Pub Date : 2022-12-31DOI: 10.32332/joelt.v10i2.4379
Erina Andriani, Ouda Teda Ena
In English courses, TOEFL and IELTS preparation classes are opened to accommodate the students’ need in learning English skills intensively and passing those standardized tests. As the EFL students still learn the target language, teachers often code-switch to give exposure and explanation. This research aims to study the use of code-switching in English courses. The research questions posed in this study are “what are the types of code-switching used by the teacher in TOEFL and IELTS preparation classes?” and “what are the functions of code-switching in TOEFL and IELTS preparation classes?” This study used descriptive statistics with two structured observation sheets as the instruments. The results showed that the teacher uses seven types of code-switching, intersentential, intrasentential, emblematic, lexical borrowing, integrated loanword, situational, and metaphorical switching in both observed TOEFL and IELTS classes. The researcher finds the six functions of code-switching: referential, directive, expressive, phatic, metalinguistic, and pedagogical functions.
{"title":"Teacher’s Use of Code-switching Types and Functions in Teaching TOEFL and IELTS Preparation Classes","authors":"Erina Andriani, Ouda Teda Ena","doi":"10.32332/joelt.v10i2.4379","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.4379","url":null,"abstract":"In English courses, TOEFL and IELTS preparation classes are opened to accommodate the students’ need in learning English skills intensively and passing those standardized tests. As the EFL students still learn the target language, teachers often code-switch to give exposure and explanation. This research aims to study the use of code-switching in English courses. The research questions posed in this study are “what are the types of code-switching used by the teacher in TOEFL and IELTS preparation classes?” and “what are the functions of code-switching in TOEFL and IELTS preparation classes?” This study used descriptive statistics with two structured observation sheets as the instruments. The results showed that the teacher uses seven types of code-switching, intersentential, intrasentential, emblematic, lexical borrowing, integrated loanword, situational, and metaphorical switching in both observed TOEFL and IELTS classes. The researcher finds the six functions of code-switching: referential, directive, expressive, phatic, metalinguistic, and pedagogical functions. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"24 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":"125221021","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.v10i2.4809
Alfira Dewi Edelia, Ista Maharsi
Many language teachers assume that the use of translation as a learning strategy to learn a language can harm the learning processes. In contrast, many learners need translation as a learning strategy to help them understand the meanings of texts. This paper reports on the use of translation strategies in English learning by EFL higher education students at an Islamic private university. This study employed a survey study. Data were collected from the Inventory for Translation as a Learning Strategy (ITLS) questionnaire consisting of 27 items that were adapted from Liao (2002). The participants were 97 students who enrolled in the English Education major batch of 2018 and they were randomly selected. Findings show that the most frequent strategy use of translation is the use of electronic machines and English-Indonesia and Indonesian-English dictionaries (M=4.15 and SD= 0.91). Meanwhile, the least frequent strategy use of translation is to ask questions to peers and seek to find the meaning of idioms and expressions collectively in searching for unknown or new information about the English language (M=2.63 and SD=1.14).
{"title":"A Survey on Translation as a Learning Strategy by EFL Higher Education Students in English Learning","authors":"Alfira Dewi Edelia, Ista Maharsi","doi":"10.32332/joelt.v10i2.4809","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.4809","url":null,"abstract":"Many language teachers assume that the use of translation as a learning strategy to learn a language can harm the learning processes. In contrast, many learners need translation as a learning strategy to help them understand the meanings of texts. This paper reports on the use of translation strategies in English learning by EFL higher education students at an Islamic private university. This study employed a survey study. Data were collected from the Inventory for Translation as a Learning Strategy (ITLS) questionnaire consisting of 27 items that were adapted from Liao (2002). The participants were 97 students who enrolled in the English Education major batch of 2018 and they were randomly selected. Findings show that the most frequent strategy use of translation is the use of electronic machines and English-Indonesia and Indonesian-English dictionaries (M=4.15 and SD= 0.91). Meanwhile, the least frequent strategy use of translation is to ask questions to peers and seek to find the meaning of idioms and expressions collectively in searching for unknown or new information about the English language (M=2.63 and SD=1.14). \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"85 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":"133572317","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.v10i2.5168
M. Santosa, Jennet Senawati, T. Dang
This study investigates how primary English teachers integrate ICT into their English class practices in primary school settings. It specifically describes the primary English teachers in integrating ICT into their online classes and the teacher's perception of the function and challenge of integrating ICT in English language teaching. Three English teachers teaching at primary school were recruited as the participants in this study. Framed within a qualitative descriptive study, the researcher collected the data by observing and interviewing the teachers. In doing observation, the researcher used the instruments, such as video records and notes; for interviewing steps, the researcher used audio recordings. The data were analyzed using an interactive analysis model by following steps, namely transcribing, classifying, describing, and interpreting the data. This study concludes that integrating ICT into the teaching and learning process with clear instructional plans has advantages that help students in learning effectively. ICT still has challenges for teachers, like the poor state of the internet and the lack of school and home facilities. It is recommended for schools, teachers, and students be better prepared to use ICT by providing adequate internet connections and providing training to teachers or students.
