Pub Date : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1900
Vinindita Citrayasa
Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.
{"title":"JUNIOR HIGH SCHOOL STUDENTS� LIVED EXPERIENCES OF LEARNING ENGLISH USING BUSUU","authors":"Vinindita Citrayasa","doi":"10.25134/IEFLJ.V5I2.1900","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1900","url":null,"abstract":"Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965557","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1901
T. Elyas, Budor S. Al-Zahrani
This experimental study aimed to investigate the impact of a critical thinking based pedagogical approach on learners� retention ability of EFL vocabulary.� There were two groups in the study: an experimental and a control group. The experimental group received vocabulary instruction with a critical thinking-based approach whereas the control group was taught in the conventional methods of vocabulary teaching. The treatment consisted of seven lessons delivered over 12 weeks. At the end of the treatment, the immediate posttest was administered and two weeks after the immediate posttest, the delayed posttest was administered. The resulting data were subjected to descriptive and inferential statistical analysis using SPSS software. The results showed that the experimental group outperformed the control group. Based on these results, the researchers concluded that the adopted critical thinking-oriented language instruction to EFL vocabulary has a positive effect on vocabulary retention, with implications for policy-makers, teacher trainers and teachers.
{"title":"THE IMPACT OF CRITICAL THINKING ON LEARNERS� EFL VOCABULARY RETENTION: THE ARAB CONTEXT","authors":"T. Elyas, Budor S. Al-Zahrani","doi":"10.25134/IEFLJ.V5I2.1901","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1901","url":null,"abstract":"This experimental study aimed to investigate the impact of a critical thinking based pedagogical approach on learners� retention ability of EFL vocabulary.� There were two groups in the study: an experimental and a control group. The experimental group received vocabulary instruction with a critical thinking-based approach whereas the control group was taught in the conventional methods of vocabulary teaching. The treatment consisted of seven lessons delivered over 12 weeks. At the end of the treatment, the immediate posttest was administered and two weeks after the immediate posttest, the delayed posttest was administered. The resulting data were subjected to descriptive and inferential statistical analysis using SPSS software. The results showed that the experimental group outperformed the control group. Based on these results, the researchers concluded that the adopted critical thinking-oriented language instruction to EFL vocabulary has a positive effect on vocabulary retention, with implications for policy-makers, teacher trainers and teachers.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47129269","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1811
Yahya Ashour Mohammed Alkhoudary, Jehad Ashour AlKhoudary
This study examines the impact of flipped learning on ESL students' speaking skills. Basically, secondary school students lack out-of-class instruction to review and study teaching materials independently since there is no opportunity to practice speaking skills outside the class. Therefore, the availability of the technological device in everyone's hand may help to enhance speaking if they are monitored regularly. The qualitative and quantitative approach is employed. The participants consisting of (40) Omani secondary school students, were divided into two groups (20) in the Experimental Group (E. G) and (20) in the Controlled Group (C.G). Pre-and post-tests were managed to both groups before using flipped classroom (FC) as a scaffolding of teaching speaking to non-native learners. Besides, a questionnaire was administered to. The results revealed that E.G excelled in the C.G. Also, it showed a positive attitude towards flipping as a learning strategy.
{"title":"THE EFFECTIVENESS OF FLIPPING CLASSROOM MODEL ON EFL SECONDARY SCHOOL SPEAKING SKILLS","authors":"Yahya Ashour Mohammed Alkhoudary, Jehad Ashour AlKhoudary","doi":"10.25134/IEFLJ.V5I2.1811","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1811","url":null,"abstract":"This study examines the impact of flipped learning on ESL students' speaking skills. Basically, secondary school students lack out-of-class instruction to review and study teaching materials independently since there is no opportunity to practice speaking skills outside the class. Therefore, the availability of the technological device in everyone's hand may help to enhance speaking if they are monitored regularly. The qualitative and quantitative approach is employed. The participants consisting of (40) Omani secondary school students, were divided into two groups (20) in the Experimental Group (E. G) and (20) in the Controlled Group (C.G). Pre-and post-tests were managed to both groups before using flipped classroom (FC) as a scaffolding of teaching speaking to non-native learners. Besides, a questionnaire was administered to. The results revealed that E.G excelled in the C.G. Also, it showed a positive attitude towards flipping as a learning strategy.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47778717","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 : 2019-07-23DOI: 10.25134/IEFLJ.V5I2.1736
Mira Ermita, E. Emzir, N. Lustyantie
This study is done to find out the effect of using the Picture Word Inductive Model for teaching-learning descriptive text with second-semester students in the English Education Study Program at the University of Jambi in Indonesia to improve the students� writing skills. This study used an action research method. Three cycles were done in this study. Data were gathered from observations and tests. In the preliminary study, the mean score of the student�s speaking was 50. The percentage of students who passed the minimum criterion of 70 was 6% with only 1 out of 17 students passing the minimum score. The mean score from cycle 1 was 72 and only 11 students or 65% passed the minimum score. The mean score from cycle 2 was 67 and 41%, i.e. only 7 students passed the minimum score. Meanwhile, from cycle 3, the mean score was 80 and all of the students (100%) passed the minimum score. Hence, the results showed that the use of Picture Word Inductive Model was a success. The students enjoyed their lessons more and were more motivated, interested and confident during the teaching-learning sessions.
