Pub Date : 2024-01-10DOI: 10.25134/erjee.v11i3.9198
Erlan Darmawan, N. Thamrin, Gentur Priguna Suwarto
This research aims to implement the Learning Management System of the Learning Process for developing a reading instruction model based on HOTS. Conducted the research in a private university in Kuningan, West Java, Indonesia. At present, one of the private tertiary institutions in Kuningan during COVID-19 is conducting lectures in a virtual class using Moodle in the learning process with the e-class, a part of the LMS. With the implementation of a virtual class in the form of Moodle used by the students of a private university in Kuningan, it is hoped that it can improve the reading instruction model based on higher-order thinking skills. This research is a kind of research and development or Research and Development (RD) to produce products and test the feasibility of products, where the products developed are in the form of a reading instruction model based on HOTS using the ADDIE development model (Analysis, Design, Development and Implementation, Evaluation). The results are very effective in using this model, as seen from the test results obtained by students in the class.
{"title":"LMS-DRIVEN HOTS READING MODEL FOR HIGHER EDUCATION ENHANCEMENT","authors":"Erlan Darmawan, N. Thamrin, Gentur Priguna Suwarto","doi":"10.25134/erjee.v11i3.9198","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.9198","url":null,"abstract":"This research aims to implement the Learning Management System of the Learning Process for developing a reading instruction model based on HOTS. Conducted the research in a private university in Kuningan, West Java, Indonesia. At present, one of the private tertiary institutions in Kuningan during COVID-19 is conducting lectures in a virtual class using Moodle in the learning process with the e-class, a part of the LMS. With the implementation of a virtual class in the form of Moodle used by the students of a private university in Kuningan, it is hoped that it can improve the reading instruction model based on higher-order thinking skills. This research is a kind of research and development or Research and Development (RD) to produce products and test the feasibility of products, where the products developed are in the form of a reading instruction model based on HOTS using the ADDIE development model (Analysis, Design, Development and Implementation, Evaluation). The results are very effective in using this model, as seen from the test results obtained by students in the class.","PeriodicalId":502662,"journal":{"name":"English Review: Journal of English Education","volume":"66 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534568","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 : 2023-12-19DOI: 10.25134/erjee.v11i3.9083
Nur Fariha, Khoirul Anwar, Nirwanto Maruf
This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for "Sociolinguistic Competence" was 1.000, confirming a perfect positive correlation, while the correlation between "Sociolinguistic Competence" and "Speaking Proficiency" was .688, signifying a robust positive correlation. Similarly, "Speaking Proficiency" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.
{"title":"EXPLORING THE CORRELATION OF SOCIOLINGUISTIC COMPETENCE AND SPEAKING PROFICIENCY, AND HOW LEARNERS PERCEIVED THEM","authors":"Nur Fariha, Khoirul Anwar, Nirwanto Maruf","doi":"10.25134/erjee.v11i3.9083","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.9083","url":null,"abstract":"This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for \"Sociolinguistic Competence\" was 1.000, confirming a perfect positive correlation, while the correlation between \"Sociolinguistic Competence\" and \"Speaking Proficiency\" was .688, signifying a robust positive correlation. Similarly, \"Speaking Proficiency\" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.","PeriodicalId":502662,"journal":{"name":"English Review: Journal of English Education","volume":"389 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139171715","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 : 2023-11-27DOI: 10.25134/erjee.v11i3.7574
Mardin Silalahi, Geby Arni Siregar, Lamhot Naibaho
Abstract: This research is aimed at analyzing the integration of the cooperative learning model into English language learning, which was done at fostered elementary school of Simalungun University. The method of the study used was a quasi-experimental research method with a post-test-only control group design. The population of this study was all elementary school learners assisted by Simalungun University in Siantar City, with as many as 232 people. The research sample chosen was 70 learners, determined by using random sampling. The researcher used a lottery system to appoint the experimental and control classes. Based on the lottery system that was carried out, it was found that class IV of school X served as the experimental group and class IV Class Y as the control group. The instrument of the research was two sets of previously validated questionnaires. The data technique analysis used was statistical analysis. The result of the study is that the motivation and learning outcomes of learners following the NHT cooperative learning model were higher than learners following the conventional learning model. It is concluded that NHT cooperative learning model has a positive effect on increasing achievement motivation and English learning outcomes for learners of class IV at Y and X Schools both separately and simultaneously.Keywords: Cooperative learning; learning english; number head together