{"title":"ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers","authors":"M. Santosa, Jennet Senawati, T. Dang","doi":"10.32332/joelt.v10i2.5168","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.5168","url":null,"abstract":"This study investigates how primary English teachers integrate ICT into their English class practices in primary school settings. It specifically describes the primary English teachers in integrating ICT into their online classes and the teacher's perception of the function and challenge of integrating ICT in English language teaching. Three English teachers teaching at primary school were recruited as the participants in this study. Framed within a qualitative descriptive study, the researcher collected the data by observing and interviewing the teachers. In doing observation, the researcher used the instruments, such as video records and notes; for interviewing steps, the researcher used audio recordings. The data were analyzed using an interactive analysis model by following steps, namely transcribing, classifying, describing, and interpreting the data. This study concludes that integrating ICT into the teaching and learning process with clear instructional plans has advantages that help students in learning effectively. ICT still has challenges for teachers, like the poor state of the internet and the lack of school and home facilities. It is recommended for schools, teachers, and students be better prepared to use ICT by providing adequate internet connections and providing training to teachers or students. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"35 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":"127700333","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.v10i2.5302
Muhammad Pebriansyah Rifaldo, Annisa Laura Maretha, Intan Pradita
This paper aims to describe how data-driven learning can be applied in English classes when teaching descriptive text to senior high school students. This study was a self-observation involving 24 high school social studies students. The data were obtained from observation of student activities during learning, and the tasks carried out by students were in accordance with the basic competencies of the descriptive text material. The data were analyzed by conducting sorting the data and analyzing the sorted data by codifying and reporting the data. The results of this study showed that the application of data-driven learning with communicative learning methods can make students more confident in their abilities during the learning process. The use of data-driven learning is expected to increase students' motivation and learning abilities, especially in the field of writing.
{"title":"Using Data-Driven Approach to Teach Descriptive Text: A Study in High School","authors":"Muhammad Pebriansyah Rifaldo, Annisa Laura Maretha, Intan Pradita","doi":"10.32332/joelt.v10i2.5302","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.5302","url":null,"abstract":"This paper aims to describe how data-driven learning can be applied in English classes when teaching descriptive text to senior high school students. This study was a self-observation involving 24 high school social studies students. The data were obtained from observation of student activities during learning, and the tasks carried out by students were in accordance with the basic competencies of the descriptive text material. The data were analyzed by conducting sorting the data and analyzing the sorted data by codifying and reporting the data. The results of this study showed that the application of data-driven learning with communicative learning methods can make students more confident in their abilities during the learning process. The use of data-driven learning is expected to increase students' motivation and learning abilities, especially in the field of writing. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"94 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":"133074441","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.v10i2.4560
Agustine Mahardika, Barli Bram
Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data.
{"title":"Preposition Mistakes in English for Specific Purposes: The Case of Indonesian Accounting Study Program Students","authors":"Agustine Mahardika, Barli Bram","doi":"10.32332/joelt.v10i2.4560","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.4560","url":null,"abstract":"Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data. \u0000 \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"4 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":"114331003","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.v10i2.5228
Linda Septiyana, W. Ninsiana, Eka Yuniasih, Farida Nur Laily
This study aims to develop Islamic text-based reading materials with a Genre-Based Approach as teaching materials for compulsory subjects for Islamic University students. The study used a Research and Development approach, where the data were collected through questionnaires and interviews. Qualitative data were analyzed using interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and 50 students from the Islamic Education Department. The data were collected through questionnaires and interviews. The result of this study indicated that designing Islamic text-based reading teaching materials with a genre-based approach is exceedingly needed. The content of the book consists of the following components: cover, preface, table of content, explanation text, recount text, descriptive text, narrative text, discussion text, hortatory text, news item text, references, and about the writer. Furthermore, the student's responses to the teaching materials designed were 0% disagreed, 13% less agreed, 52% agreed, and 35% strongly agreed. The average score is 3.22 and, if converted on a table with a scale of 4, includes it in a very good category. Therefore, an Islamic text-based reading material with a genre-based approach is worth applying by the students of the Islamic Education Department.