{"title":"PICTURE WORD INDUCTIVE MODEL FOR BETTER DESCRIPTIVE TEXT WRITING","authors":"Mira Ermita, E. Emzir, N. Lustyantie","doi":"10.25134/IEFLJ.V5I2.1736","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I2.1736","url":null,"abstract":"This study is done to find out the effect of using the Picture Word Inductive Model for teaching-learning descriptive text with second-semester students in the English Education Study Program at the University of Jambi in Indonesia to improve the students� writing skills. This study used an action research method. Three cycles were done in this study. Data were gathered from observations and tests. In the preliminary study, the mean score of the student�s speaking was 50. The percentage of students who passed the minimum criterion of 70 was 6% with only 1 out of 17 students passing the minimum score. The mean score from cycle 1 was 72 and only 11 students or 65% passed the minimum score. The mean score from cycle 2 was 67 and 41%, i.e. only 7 students passed the minimum score. Meanwhile, from cycle 3, the mean score was 80 and all of the students (100%) passed the minimum score. Hence, the results showed that the use of Picture Word Inductive Model was a success. The students enjoyed their lessons more and were more motivated, interested and confident during the teaching-learning sessions.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453651","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 : 2019-01-16DOI: 10.25134/ieflj.v5i1.1627
E. Syarifah, Raynesa Noor Emiliasari
In English language teaching, project-based learning is not only able to optimize language skills but also other skills such as critical and creative thinking. This study tries to investigate the use of project-based learning to develop students� abilities and creativity in writing narrative text and the students� perception towards the implementation of project-based learning in writing course. This study employed a qualitative approach by involving second semester students who take writing course. The results of this study indicated that project-based learning can help the students to develop their ability and creativity in writing narrative text in several point including their understanding of the topic, their knowledge about narrative genre namely social function, structure of text, and language feature. In addition, the students also showed their creativity through creating their story line and designing the illustration of the story. Furthermore, the students gave positive views toward the implementation of project-based learning. They mentioned that they learned networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one of alternative ways to teach writing in higher education.Keywords: narrative text; project based learning; student creativity; teaching writing; writing skills.
{"title":"PROJECT-BASED LEARNING TO DEVELOP STUDENTS' ABILITY AND CREATIVITY IN WRITING NARRATIVE STORY","authors":"E. Syarifah, Raynesa Noor Emiliasari","doi":"10.25134/ieflj.v5i1.1627","DOIUrl":"https://doi.org/10.25134/ieflj.v5i1.1627","url":null,"abstract":"In English language teaching, project-based learning is not only able to optimize language skills but also other skills such as critical and creative thinking. This study tries to investigate the use of project-based learning to develop students� abilities and creativity in writing narrative text and the students� perception towards the implementation of project-based learning in writing course. This study employed a qualitative approach by involving second semester students who take writing course. The results of this study indicated that project-based learning can help the students to develop their ability and creativity in writing narrative text in several point including their understanding of the topic, their knowledge about narrative genre namely social function, structure of text, and language feature. In addition, the students also showed their creativity through creating their story line and designing the illustration of the story. Furthermore, the students gave positive views toward the implementation of project-based learning. They mentioned that they learned networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one of alternative ways to teach writing in higher education.Keywords: narrative text; project based learning; student creativity; teaching writing; writing skills.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49106039","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 : 2019-01-16DOI: 10.25134/ieflj.v5i1.1611
Nur Rohmat, I. Sadikin
The aim of this study is to find out whether or not there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text. This study used quantitative research method with quasi-experimental design. The population of this research was the 175 students of tenth grade at SMK Bandung Barat, while the sample was 26 students of X 2 Farmasi and X TLM. Writing test was used as the instrument of the study. The data were collected from the result of pretest and posttest. Then, the gain of both classes was analyzed by using t-test in SPSS. The result of the study showed that the mean of gain score in experimental class was 0.38 and the mean of gain score of students in control class was 0.22. It meant that there was difference in improvement between both classes. The hypotheses testing showed that sig. 2 tailed values (p) was 0.000 while alpha α was 0.05. In other words, p < α. It indicated that H0 was rejected. Therefore, it can be concluded that there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text.Keywords: descriptive text; peer response technique; teaching; writing.