摘要：本研究旨在分析将合作学习模式融入英语学习的情况，研究是在西马伦贡大学培养小学进行的。本研究采用的方法是准实验研究法，并设计了只进行后测的对照组。本研究的研究对象是锡安塔市西马伦贡大学资助的所有小学学生，多达 232 人。所选研究样本为 70 名学习者，采用随机抽样法确定。研究人员采用抽签方式指定实验班和对照班。根据抽签结果，X 学校四班为实验组，Y 学校四班为对照组。研究工具是两套经过验证的问卷。采用的数据分析技术是统计分析。研究结果表明，采用 NHT 合作学习模式的学习者的学习动机和学习成绩均高于采用传统学习模式的学习者。结论是，NHT 合作学习模式对提高 Y 学校和 X 学校四年级学生的学习动机和英语学习成绩具有积极作用：合作学习；英语学习；数人头
{"title":"THE INTEGRATION OF COOPERATIVE LEARNING MODEL ON ENGLISH LANGUAGE LEARNING IN FOSTERED ELEMENTARY SCHOOL OF SIMALUNGUN UNIVERSITY","authors":"Mardin Silalahi, Geby Arni Siregar, Lamhot Naibaho","doi":"10.25134/erjee.v11i3.7574","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7574","url":null,"abstract":"Abstract: This research is aimed at analyzing the integration of the cooperative learning model into English language learning, which was done at fostered elementary school of Simalungun University. The method of the study used was a quasi-experimental research method with a post-test-only control group design. The population of this study was all elementary school learners assisted by Simalungun University in Siantar City, with as many as 232 people. The research sample chosen was 70 learners, determined by using random sampling. The researcher used a lottery system to appoint the experimental and control classes. Based on the lottery system that was carried out, it was found that class IV of school X served as the experimental group and class IV Class Y as the control group. The instrument of the research was two sets of previously validated questionnaires. The data technique analysis used was statistical analysis. The result of the study is that the motivation and learning outcomes of learners following the NHT cooperative learning model were higher than learners following the conventional learning model. It is concluded that NHT cooperative learning model has a positive effect on increasing achievement motivation and English learning outcomes for learners of class IV at Y and X Schools both separately and simultaneously.Keywords: Cooperative learning; learning english; number head together","PeriodicalId":502662,"journal":{"name":"English Review: Journal of English Education","volume":"277 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139228983","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 current research works have put great concern on the positive impacts of the implementation of formative assessment in EFL learning and teaching. Simultaneously, the swift technological development also takes effect on supporting the practices of formative assessment. This study aims to explore EFL learners’ voices on implementing technology-enhanced formative assessment in EFL classrooms. It is a case study intended to obtain detailed information from the participants for a particular case. Five EFL learners from different universities were involved in this study by using a telephone interview. The findings of this study reveal that EFL learners have positive views on the use of formative assessment in terms of getting a better understanding and promoting learning independence. Besides, most EFL learners also perceived that the integration of technology-enhanced positively affects them in working with formative assessments assigned by the lecturers. The last, the challenges of technology-enhanced formative assessment by EFL learners comprised the overload of work assignments, the difficulty of time management, the incapability of staring at laptops for a long time, the instability of LMS, and the unclear instructions as well as insufficient feedback by the lecturers. Several implications are provided in this study.Keywords: challenges; EFL learners; formativ
{"title":"TECHNOLOGY-ENHANCED FORMATIVE ASSESSMENT: UNRAVELING INDONESIAN EFL LEARNERS’ VOICES","authors":"Taufiqulloh Taufiqulloh, Meyga Agustia Nindya, Ihda Rosdiana","doi":"10.25134/erjee.v11i3.9076","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.9076","url":null,"abstract":"The current research works have put great concern on the positive impacts of the implementation of formative assessment in EFL learning and teaching. Simultaneously, the swift technological development also takes effect on supporting the practices of formative assessment. This study aims to explore EFL learners’ voices on implementing technology-enhanced formative assessment in EFL classrooms. It is a case study intended to obtain detailed information from the participants for a particular case. Five EFL learners from different universities were involved in this study by using a telephone interview. The findings of this study reveal that EFL learners have positive views on the use of formative assessment in terms of getting a better understanding and promoting learning independence. Besides, most EFL learners also perceived that the integration of technology-enhanced positively affects them in working with formative assessments assigned by the lecturers. The last, the challenges of technology-enhanced formative assessment by EFL learners comprised the overload of work assignments, the difficulty of time management, the incapability of staring at laptops for a long time, the instability of LMS, and the unclear instructions as well as insufficient feedback by the lecturers. Several implications are provided in this study.Keywords: challenges; EFL learners; formativ","PeriodicalId":502662,"journal":{"name":"English Review: Journal of English Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139311037","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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