{"title":"Development of Islamic Text-Based Reading Materials with a Genre-Based Approach","authors":"Linda Septiyana, W. Ninsiana, Eka Yuniasih, Farida Nur Laily","doi":"10.32332/joelt.v10i2.5228","DOIUrl":"https://doi.org/10.32332/joelt.v10i2.5228","url":null,"abstract":"This study aims to develop Islamic text-based reading materials with a Genre-Based Approach as teaching materials for compulsory subjects for Islamic University students. The study used a Research and Development approach, where the data were collected through questionnaires and interviews. Qualitative data were analyzed using interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and 50 students from the Islamic Education Department. The data were collected through questionnaires and interviews. The result of this study indicated that designing Islamic text-based reading teaching materials with a genre-based approach is exceedingly needed. The content of the book consists of the following components: cover, preface, table of content, explanation text, recount text, descriptive text, narrative text, discussion text, hortatory text, news item text, references, and about the writer. Furthermore, the student's responses to the teaching materials designed were 0% disagreed, 13% less agreed, 52% agreed, and 35% strongly agreed. The average score is 3.22 and, if converted on a table with a scale of 4, includes it in a very good category. Therefore, an Islamic text-based reading material with a genre-based approach is worth applying by the students of the Islamic Education Department. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"2014 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":"127478502","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 : 2022-07-06DOI: 10.32332/joelt.v10i1.4986
Tri Wahyudi, Y. A. Sari, Trisna Dinillah Harya
Communication’s objective is to deliver information from one person to another. People adapt their communication in everyday life in order to attain the purpose of communication. It can be shown which features of convergence mostly appeal appear communication-related to the reason for it. The aim of this study is to analyze the English convergence in speaking skills among the eleventh-grade students at senior high school in Lampung Tengah, Indonesia. It is especially interested in analyzing the most dominant feature of convergence and why the students have it when speaking English. In this study, a qualitative method using a case study approach was applied. The participants were chosen from a group of sixteen eleventh graders. A classroom observations sheet and interview session were used to collect the data. The result of the study shows that the most dominant feature of convergence in speaking skills among the eleventh graders at senior high school in Lampung Tengah, Indonesia is Utterance Length. Utterance length involves Listening and Clarifying. All students certainly listen to the interlocutor and are speechless while clarifying. Secondly, the reason for the eleventh graders at senior high school in Lampung Tengah, Indonesia apply convergence is to be attracted by others and evoke social status.
{"title":"An Analysis of Convergence in Speaking Skills among the Eleventh-Graders","authors":"Tri Wahyudi, Y. A. Sari, Trisna Dinillah Harya","doi":"10.32332/joelt.v10i1.4986","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4986","url":null,"abstract":"Communication’s objective is to deliver information from one person to another. People adapt their communication in everyday life in order to attain the purpose of communication. It can be shown which features of convergence mostly appeal appear communication-related to the reason for it. The aim of this study is to analyze the English convergence in speaking skills among the eleventh-grade students at senior high school in Lampung Tengah, Indonesia. It is especially interested in analyzing the most dominant feature of convergence and why the students have it when speaking English. In this study, a qualitative method using a case study approach was applied. The participants were chosen from a group of sixteen eleventh graders. A classroom observations sheet and interview session were used to collect the data. The result of the study shows that the most dominant feature of convergence in speaking skills among the eleventh graders at senior high school in Lampung Tengah, Indonesia is Utterance Length. Utterance length involves Listening and Clarifying. All students certainly listen to the interlocutor and are speechless while clarifying. Secondly, the reason for the eleventh graders at senior high school in Lampung Tengah, Indonesia apply convergence is to be attracted by others and evoke social status. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134132326","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 : 2022-06-29DOI: 10.32332/joelt.v10i1.4602
Muhamad Nova
In digital era, English educators are required to improve the quality of the learning instruction by integrating technology in learning process. Yet, challenges occur in integrating technology in speaking activity. The aim of the current study was to seek for students’ perspectives on using online podcast as a speaking activity in online classroom. The study used qualitative approach with the total of 47 English for Specific Purpose students coming from Tourism Management program participated in the study. The data were gathered through questionnaire distribution and interview and analyzed through three stages, including data reduction, data display, and conclusion drawing. The result showed that most of the students perceived the online podcast as a positive activity for their speaking skill. Majority of the students admitted the use of online podcast in online classroom motivates them to practice their speaking, enhance their creativity, and improve their public speaking skill.