{"title":"THE IMPACT OF PEER RESPONSE ON EFL LEARNERS� WRITING DESCRIPTIVE TEXT","authors":"Nur Rohmat, I. Sadikin","doi":"10.25134/ieflj.v5i1.1611","DOIUrl":"https://doi.org/10.25134/ieflj.v5i1.1611","url":null,"abstract":"The aim of this study is to find out whether or not there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text. This study used quantitative research method with quasi-experimental design. The population of this research was the 175 students of tenth grade at SMK Bandung Barat, while the sample was 26 students of X 2 Farmasi and X TLM. Writing test was used as the instrument of the study. The data were collected from the result of pretest and posttest. Then, the gain of both classes was analyzed by using t-test in SPSS. The result of the study showed that the mean of gain score in experimental class was 0.38 and the mean of gain score of students in control class was 0.22. It meant that there was difference in improvement between both classes. The hypotheses testing showed that sig. 2 tailed values (p) was 0.000 while alpha α was 0.05. In other words, p < α. It indicated that H0 was rejected. Therefore, it can be concluded that there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text.Keywords: descriptive text; peer response technique; teaching; writing.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48647121","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 : 2019-01-16DOI: 10.25134/IEFLJ.V5I1.1613
Dila Charisma, K. Khomarudin
Technology information and communication now takes the best attention from educators. It plays to be good or even better media in teaching and leraning process. Therefore, prospective English teachers should have good skill in creating new class atmosphere toward technology. They need to use technology to be the suitable media in learning English, especially speaking, since speaking is considered to be one of difficult skill. Ms Photo Story 3 is one of many computer applications that can be used as a media in teaching speaking. This present study focuses on the effect of Ms Photo Story 3 in improving prospective English teachers� speaking and the response of using Ms Photo Story 3 in learning English, especially speaking. Experiment with one group, pre-test, treatment and post-test were employed in this study. The results showed that there are increasing prospective English teachers� scores. It can be seen from the comparison score of pretest and posttest. Furthemore, the result from the questionaire revealed that the participants� response after using Ms Photo Story 3 in speaking class is categorized good. Thus, it can be concluded that Ms Photo Story 3 is effective in giving prospective English teachers experiences to create digital speaking.Keywords: Ms Photo Story 3; prospective English teachers; speaking; teaching media; technology.
技术、信息和交流现在是教育工作者最关注的问题。它在教学和学习过程中起到了很好的甚至更好的媒介作用。因此，未来的英语教师应该具备良好的技能，创造新的课堂氛围，以技术。他们需要使用技术作为学习英语的合适媒介，尤其是口语，因为口语被认为是一项困难的技能。Ms Photo Story 3是众多计算机应用程序之一，可以用作教学口语的媒体。本研究主要关注图片故事3在提高准英语教师口语能力方面的效果，以及使用图片故事3学习英语尤其是口语的反应。本研究采用前测、治疗和后测三种方法，共设1组试验。结果显示，未来英语教师的分数不断上升。从前测和后测的比较得分可以看出。此外，问卷调查的结果显示，在使用Ms Photo Story 3的口语课后，参与者的反应被归类为良好。因此，可以得出结论，照片故事3在为未来的英语教师提供创建数字口语的经验方面是有效的。关键词:Ms Photo Story 3;准英语教师;说话;教学媒体;技术。
{"title":"THE EFFECT OF MS PHOTO STORY 3 ON STUDENTS� SPEAKING ACHIEVEMENT","authors":"Dila Charisma, K. Khomarudin","doi":"10.25134/IEFLJ.V5I1.1613","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I1.1613","url":null,"abstract":"Technology information and communication now takes the best attention from educators. It plays to be good or even better media in teaching and leraning process. Therefore, prospective English teachers should have good skill in creating new class atmosphere toward technology. They need to use technology to be the suitable media in learning English, especially speaking, since speaking is considered to be one of difficult skill. Ms Photo Story 3 is one of many computer applications that can be used as a media in teaching speaking. This present study focuses on the effect of Ms Photo Story 3 in improving prospective English teachers� speaking and the response of using Ms Photo Story 3 in learning English, especially speaking. Experiment with one group, pre-test, treatment and post-test were employed in this study. The results showed that there are increasing prospective English teachers� scores. It can be seen from the comparison score of pretest and posttest. Furthemore, the result from the questionaire revealed that the participants� response after using Ms Photo Story 3 in speaking class is categorized good. Thus, it can be concluded that Ms Photo Story 3 is effective in giving prospective English teachers experiences to create digital speaking.Keywords: Ms Photo Story 3; prospective English teachers; speaking; teaching media; technology.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45399914","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 : 2019-01-16DOI: 10.25134/ieflj.v5i1.1608
Siti Aimah, B. Purwanto
To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students� attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate students� critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the students� critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.
