This final project studies “students’ perception on the use of chatbot and their willingness to communicate in english”. The aims of this study are: (1) To gain insight into students' experience and opinions on the use of chatbot from the memrise site for their language learning (2) To describe how the way students perceive about the use of chatbot from memrise concerning their willingness to communicate in English. A qualitative approach was used in this study. The research design was qualitative, using a semi-structured interview as the research instrument. The population of this research was the students of SMAN 14 Semarang. The writer took only 1 class which was 36 students at class X8 as the sample. The findings of this research suggest that incorporating chatbots, particularly from platforms like memrise, can be beneficial for students aiming to enhance their language skills and willingness to communicate in English. The interactive and personalized nature of chatbots provides a unique learning experience. The result shows that students generally found the chatbot to be a valuable tool in their language-learning journey. Through interviews, it was evident that using a chatbot in memrise encouraged students to communicate in English, providing a practical and interactive approach. Moreover, the study revealed that the chatbot positively influenced students' willingness to communicate in English. The personalized learning experiences offered by the chatbot, adapting to individual skill levels, made language learning more interesting and motivational.
{"title":"STUDENTS’ PERCEPTION ON THE USE OF CHATBOT FROM MEMRISE SITE AND THEIR WILLINGNESS TO COMMUNICATE IN ENGLISH","authors":"Diah Fitriana Dewi, Siti Nur'Aini, T. S. Suwarti","doi":"10.26877/lej.v2i1.18092","DOIUrl":"https://doi.org/10.26877/lej.v2i1.18092","url":null,"abstract":"This final project studies “students’ perception on the use of chatbot and their willingness to communicate in english”. The aims of this study are: (1) To gain insight into students' experience and opinions on the use of chatbot from the memrise site for their language learning (2) To describe how the way students perceive about the use of chatbot from memrise concerning their willingness to communicate in English. A qualitative approach was used in this study. The research design was qualitative, using a semi-structured interview as the research instrument. The population of this research was the students of SMAN 14 Semarang. The writer took only 1 class which was 36 students at class X8 as the sample. The findings of this research suggest that incorporating chatbots, particularly from platforms like memrise, can be beneficial for students aiming to enhance their language skills and willingness to communicate in English. The interactive and personalized nature of chatbots provides a unique learning experience. The result shows that students generally found the chatbot to be a valuable tool in their language-learning journey. Through interviews, it was evident that using a chatbot in memrise encouraged students to communicate in English, providing a practical and interactive approach. Moreover, the study revealed that the chatbot positively influenced students' willingness to communicate in English. The personalized learning experiences offered by the chatbot, adapting to individual skill levels, made language learning more interesting and motivational. ","PeriodicalId":517829,"journal":{"name":"Linguistics and Education Journal","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391460","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 corona virus disease (COVID-19) pandemic forced all schools in Indonesia to carry out the online learning since March 2020 which could certainly make the students feel anxious. So, within this paper, the writers report a study which explored the sources and effects of Foreign Language Anxiety (FLA) through perceptions and experiences of junior high school students in grade eight of MTs Nurul Huda Mereng, Warungpring, Pemalang regency during learning from home due to the COVID-19 Pandemic. The design of this study is descriptive qualitative research. The data were collected through the perspectives using interviews and getting the responses to open ended questions of ten students. The findings indicate that in general, students exhibited suffering from anxiety more than benefiting learning English school subject from home. In conclusion, following the foreign language anxiety especially when students learn English from home during the COVID-19 Pandemic can be said as an essential necessary for the English teacher in contributing to the teaching evaluation and reflection.
