This study aimed at finding the correlation between grit and applied linguistics on the syntax for EFL learners, the correlation between EFL learners’ motivation and applied linguistics on the syntax for EFL learners, and the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners. Twenty-eight of the students of English education in the sixth semester were selected through simple random sampling. There were two instruments in this research: The questionnaire and the test. The data in this study were analyzed by using SPSS version 22 for Windows. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there is no correlation between grit, and applied linguistics in the syntax for EFL learners. The second hypothesis results indicated that there is no correlation between motivation and applied linguistics on the syntax for EFL learners. The results of the third hypothesis showed that the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners is not significant. Thus, it is understood that grit, EFL learners’ motivation, and applied linguistics have no full role in learning syntax for EFL learners.
本研究旨在发现毅力与应用语言学在外语学习者句法上的相关性，外语学习者动机与应用语言学在外语学习者句法上的相关性，以及毅力、外语学习者动机与应用语言学在外语学习者句法上的相关性。采用简单随机抽样的方法，选取第六学期英语教育专业的学生28人。本研究采用问卷调查和测试两种工具。本研究数据采用SPSS version 22 for Windows进行分析。研究人员对如何完成调查给出了详细的说明。研究结果表明，砂砾与外语学习者语法中的应用语言学之间没有相关性。第二种假设结果表明，动机与应用语言学对英语学习者句法的影响不存在相关性。第三个假设的结果表明，毅力、外语学习者动机和应用语言学对外语学习者句法的影响不显著。因此，毅力、外语学习者的动机和应用语言学在外语学习者的句法学习中并没有发挥充分的作用。
{"title":"The Correlation among Grit, EFL Learners’ Motivation and Applied Linguistics on Syntax for EFL Learners","authors":"S. Jaelani, Baiq Suprapti Handini, Ary Prasetiyaningrum, Trisna Hardianti Mursal, Hajriana Arafah","doi":"10.32332/joelt.v10i1.4533","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4533","url":null,"abstract":"This study aimed at finding the correlation between grit and applied linguistics on the syntax for EFL learners, the correlation between EFL learners’ motivation and applied linguistics on the syntax for EFL learners, and the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners. Twenty-eight of the students of English education in the sixth semester were selected through simple random sampling. There were two instruments in this research: The questionnaire and the test. The data in this study were analyzed by using SPSS version 22 for Windows. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there is no correlation between grit, and applied linguistics in the syntax for EFL learners. The second hypothesis results indicated that there is no correlation between motivation and applied linguistics on the syntax for EFL learners. The results of the third hypothesis showed that the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners is not significant. Thus, it is understood that grit, EFL learners’ motivation, and applied linguistics have no full role in learning syntax for EFL learners. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"15 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":"126645734","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.v10i1.4536
Adaninggar Septi Subekti, K. Glory
The present study aims to investigate Indonesian high school English as Foreign Language (EFL) learners’ views on factors originating from Ought to L2 Self (OL2S), a second language (L2) motivation construct, affecting their Fear of Negative Evaluation (FNE), L2 anxiety construct. Six learner participants were involved in the study. It employed online semi-structured interviews to obtain the data. Through Thematic Analysis, the present study found three main findings. First, the desire to study abroad lessened the learners' FNE. Secondly, a realization of possible future negative impacts of not learning English and the obligation to avoid these impacts made the learners have less FNE. Third, their perceived obligation to have 'correct' English pronunciation instills higher FNE. Pedagogical implications include promoting study abroad aspiration among learners, introducing Global Englishes prioritizing intelligibility over attaining native speakers' ability and designing more activities mirroring future practical uses of English. Suggestive directions for future studies are also stated concerning the limitations and findings of the present study.
