental literacy to protect their environment. Furthermore, learning environmental literacy through DST engaged young EFL learners more actively in learning English. The empirical evidence also demonstrates the use of DST creation engaged young EFL learners in learning English, and environmental literacy and helped young EFL learners preserve their environment.
{"title":"Indonesian Young EFL Learners’ Experiences in Learning Environmental Literacy through Digital Storytelling: A Case Study","authors":"Fatiya Sabila Rusda, Fachri Ali, Dewi - Puspitasari","doi":"10.32332/joelt.v11i1.5252","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.5252","url":null,"abstract":"Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking data, transcribing interview data, sorting out vignettes, interpreting data, and building data credibility. Study findings showcase that the adoption of DST could encourage young EFL learners’ interest in learning environmental literacy to protect their environment. Furthermore, learning environmental literacy through DST engaged young EFL learners more actively in learning English. The empirical evidence also demonstrates the use of DST creation engaged young EFL learners in learning English, and environmental literacy and helped young EFL learners preserve their environment. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"61-62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132543293","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 : 2023-07-14DOI: 10.32332/joelt.v11i1.5881
Maidatul Khasanah, S. Wahyuni
The world of education today is closely related to the development of scientific and technological advances. Google Classroom is a useful platform to help the online learning process, especially in learning English. This study aims to determine students’ perceptions of using Google Classroom as a learning medium in writing class. This study used a quantitative descriptive research design. The research subjects were all tenth-grade students in one of the senior high schools in Wates, Central Java, Indonesia. The population of the study consisted of 385 students, but the researchers took a sample of 30% of the total from all tenth-grade students. The researcher used a questionnaire and interview as a data collection method. The researcher analyzed the data statistically by calculating the percentage of students’ answers using Microsoft Excel. This study finds that students have a positive perception of using Google Classroom in writing class. Moreover, it can be concluded that Google Classroom has a good influence in supporting learning for English Foreign Language students.
{"title":"Tenth-Graders’ Perceptions towards the Use of Google Classroom for Writing Class","authors":"Maidatul Khasanah, S. Wahyuni","doi":"10.32332/joelt.v11i1.5881","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.5881","url":null,"abstract":"The world of education today is closely related to the development of scientific and technological advances. Google Classroom is a useful platform to help the online learning process, especially in learning English. This study aims to determine students’ perceptions of using Google Classroom as a learning medium in writing class. This study used a quantitative descriptive research design. The research subjects were all tenth-grade students in one of the senior high schools in Wates, Central Java, Indonesia. The population of the study consisted of 385 students, but the researchers took a sample of 30% of the total from all tenth-grade students. The researcher used a questionnaire and interview as a data collection method. The researcher analyzed the data statistically by calculating the percentage of students’ answers using Microsoft Excel. This study finds that students have a positive perception of using Google Classroom in writing class. Moreover, it can be concluded that Google Classroom has a good influence in supporting learning for English Foreign Language students. ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124037368","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 : 2023-07-13DOI: 10.32332/joelt.v11i1.6523
Z. L. Afriani
This study is designed to explore the level of EFL students’ digital literacy in using technologies to support their learning activities. The researcher employed a survey method in gaining the perspectives of one hundred and seven students from the English education department in one of the Islamic universities in Bengkulu. The researcher distributed the survey of digital literacy scale to be filled out by the respondents to get the data. The results were analyzed quantitatively using simple descriptive statistics by calculating the average value of all answers from thirty-six question items. The findings revealed that the students’ digital literacy level was a good category, with an average score of 3.01. Moreover, the students were considered to have a good level of digital literacy overall. On the contrary, they still had low improvement, particularly in areas namely, critical thinking, connectedness, and creativity. Therefore, teachers ought to pay more attention to such issues because they are crucial, particularly for students to achieve the main components of the 4Cs (critical thinking, creativity, collaboration, and communication) in 21st-century learning.
{"title":"Measuring EFL Students' Digital Literacy in the Industrial Revolution Era 4.0","authors":"Z. L. Afriani","doi":"10.32332/joelt.v11i1.6523","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.6523","url":null,"abstract":"This study is designed to explore the level of EFL students’ digital literacy in using technologies to support their learning activities. The researcher employed a survey method in gaining the perspectives of one hundred and seven students from the English education department in one of the Islamic universities in Bengkulu. The researcher distributed the survey of digital literacy scale to be filled out by the respondents to get the data. The results were analyzed quantitatively using simple descriptive statistics by calculating the average value of all answers from thirty-six question items. The findings revealed that the students’ digital literacy level was a good category, with an average score of 3.01. Moreover, the students were considered to have a good level of digital literacy overall. On the contrary, they still had low improvement, particularly in areas namely, critical thinking, connectedness, and creativity. Therefore, teachers ought to pay more attention to such issues because they are crucial, particularly for students to achieve the main components of the 4Cs (critical thinking, creativity, collaboration, and communication) in 21st-century learning.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123200520","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 : 2023-07-13DOI: 10.32332/joelt.v11i1.5676
Anisa Nur'Aini, Nurul Wahidah
This study aims to develop Islamic literature-based material for reading for English letter study program students. Moreover, this paper carried on research and development design (R&D) which was adopted and modified by Borg & Gall. The data were collected through questionnaires and observation. Qualitative data were analyzed using data reduction, data display, and drawing verification, and quantitative data analysis used Skala Likert analysis. The research participants consisted of lecturers and 20 students from the English Letters study program. The content of the book consists of the following components: the front cover, the introduction, the table of content, the cover text, the materials, references, and the writer. After the implementation of the revision from the expert, and the implementation of both preliminary and main field tests, the data show the student's responses to the Islamic literature-based reading materials designed were 3.72 average scores with a scale of 4, which includes it on a very good category. Then, the response for the literature appreciation rate is from 3.4 to 3.62 in the average score which is on a scale of 4 including the very good category, which means the Islamic literature-based reading materials have an effect on the literature appreciation rate. Therefore, Islamic literature-based reading material is worth applying to the students of the English Letters study program.