{"title":"Foreign Language Anxiety in Learning English: Students’ Perspectives and Experiences of Learning from Home during the COVID-19 Pandemic","authors":"Nur Margining Astuti, R. Rahmah","doi":"10.26877/lej.v2i1.18651","DOIUrl":"https://doi.org/10.26877/lej.v2i1.18651","url":null,"abstract":"The corona virus disease (COVID-19) pandemic forced all schools in Indonesia to carry out the online learning since March 2020 which could certainly make the students feel anxious. So, within this paper, the writers report a study which explored the sources and effects of Foreign Language Anxiety (FLA) through perceptions and experiences of junior high school students in grade eight of MTs Nurul Huda Mereng, Warungpring, Pemalang regency during learning from home due to the COVID-19 Pandemic. The design of this study is descriptive qualitative research. The data were collected through the perspectives using interviews and getting the responses to open ended questions of ten students. The findings indicate that in general, students exhibited suffering from anxiety more than benefiting learning English school subject from home. In conclusion, following the foreign language anxiety especially when students learn English from home during the COVID-19 Pandemic can be said as an essential necessary for the English teacher in contributing to the teaching evaluation and reflection. ","PeriodicalId":517829,"journal":{"name":"Linguistics and Education Journal","volume":" 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391398","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}
This research paper aims to examine the use of speech acts of directive utterances in Lady Gaga’s singles. This study explores the lyrics of 13 different singles from the albums The Fame (2008), The Fame Monster (2009), and Born This Way (2011). In finding the directive utterances in the lyrics, this study applies the semantic theory of speech acts as proposed by Kreidler (1998). Three kinds of directive utterances can be recognized: commands, requests, and suggestions. These can be either in positive or negative expressions. This study finds that there are 48 directive utterances used in the 13 singles for this study in total, with the composition: 12 commands (25%), with 10 positives and 2 negatives, 25 requests (52%), with 19 positives and 6 negatives, and 11 suggestions (23%), with 10 positives and 1 negative. While according to positive or negative expressions, there 39 positives (81%) and 9 negatives (19%) expressions.
{"title":"Directive Speech Acts Used in Lady Gaga’s Singles (from the Albums The Fame, The Fame Monster, and Born This Way)","authors":"Frederik Agnar Widjaja","doi":"10.26877/lej.v2i1.17047","DOIUrl":"https://doi.org/10.26877/lej.v2i1.17047","url":null,"abstract":"This research paper aims to examine the use of speech acts of directive utterances in Lady Gaga’s singles. This study explores the lyrics of 13 different singles from the albums The Fame (2008), The Fame Monster (2009), and Born This Way (2011). In finding the directive utterances in the lyrics, this study applies the semantic theory of speech acts as proposed by Kreidler (1998). Three kinds of directive utterances can be recognized: commands, requests, and suggestions. These can be either in positive or negative expressions. This study finds that there are 48 directive utterances used in the 13 singles for this study in total, with the composition: 12 commands (25%), with 10 positives and 2 negatives, 25 requests (52%), with 19 positives and 6 negatives, and 11 suggestions (23%), with 10 positives and 1 negative. While according to positive or negative expressions, there 39 positives (81%) and 9 negatives (19%) expressions.","PeriodicalId":517829,"journal":{"name":"Linguistics and Education Journal","volume":"66 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140283842","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 objective of the research is to find out the students’ perceptions after using Microsoft Teams in English online learning. This research used quantitative method. The subject of this research was the eleventh grade of SMA N 1 Gubug in the academic year 2021/2022. The researcher observed one class called XI Science 8 with 36 students. The data of this research were collected by using questionnaires. The questionnaire consisted of 30 items. The researcher categorizes the results of the questionnaire into four indicators: accessibility, student perception, material and assignment delivery, and learning activity using Microsoft Teams. The findings of this research indicate that students’ perception after using Microsoft Teams in English online learning is positive. The students have a positive perception of learning activities as well as material and assignment delivery. Microsoft Teams app is suitable and effective for distance learning English because it has full features. Its full features make it easier for students to join video meeting, receive materials and collect assignments in only one application. Those results can be a suggestion for the next researcher to examine teachers' perceptions on how to optimize teaching and learning strategies via Microsoft Teams. Microsoft Teams can be an alternative for other teachers and lecturers to use Microsoft Teams to teach their students online learning. It can also help the students submit their assignments without face-to-face learning. Keywords: perception, Microsoft Teams, online learning.