{"title":"Fear of Negative Evaluation Factors from Ought-to L2 Self among Indonesian High School EFL Learners","authors":"Adaninggar Septi Subekti, K. Glory","doi":"10.32332/joelt.v10i1.4536","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4536","url":null,"abstract":"The present study aims to investigate Indonesian high school English as Foreign Language (EFL) learners’ views on factors originating from Ought to L2 Self (OL2S), a second language (L2) motivation construct, affecting their Fear of Negative Evaluation (FNE), L2 anxiety construct. Six learner participants were involved in the study. It employed online semi-structured interviews to obtain the data. Through Thematic Analysis, the present study found three main findings. First, the desire to study abroad lessened the learners' FNE. Secondly, a realization of possible future negative impacts of not learning English and the obligation to avoid these impacts made the learners have less FNE. Third, their perceived obligation to have 'correct' English pronunciation instills higher FNE. Pedagogical implications include promoting study abroad aspiration among learners, introducing Global Englishes prioritizing intelligibility over attaining native speakers' ability and designing more activities mirroring future practical uses of English. Suggestive directions for future studies are also stated concerning the limitations and findings of the present study. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"2 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":"122973416","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.v10i1.4716
Nur Fadillah Nurchalis, Nurhamdah Nurhamdah, Rahmah Bakoko, Nihla Afdaliah
The complexity of foreign language learning and its restricted time to learn in the classroom need proactive efforts from the English students outside the classroom with full initiative and effort. This study tended to investigate to what extent students’ autonomous learning activities outside the classroom to master English (four English skills). This study applied a descriptive quantitative design. It was conducted at a state university in Majene, West Sulawesi, Indonesia in the academic year 2021/2022. The population was English education students in the second and third years. There were 62 students who participated in this research. They were selected by using a convenience sampling technique. To gain the data, this research employed a questionnaire as a research instrument which consists of 16 items of statements. The data, then, were analyzed by employing descriptive statistics. Based on the data analysis, it was found that students’ autonomous learning activities outside the classroom are still limited to activities that are entertaining for them. Apart from that, it has not been found that their extra efforts are done independently to become more proficient in every English skill. This indicates that students are still passive learners. By knowing the independent learning efforts carried out by students out of the classroom, English lecturers are expected to be able to design policies or teaching strategies to guide students so that they can increase their efforts by optimizing the wealth of available independent learning resources.
{"title":"Students’ Autonomous Learning Activities outside the Classroom to Master English as a Foreign Language","authors":"Nur Fadillah Nurchalis, Nurhamdah Nurhamdah, Rahmah Bakoko, Nihla Afdaliah","doi":"10.32332/joelt.v10i1.4716","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4716","url":null,"abstract":"The complexity of foreign language learning and its restricted time to learn in the classroom need proactive efforts from the English students outside the classroom with full initiative and effort. This study tended to investigate to what extent students’ autonomous learning activities outside the classroom to master English (four English skills). This study applied a descriptive quantitative design. It was conducted at a state university in Majene, West Sulawesi, Indonesia in the academic year 2021/2022. The population was English education students in the second and third years. There were 62 students who participated in this research. They were selected by using a convenience sampling technique. To gain the data, this research employed a questionnaire as a research instrument which consists of 16 items of statements. The data, then, were analyzed by employing descriptive statistics. Based on the data analysis, it was found that students’ autonomous learning activities outside the classroom are still limited to activities that are entertaining for them. Apart from that, it has not been found that their extra efforts are done independently to become more proficient in every English skill. This indicates that students are still passive learners. By knowing the independent learning efforts carried out by students out of the classroom, English lecturers are expected to be able to design policies or teaching strategies to guide students so that they can increase their efforts by optimizing the wealth of available independent learning resources. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"64 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":"127704851","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.v10i1.4603
Leticia Araceli Salas-Serrano
Emergency Remote Teaching (ERT) take over education in many places of the world during the 2020 health crisis. However, ERT raised new concerns about teachers´ professional development and the personal resources they have used to solve challenges for the benefit of their students. This article attempts to explore how ELT college teachers developed resilience during Emergency Remote Teaching in 2020. This qualitative survey research analyzed the answers to a questionnaire to enhance the participants´ insights and reflections regarding the changes they have been required to make during the pandemic. The participants were two groups of ELT teachers; one was formed by fifteen Mexican college teachers and the second was a group of twelve international college teachers. Their paths during ERT were framed in a common pattern of Realization, Reflection, Reinvention, and Resilience which illustrated how teachers coped with a change of perspective towards education, the interaction with students, and the appropriacy of materials but also with their own emotions and their wellbeing. The article concludes with some insights to raise awareness of the Resilience path that teachers around the world have followed as a way to overcome the challenges imposed by COVID-19.