{"title":"An Islamic Literature as Reading Materials in Islam-Affiliated University","authors":"Anisa Nur'Aini, Nurul Wahidah","doi":"10.32332/joelt.v11i1.5676","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.5676","url":null,"abstract":"This study aims to develop Islamic literature-based material for reading for English letter study program students. Moreover, this paper carried on research and development design (R&D) which was adopted and modified by Borg & Gall. The data were collected through questionnaires and observation. Qualitative data were analyzed using data reduction, data display, and drawing verification, and quantitative data analysis used Skala Likert analysis. The research participants consisted of lecturers and 20 students from the English Letters study program. The content of the book consists of the following components: the front cover, the introduction, the table of content, the cover text, the materials, references, and the writer. After the implementation of the revision from the expert, and the implementation of both preliminary and main field tests, the data show the student's responses to the Islamic literature-based reading materials designed were 3.72 average scores with a scale of 4, which includes it on a very good category. Then, the response for the literature appreciation rate is from 3.4 to 3.62 in the average score which is on a scale of 4 including the very good category, which means the Islamic literature-based reading materials have an effect on the literature appreciation rate. Therefore, Islamic literature-based reading material is worth applying to the students of the English Letters study program.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126622370","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 : 2023-06-30DOI: 10.32332/joelt.v11i1.6570
Tina Priyantin, Atti Herawati
The student changing of teaching and learning systems from face-to-face classes to online platforms because of the Covid-19 pandemic urged EFL teachers to develop digital competency. This study aims to investigate the ways teachers develop strategies and cope with challenges, as well as to identify the level of teachers’ digital competency (TDC). The narrative inquiry method was applied by conducting a semi-structured interview with three EFL teachers of secondary levels. The questions were developed based on the UNESCO ICT Framework for Teachers (ICT-CFT) which include the components regarding curriculum and assessment, teaching and learning process, collaborative learning, and professional development. The interview results were then transcribed into written texts verbatim and excerpts were selected for inclusion in the narrative stories, specifically dealing with strategies and challenges. To identify the TDC, thematic analysis was done by coding and categorizing components that were also taken from the indicators of the UNESCO ICT-CFT which include the competencies of technological ability, communicative ability, pedagogical ability, management ability, and research ability. The findings revealed that the three EFL teachers had various but similar strategies by learning themselves through various digital platforms, joining webinars and training, as well as asking to and sharing with colleagues. Challenges were found mostly from the students’ inability and reluctance of using digital tools. The TDC covered most competencies but only reached the exploration and integration level, not the innovation level yet. Recommendations for future actions and studies are mentioned in this study.
{"title":"EFL Teacher’s Strategies and Challenges in Developing Digital Competency: A Narrative Inquiry","authors":"Tina Priyantin, Atti Herawati","doi":"10.32332/joelt.v11i1.6570","DOIUrl":"https://doi.org/10.32332/joelt.v11i1.6570","url":null,"abstract":"The student changing of teaching and learning systems from face-to-face classes to online platforms because of the Covid-19 pandemic urged EFL teachers to develop digital competency. This study aims to investigate the ways teachers develop strategies and cope with challenges, as well as to identify the level of teachers’ digital competency (TDC). The narrative inquiry method was applied by conducting a semi-structured interview with three EFL teachers of secondary levels. The questions were developed based on the UNESCO ICT Framework for Teachers (ICT-CFT) which include the components regarding curriculum and assessment, teaching and learning process, collaborative learning, and professional development. The interview results were then transcribed into written texts verbatim and excerpts were selected for inclusion in the narrative stories, specifically dealing with strategies and challenges. To identify the TDC, thematic analysis was done by coding and categorizing components that were also taken from the indicators of the UNESCO ICT-CFT which include the competencies of technological ability, communicative ability, pedagogical ability, management ability, and research ability. The findings revealed that the three EFL teachers had various but similar strategies by learning themselves through various digital platforms, joining webinars and training, as well as asking to and sharing with colleagues. Challenges were found mostly from the students’ inability and reluctance of using digital tools. The TDC covered most competencies but only reached the exploration and integration level, not the innovation level yet. Recommendations for future actions and studies are mentioned in this study. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124890584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.32332/joelt.v10i2.5254
Widya Alfiani, Abdul Asib, S. Supriyadi
Anxiety is one of the biggest challenges that has harmed language development. Among the four-language skill, speaking is the most anxiety-provoking skill. This present article aims to identify the factors influencing freshmen’s speaking anxiety in Foreign Language for Specific Purpose (FLSP) class. The researcher conducted a case study with a descriptive qualitative approach. Moreover, 20 FLSP freshmen in the communication science department participated in this study. The data was collected using a close-ended and open-ended questionnaire of the Foreign Language Speaking Anxiety Scale (FLSAS) derived from Horwitz et al. (1986). The result exposed that the primary factor influencing freshmen speaking anxiety is “fear of negative evaluation,” followed by “test anxiety” and “communication apprehension.” This study ends with implications to assist the educator in fostering speaking and providing students with a positive environment to effectively support them in overcoming anxiety feelings.