本研究旨在了解学生在英语在线学习中使用 Microsoft Teams 后的感受。本研究采用定量方法。研究对象是 2021/2022 学年 SMA N 1 Gubug 的十一年级学生。研究人员观察了一个名为 XI Science 8 的班级，该班共有 36 名学生。本研究采用问卷调查的方式收集数据。问卷包括 30 个项目。研究人员将问卷结果分为四个指标：可及性、学生感知、材料和作业交付以及使用微软团队的学习活动。研究结果表明，在英语在线学习中使用 Microsoft Teams 后，学生的感知是积极的。学生对学习活动以及材料和作业的交付都有积极的看法。Microsoft Teams 应用程序适用于远程英语学习，而且效果显著，因为它功能齐全。其完整的功能使学生只需一个应用程序就能更方便地参加视频会议、接收材料和收集作业。这些结果可以为下一步研究人员提供建议，即研究教师对如何通过 Microsoft Teams 优化教学和学习策略的看法。对于其他教师和讲师来说，Microsoft Teams 可以作为使用 Microsoft Teams 向学生传授在线学习知识的另一种选择。它还可以帮助学生在不面对面学习的情况下提交作业。关键词：认知、Microsoft Teams、在线学习。
{"title":"Student’s Perceptions in Learning English Via Microsoft Teams in COVID-19 Pandemic Era","authors":"Farikhatul Islakhah, Siti Nur'Aini, Faiza Hawa","doi":"10.26877/lej.v2i1.12685","DOIUrl":"https://doi.org/10.26877/lej.v2i1.12685","url":null,"abstract":"The objective of the research is to find out the students’ perceptions after using Microsoft Teams in English online learning. This research used quantitative method. The subject of this research was the eleventh grade of SMA N 1 Gubug in the academic year 2021/2022. The researcher observed one class called XI Science 8 with 36 students. The data of this research were collected by using questionnaires. The questionnaire consisted of 30 items. The researcher categorizes the results of the questionnaire into four indicators: accessibility, student perception, material and assignment delivery, and learning activity using Microsoft Teams. The findings of this research indicate that students’ perception after using Microsoft Teams in English online learning is positive. The students have a positive perception of learning activities as well as material and assignment delivery. Microsoft Teams app is suitable and effective for distance learning English because it has full features. Its full features make it easier for students to join video meeting, receive materials and collect assignments in only one application. Those results can be a suggestion for the next researcher to examine teachers' perceptions on how to optimize teaching and learning strategies via Microsoft Teams. Microsoft Teams can be an alternative for other teachers and lecturers to use Microsoft Teams to teach their students online learning. It can also help the students submit their assignments without face-to-face learning. Keywords: perception, Microsoft Teams, online learning.","PeriodicalId":517829,"journal":{"name":"Linguistics and Education Journal","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391708","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}
This research aims to investigate the challenges and opportunities to teach English in the fourth industrial revolution, and improved the researcher's understanding and expertise about teaching English in the 4.0 industry revolution and researched issues educators face while teaching English of EFL. This study using qualitative method. 3 Englsih teachers as the participants in this research from level of school SD/MI, SMP/MTs, SMA/K/MA especially in BBC Tlogosari. Interviews and questionnaires were used as collecting data techniques. Twenty questions from the questionnaires were used, and three questions from the interview were about the opportunities and difficulties of teaching EFL in the context of Revolution 4.0. In addition, difficulties in the process of teaching and learning exist, especially with modern technology and more innovation. Mostly students will access the internet without assistance, which will have positive or even negative impact, for this reason the role and strategy of educators and facilitators is important.