{"title":"A Resilience Path for English Teachers during Emergency Online Teaching","authors":"Leticia Araceli Salas-Serrano","doi":"10.32332/joelt.v10i1.4603","DOIUrl":"https://doi.org/10.32332/joelt.v10i1.4603","url":null,"abstract":"Emergency Remote Teaching (ERT) take over education in many places of the world during the 2020 health crisis. However, ERT raised new concerns about teachers´ professional development and the personal resources they have used to solve challenges for the benefit of their students. This article attempts to explore how ELT college teachers developed resilience during Emergency Remote Teaching in 2020. This qualitative survey research analyzed the answers to a questionnaire to enhance the participants´ insights and reflections regarding the changes they have been required to make during the pandemic. The participants were two groups of ELT teachers; one was formed by fifteen Mexican college teachers and the second was a group of twelve international college teachers. Their paths during ERT were framed in a common pattern of Realization, Reflection, Reinvention, and Resilience which illustrated how teachers coped with a change of perspective towards education, the interaction with students, and the appropriacy of materials but also with their own emotions and their wellbeing. The article concludes with some insights to raise awareness of the Resilience path that teachers around the world have followed as a way to overcome the challenges imposed by COVID-19. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"8 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":"115601865","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}
The aim of this study is to develop an English grammar practice book model based on multicultural values as teaching materials for compulsory subjects of the university in Indonesia. This research-based on Research and Development approach, which is adopted from Gall, Gall, and Borg (2003). The data were collected through interviews and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at two universities in Indonesia. The findings showed that 1) the conceptual model of the English grammar practice book is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian multicultural values. 2) The content of an English grammar practice book constitutes the following components: chapter titles, introductions, material presentation and elaboration of multicultural values, competence performances, summaries, reflections, variation exercise. It is suggested that the textbook model more help in developing multicultural competencies students in communication with other people from different backgrounds through using English as an international language.
本研究的目的是开发一种基于多元文化价值观的英语语法练习书模型，作为印度尼西亚大学必修科目的教材。本研究基于研究与开发方法，该方法采用了Gall, Gall, and Borg(2003)的方法。数据通过访谈和问卷收集。而定性数据分析使用互动分析和定量数据分析使用百分比。研究参与者包括印度尼西亚两所大学的讲师和学生。研究结果表明:1)英语语法练习册的概念模型具有适用性和语境性，符合印尼多元文化价值观的问题，呈现出最新的问题。2)英语语法练习册的内容由以下几个部分组成:章节标题、介绍、多元文化价值观的材料展示和阐述、能力表演、总结、反思、变型练习。建议教科书模式更有助于培养学生在使用英语作为国际语言的过程中与来自不同背景的人进行交流的多元文化能力。
{"title":"Developing an English Grammar Practice Book based on Multicultural Values for Second-year University Students","authors":"Andianto Andianto, Leny Setyana, Eka Yuniasih, Restina Damayanti","doi":"10.32332/joelt.v9i2.4039","DOIUrl":"https://doi.org/10.32332/joelt.v9i2.4039","url":null,"abstract":"The aim of this study is to develop an English grammar practice book model based on multicultural values as teaching materials for compulsory subjects of the university in Indonesia. This research-based on Research and Development approach, which is adopted from Gall, Gall, and Borg (2003). The data were collected through interviews and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at two universities in Indonesia. The findings showed that 1) the conceptual model of the English grammar practice book is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian multicultural values. 2) The content of an English grammar practice book constitutes the following components: chapter titles, introductions, material presentation and elaboration of multicultural values, competence performances, summaries, reflections, variation exercise. It is suggested that the textbook model more help in developing multicultural competencies students in communication with other people from different backgrounds through using English as an international language. ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116726521","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 : 2021-12-31DOI: 10.32332/joelt.v9i2.3573
Chubbi Millatina Rokhuma, E. M. Sofa, R. Rahmah
This paper aims to explore the parental perception of parenting education of language politeness held in the village hall of Kwasen, one of the villages in the sub-district of Kesesi, Pekalongan regency. Qualitative interviews were conducted with five parents of children aged 4 – 10 years, following the seminar. The finding showed that most of them get new knowledge about how to educate their children about language politeness, especially in familiarizing the use of magic words including: thank you, please, excuse me, as well as sorry in daily communication. In conclusion, following parenting education, especially in the case of language politeness can be said as necessary for parents. Therefore, this study contributes to providing some ways that can help parents in introducing polite speech acts including magic words to their children in their daily communications.