{"title":"Using Online Podcast as a Speaking Activity in Online Classroom","authors":"Muhamad Nova","doi":"10.32332/joelt.v10i1.4602","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4602","url":null,"abstract":"In digital era, English educators are required to improve the quality of the learning instruction by integrating technology in learning process. Yet, challenges occur in integrating technology in speaking activity. The aim of the current study was to seek for students’ perspectives on using online podcast as a speaking activity in online classroom. The study used qualitative approach with the total of 47 English for Specific Purpose students coming from Tourism Management program participated in the study. The data were gathered through questionnaire distribution and interview and analyzed through three stages, including data reduction, data display, and conclusion drawing. The result showed that most of the students perceived the online podcast as a positive activity for their speaking skill. Majority of the students admitted the use of online podcast in online classroom motivates them to practice their speaking, enhance their creativity, and improve their public speaking skill.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117337557","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 : 2022-06-29DOI: 10.32332/joelt.v10i1.4607
A. Adisti, Agung Guritno
The desire to promote gender equality and women’s empowerment is reflected in Indonesia as a mark of the country’s support for the global initiatives of the United Nations Millennium Declaration. In reality, the data shows that Indonesian women are still lagging compared to men in the education aspect. Hence, the values of gender education and women empowerment could be internalized in all subjects at school, one of them being English Language Teaching (ELT). This study aims at designing, developing, and adapting gender equality and women empowerment values into the mobile app for ELT for teaching descriptive text for 7th-grade students in Junior High Schools. This research implemented Research & Development which used interviews and questionnaires as the instruments. There were three stages applied in this research adopted from Thiagarajan, Semmel, and Semmel (1974) which were defined, designed, and develop. The result showed that the results of expert validation showed that this mobile app is feasible to be implemented. Furthermore, this simple mobile app can integrate the values of gender equality and women empowerment through descriptive texts in English Language Teaching for grade 7th Junior High School.
{"title":"Developing an English Mobile App by Adapting Gender Education Values for English Language Teaching","authors":"A. Adisti, Agung Guritno","doi":"10.32332/joelt.v10i1.4607","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4607","url":null,"abstract":"The desire to promote gender equality and women’s empowerment is reflected in Indonesia as a mark of the country’s support for the global initiatives of the United Nations Millennium Declaration. In reality, the data shows that Indonesian women are still lagging compared to men in the education aspect. Hence, the values of gender education and women empowerment could be internalized in all subjects at school, one of them being English Language Teaching (ELT). This study aims at designing, developing, and adapting gender equality and women empowerment values into the mobile app for ELT for teaching descriptive text for 7th-grade students in Junior High Schools. This research implemented Research & Development which used interviews and questionnaires as the instruments. There were three stages applied in this research adopted from Thiagarajan, Semmel, and Semmel (1974) which were defined, designed, and develop. The result showed that the results of expert validation showed that this mobile app is feasible to be implemented. Furthermore, this simple mobile app can integrate the values of gender equality and women empowerment through descriptive texts in English Language Teaching for grade 7th Junior High School.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131292122","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 : 2022-06-29DOI: 10.32332/joelt.v10i1.3790
Nor Amalia Khairunnisa, M. A. Rahman, Ciptro Handrianto
The development of technology has initiated new teaching systems. In teaching speaking, there are issues about whether the students should learn in the class or outside of the class using technology. This article describes the practice of students' digital English literacy practice at SMAN Kapuas to study this digital practice's pedagogical potential when students interact directly or through social networks such as live streaming on YouTube or Instagram, video calls, or chatting with friends. A mixed-method study using questionnaires and interviews analyzed deeper and richer data. The results show that many sentences were still wrong when spoken in class. However, they can understand speaking lessons based on digital literacy, which they play or watch outside of the class. This implied that students should be instructed in alternative speaking methods. They may enhance their speaking abilities more purposefully, carefully, and often by using suitable language acquisition tools outside of the class.
{"title":"English Digital Literacy Practices Inside and Outside Class to Develop Students’ Speaking Skills","authors":"Nor Amalia Khairunnisa, M. A. Rahman, Ciptro Handrianto","doi":"10.32332/joelt.v10i1.3790","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.3790","url":null,"abstract":"The development of technology has initiated new teaching systems. In teaching speaking, there are issues about whether the students should learn in the class or outside of the class using technology. This article describes the practice of students' digital English literacy practice at SMAN Kapuas to study this digital practice's pedagogical potential when students interact directly or through social networks such as live streaming on YouTube or Instagram, video calls, or chatting with friends. A mixed-method study using questionnaires and interviews analyzed deeper and richer data. The results show that many sentences were still wrong when spoken in class. However, they can understand speaking lessons based on digital literacy, which they play or watch outside of the class. This implied that students should be instructed in alternative speaking methods. They may enhance their speaking abilities more purposefully, carefully, and often by using suitable language acquisition tools outside of the class. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115187583","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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