{"title":"The Challenges and Opportunities of Teaching EFL in Revolution 4.0 Era","authors":"Delima Dhita Putri Utama, L. Affini, Jafar Sodiq","doi":"10.26877/lej.v2i1.18297","DOIUrl":"https://doi.org/10.26877/lej.v2i1.18297","url":null,"abstract":"This research aims to investigate the challenges and opportunities to teach English in the fourth industrial revolution, and improved the researcher's understanding and expertise about teaching English in the 4.0 industry revolution and researched issues educators face while teaching English of EFL. This study using qualitative method. 3 Englsih teachers as the participants in this research from level of school SD/MI, SMP/MTs, SMA/K/MA especially in BBC Tlogosari. Interviews and questionnaires were used as collecting data techniques. Twenty questions from the questionnaires were used, and three questions from the interview were about the opportunities and difficulties of teaching EFL in the context of Revolution 4.0. In addition, difficulties in the process of teaching and learning exist, especially with modern technology and more innovation. Mostly students will access the internet without assistance, which will have positive or even negative impact, for this reason the role and strategy of educators and facilitators is important.","PeriodicalId":517829,"journal":{"name":"Linguistics and Education Journal","volume":" 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391755","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}
Nada Niti Joko Wijaya, Wiyaka Wiyaka, Rahmawati Sukmaningrum
This research us focused on the readability level of story books for teaching English, and the usability of story books from the students’ and teachers’ perspective in tenth grade students at SMA Labschool Upgris. The objectives of this research were (1) to identify the readability level of usability story books for teaching English (2) to investigates the usability of story books from the students’ perspective (3) to analyze the usability of story books from the teachers’ perspective. The objects of the research are English story books as retold by Sugeng Hariyanto entitled “Nasreddin, a man who never given up”. Flesch Reading Ease Formula used to analyze the data. This research is categorized as descriptive qualitative method of the research. The overall explanation of the results and after conducting research on usability of story books for teaching English to tenth grade students in high school, the researcher can conclude that by reading story books, students are able to improve their ability to learn to read by thinking creatively and critically. The average readability score results of this storybooks are 52,46 which can be classified as Flesch Reading Ease. This means that the readability level of the story books is fairly difficult to read by students in grades 10 to 12.
本研究的重点是故事书在英语教学中的可读性水平，以及从学生和教师的角度分析故事书在 SMA 实验学校 Upgris 分校十年级学生中的可用性。本研究的目标是：（1）确定英语教学故事书的可读性水平；（2）从学生的角度调查故事书的可用性；（3）从教师的角度分析故事书的可用性。研究对象是由 Sugeng Hariyanto 复述的题为 "Nasreddin, a man who never given up "的英语故事书。使用弗莱什阅读易度公式分析数据。本研究属于描述性定性研究方法。通过对结果的整体解释，以及对故事书在高中十年级英语教学中的可用性进行研究后，研究人员可以得出结论：通过阅读故事书，学生能够通过创造性思维和批判性思维提高学习阅读的能力。这本故事书的平均可读性得分结果为 52,46 分，可归类为弗莱施阅读容易度。这说明故事书的可读性水平对于 10 至 12 年级的学生来说相当难读。
{"title":"Readability and Usability of Story Books for Teaching English at Senior High School","authors":"Nada Niti Joko Wijaya, Wiyaka Wiyaka, Rahmawati Sukmaningrum","doi":"10.26877/lej.v2i1.16977","DOIUrl":"https://doi.org/10.26877/lej.v2i1.16977","url":null,"abstract":"This research us focused on the readability level of story books for teaching English, and the usability of story books from the students’ and teachers’ perspective in tenth grade students at SMA Labschool Upgris. The objectives of this research were (1) to identify the readability level of usability story books for teaching English (2) to investigates the usability of story books from the students’ perspective (3) to analyze the usability of story books from the teachers’ perspective. The objects of the research are English story books as retold by Sugeng Hariyanto entitled “Nasreddin, a man who never given up”. Flesch Reading Ease Formula used to analyze the data. This research is categorized as descriptive qualitative method of the research. The overall explanation of the results and after conducting research on usability of story books for teaching English to tenth grade students in high school, the researcher can conclude that by reading story books, students are able to improve their ability to learn to read by thinking creatively and critically. The average readability score results of this storybooks are 52,46 which can be classified as Flesch Reading Ease. This means that the readability level of the story books is fairly difficult to read by students in grades 10 to 12.","PeriodicalId":517829,"journal":{"name":"Linguistics and Education Journal","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140283984","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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