{"title":"Parents’ Perception of Parenting Education of Language Politeness","authors":"Chubbi Millatina Rokhuma, E. M. Sofa, R. Rahmah","doi":"10.32332/joelt.v9i2.3573","DOIUrl":"https://doi.org/10.32332/joelt.v9i2.3573","url":null,"abstract":"This paper aims to explore the parental perception of parenting education of language politeness held in the village hall of Kwasen, one of the villages in the sub-district of Kesesi, Pekalongan regency. Qualitative interviews were conducted with five parents of children aged 4 – 10 years, following the seminar. The finding showed that most of them get new knowledge about how to educate their children about language politeness, especially in familiarizing the use of magic words including: thank you, please, excuse me, as well as sorry in daily communication. In conclusion, following parenting education, especially in the case of language politeness can be said as necessary for parents. Therefore, this study contributes to providing some ways that can help parents in introducing polite speech acts including magic words to their children in their daily communications. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134039351","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 : 2021-12-31DOI: 10.32332/joelt.v9i2.3812
Firda Fadilla, Y. Yuliana, Yanti Sri Rezeki
Online learning readiness has become crucial and needs to be considered to support E-learning from various perspectives. This article sought to discover the E-learning Readiness (ELR) factors from students’ perspectives during the Covid-19 Pandemic. Fifty-two seventh-grade Junior High School students in Indonesia participated in this study. This quantitative research used thirty-nine items in a questionnaire as the data collection instrument modified from Teddy and Swatman’s (2006) model known as E-learning Readiness (ELR) factors. The model utilized six factors, namely (1) students’ readiness, (2) teachers’ readiness, (3) internet access supports, (4) management supports, (5) school culture, and (6) E-learning tendencies. The findings indicated that the students’ readiness toward E-learning had an ELR score of 69%, which means they were ready for E-learning but needed slight improvement. The results showed students experienced difficulties (i.e., they were untrained in operating electronic devices, the devices lagged during the online teaching-learning process, and they had trouble following the English material due to the lack of instruction from English teachers) in implementing E-learning. The writer concluded that the student readiness towards E-learning was considered capable and ready but required some improvement from various aspects.
{"title":"Exploring Students’ Online Learning Readiness during Covid-19 Pandemic: A Case of an English Class in an Indonesian Junior High School","authors":"Firda Fadilla, Y. Yuliana, Yanti Sri Rezeki","doi":"10.32332/joelt.v9i2.3812","DOIUrl":"https://doi.org/10.32332/joelt.v9i2.3812","url":null,"abstract":"Online learning readiness has become crucial and needs to be considered to support E-learning from various perspectives. This article sought to discover the E-learning Readiness (ELR) factors from students’ perspectives during the Covid-19 Pandemic. Fifty-two seventh-grade Junior High School students in Indonesia participated in this study. This quantitative research used thirty-nine items in a questionnaire as the data collection instrument modified from Teddy and Swatman’s (2006) model known as E-learning Readiness (ELR) factors. The model utilized six factors, namely (1) students’ readiness, (2) teachers’ readiness, (3) internet access supports, (4) management supports, (5) school culture, and (6) E-learning tendencies. The findings indicated that the students’ readiness toward E-learning had an ELR score of 69%, which means they were ready for E-learning but needed slight improvement. The results showed students experienced difficulties (i.e., they were untrained in operating electronic devices, the devices lagged during the online teaching-learning process, and they had trouble following the English material due to the lack of instruction from English teachers) in implementing E-learning. The writer concluded that the student readiness towards E-learning was considered capable and ready but required some improvement from various aspects.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132596563","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}
Many scholars have investigated how teachers interact with students in the ELT classroom, such as teacher talks and teacher reinforcements. This study aims at investigating the verbal and non-verbal compliments used by the English teachers in the EFL classroom. This study deployed a case study method that involved two English teachers at a state junior high school in Seluma regency, Bengkulu Province, Indonesia. The instruments used in this study were an observation sheet, video recording, and unstructured interview. The observation was done for three meetings for each teacher. The data were analyzed using the interactive data analysis model. The results show that the English teachers used five types of verbal compliments (e.g., good, very good, well done, that’s right, and nice) and non-verbal compliments (e.g., hand movements, head movements, facial expression, touching the students, and standing near the students) to show their appreciation to the students’ responses. In conclusion, the English teachers have used some verbal and non-verbal compliments, but they should use more diverse types of verbal and non-verbal compliments to build students’ performances in the ELT classroom. This study gives new insights for English teachers about the types and importance of compliments to boost the students’ participation, motivation, and interaction in classroom activities.