焦虑是损害语言发展的最大挑战之一。在四种语言技能中，说话是最容易引起焦虑的技能。本研究旨在探讨影响新生在特殊目的外语课堂上口语焦虑的因素。研究人员采用描述性定性方法进行了个案研究。此外，20名FLSP传播系大一新生参与了本研究。数据采用Horwitz et al.(1986)的外语口语焦虑量表(FLSAS)封闭式开放式问卷收集。结果显示，影响新生口语焦虑的主要因素是“负面评价恐惧”，其次是“考试焦虑”和“沟通恐惧”。本研究旨在协助教育工作者培养学生的口语能力，并为学生提供一个积极的环境，以有效地支持他们克服焦虑情绪。
{"title":"Factors Influencing Speaking Anxiety of FLSP Freshmen","authors":"Widya Alfiani, Abdul Asib, S. Supriyadi","doi":"10.32332/joelt.v10i2.5254","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.5254","url":null,"abstract":"Anxiety is one of the biggest challenges that has harmed language development. Among the four-language skill, speaking is the most anxiety-provoking skill. This present article aims to identify the factors influencing freshmen’s speaking anxiety in Foreign Language for Specific Purpose (FLSP) class. The researcher conducted a case study with a descriptive qualitative approach. Moreover, 20 FLSP freshmen in the communication science department participated in this study. The data was collected using a close-ended and open-ended questionnaire of the Foreign Language Speaking Anxiety Scale (FLSAS) derived from Horwitz et al. (1986). The result exposed that the primary factor influencing freshmen speaking anxiety is “fear of negative evaluation,” followed by “test anxiety” and “communication apprehension.” This study ends with implications to assist the educator in fostering speaking and providing students with a positive environment to effectively support them in overcoming anxiety feelings. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126480791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.32332/joelt.v10i2.5249
Siti Maysuroh, Laila Wati, Astrid Dwimaulani, N. Yusri, Siti Zurriyatun Sholihah
The aim of this research is to investigate EFL students’ perspectives on the utilization of online learning during the COVID-19 pandemic. A survey method was applied. This research involves 40 students of the second, fourth, and sixth semesters of the English Study Program of a private University in Hamzanwadi for the academic year 2020-2021 as the participants. To collect the data, a questionnaire was administered via Google Forms. The data collected were then analyzed using a percentage formula. The results of the study indicate that most of the students believe that online learning has not provided a better experience dan results in improving their competencies. However, they agreed that it provides ease in their learning. In addition, based on the result of questionnaires, more than 50% of the students prefer direct-classroom learning to online learning and only resettled with online learning during the COVID-19 pandemic. In a nutshell, despite the COVID-19 pandemic, students still choose direct classroom learning.
{"title":"An Analysis on EFL Learners’ Perspectives of Online Learning during Covid-19 Pandemic","authors":"Siti Maysuroh, Laila Wati, Astrid Dwimaulani, N. Yusri, Siti Zurriyatun Sholihah","doi":"10.32332/joelt.v10i2.5249","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.5249","url":null,"abstract":"The aim of this research is to investigate EFL students’ perspectives on the utilization of online learning during the COVID-19 pandemic. A survey method was applied. This research involves 40 students of the second, fourth, and sixth semesters of the English Study Program of a private University in Hamzanwadi for the academic year 2020-2021 as the participants. To collect the data, a questionnaire was administered via Google Forms. The data collected were then analyzed using a percentage formula. The results of the study indicate that most of the students believe that online learning has not provided a better experience dan results in improving their competencies. However, they agreed that it provides ease in their learning. In addition, based on the result of questionnaires, more than 50% of the students prefer direct-classroom learning to online learning and only resettled with online learning during the COVID-19 pandemic. In a nutshell, despite the COVID-19 pandemic, students still choose direct classroom learning. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116758234","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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