许多学者研究了教师如何在英语教学课堂上与学生互动，如教师谈话和教师强化。本研究旨在调查英语教师在课堂上使用的言语和非言语赞美。本研究采用个案研究法，研究对象为印度尼西亚明古鲁省塞鲁玛县一所公立初中的两名英语教师。本研究使用的工具为观察表、录像和非结构化访谈。对每位教师进行了三次会议的观察。采用交互式数据分析模型对数据进行分析。结果表明，英语教师使用五种言语赞美(如:good, very good, well done, that ' s right, nice)和非言语赞美(如:手部动作，头部动作，面部表情，触摸学生，站在学生附近)来表达他们对学生反应的赞赏。综上所述，英语教师已经使用了一些言语和非言语的赞美，但他们应该使用更多样化的言语和非言语的赞美来构建学生在英语教学课堂上的表现。本研究为英语教师提供了关于赞美的类型和重要性的新见解，以促进学生在课堂活动中的参与、动机和互动。
{"title":"Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom","authors":"Dedi Jasrial, Wisma Yunita, Betaria Sukma, Aria Septi Anggaira","doi":"10.32332/joelt.v9i2.3650","DOIUrl":"https://doi.org/10.32332/joelt.v9i2.3650","url":null,"abstract":"Many scholars have investigated how teachers interact with students in the ELT classroom, such as teacher talks and teacher reinforcements. This study aims at investigating the verbal and non-verbal compliments used by the English teachers in the EFL classroom. This study deployed a case study method that involved two English teachers at a state junior high school in Seluma regency, Bengkulu Province, Indonesia. The instruments used in this study were an observation sheet, video recording, and unstructured interview. The observation was done for three meetings for each teacher. The data were analyzed using the interactive data analysis model. The results show that the English teachers used five types of verbal compliments (e.g., good, very good, well done, that’s right, and nice) and non-verbal compliments (e.g., hand movements, head movements, facial expression, touching the students, and standing near the students) to show their appreciation to the students’ responses. In conclusion, the English teachers have used some verbal and non-verbal compliments, but they should use more diverse types of verbal and non-verbal compliments to build students’ performances in the ELT classroom. This study gives new insights for English teachers about the types and importance of compliments to boost the students’ participation, motivation, and interaction in classroom activities.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130135480","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 : 2021-12-27DOI: 10.32332/joelt.v9i2.3566
Anis Handayani
This study reports Indonesian master students’ beliefs and practices on the use of reader engagement in writing research articles. This study was a case study conducted in one Indonesian university. The data were collected through questionnaires, in-depth interviews, and document analysis. The participants were 23 Indonesian master students. Furthermore, there were 9 research articles written by the participants which were analyzed in this study. The data were analyzed under the metadiscourse framework, specifically in the reader engagement: reader pronouns, personal asides, appeals to shared knowledge, directives, and questions. The findings show that Indonesian master students believe in the importance of using reader engagement in research articles. However, they rarely used it since they did not know the concept and how to use it effectively. It implies that more exposure to using metadiscourse, especially reader engagement, in research articles is needed for Indonesian master students to achieve more reader-friendly research articles.
{"title":"Investigating EFL Master Students’ Beliefs and Practices Regarding Reader Engagement in Writing Research Articles","authors":"Anis Handayani","doi":"10.32332/joelt.v9i2.3566","DOIUrl":"https://doi.org/10.32332/joelt.v9i2.3566","url":null,"abstract":"This study reports Indonesian master students’ beliefs and practices on the use of reader engagement in writing research articles. This study was a case study conducted in one Indonesian university. The data were collected through questionnaires, in-depth interviews, and document analysis. The participants were 23 Indonesian master students. Furthermore, there were 9 research articles written by the participants which were analyzed in this study. The data were analyzed under the metadiscourse framework, specifically in the reader engagement: reader pronouns, personal asides, appeals to shared knowledge, directives, and questions. The findings show that Indonesian master students believe in the importance of using reader engagement in research articles. However, they rarely used it since they did not know the concept and how to use it effectively. It implies that more exposure to using metadiscourse, especially reader engagement, in research articles is needed for Indonesian master students to achieve more reader-friendly research articles.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133782707","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 : 2021-10-28DOI: 10.32332/joelt.v9i2.3229
Agustina Tyarakanita, J. Nurkamto, N. Drajati
This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK.
{"title":"The Indonesian EFL Teachers' TPACK Development in the Online Community of Practice","authors":"Agustina Tyarakanita, J. Nurkamto, N. Drajati","doi":"10.32332/joelt.v9i2.3229","DOIUrl":"https://doi.org/10.32332/joelt.v9i2.3229","url":null,"abstract":"This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK. \u0000 ","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127146702","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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