{"title":"THE USE OF TEACHERS� QUESTIONING STRATEGIES TO STIMULATE STUDENTS� CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA","authors":"Siti Aimah, B. Purwanto","doi":"10.25134/ieflj.v5i1.1608","DOIUrl":"https://doi.org/10.25134/ieflj.v5i1.1608","url":null,"abstract":"To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students� attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate students� critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the students� critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47532317","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 : 2019-01-16DOI: 10.25134/IEFLJ.V5I1.1607
Vina Agustiana
Listening skill is essential in EFL learning. Experiencing more than three years in teaching Listening, the researcher covers that EFL students face problems in comprehending what people say in target language. Through this study, the researcher aims at exploring EFL students� experience in learning to listen to spoken English text which covers (a) students� attitude towards learning to listen to spoken English texts, b) listening anxiety in listening to spoken English texts, and (c) students� effort in improving their listening skill in listening to spoken English text. To meet the research objectives, the researcher used a quantitative research through applying a survey design. A closed ended questionnaire containing 50 questions were distributed to 58 EFL students of a Private University in West Java, Indonesia. The questionnaire was tested its validity and reliability. Moreover, the data were analyzed descriptive statistically. Data revealed that students show (a) a positive attitude towards learning to listen to English spoken text (3.56); (b) students� listening anxiety is in high level (3.52); and (c) students have a high effort in improving their listening skill (3.74). To conclude with, in spite of the high level of students� listening anxiety, they show the high level of attitude in learning to listen to English spoken text and the high effort� in improving their listening skill as well.Keywords: attitude; listening anxiety; listening skill.
{"title":"LISTENING ANXIETY AMONG INDONESIAN EFL STUDENTS","authors":"Vina Agustiana","doi":"10.25134/IEFLJ.V5I1.1607","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I1.1607","url":null,"abstract":"Listening skill is essential in EFL learning. Experiencing more than three years in teaching Listening, the researcher covers that EFL students face problems in comprehending what people say in target language. Through this study, the researcher aims at exploring EFL students� experience in learning to listen to spoken English text which covers (a) students� attitude towards learning to listen to spoken English texts, b) listening anxiety in listening to spoken English texts, and (c) students� effort in improving their listening skill in listening to spoken English text. To meet the research objectives, the researcher used a quantitative research through applying a survey design. A closed ended questionnaire containing 50 questions were distributed to 58 EFL students of a Private University in West Java, Indonesia. The questionnaire was tested its validity and reliability. Moreover, the data were analyzed descriptive statistically. Data revealed that students show (a) a positive attitude towards learning to listen to English spoken text (3.56); (b) students� listening anxiety is in high level (3.52); and (c) students have a high effort in improving their listening skill (3.74). To conclude with, in spite of the high level of students� listening anxiety, they show the high level of attitude in learning to listen to English spoken text and the high effort� in improving their listening skill as well.Keywords: attitude; listening anxiety; listening skill.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42846934","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 : 2019-01-16DOI: 10.25134/IEFLJ.V5I1.1610
Himatul Khoiriyah, Ahmad Mustamir Waris, Juhansar Juhansar
The development of science and technology forces academics to be more creative in the teaching- learning process to achieve a better quality of education. Smule application as a part of science and technology development should be used effectively and creatively as a tool in that process especially in English education field. Therefore, this research aims at describing the students� achievement in pronouncing English song using Smule application and finding out the factors influencing students� achievement in pronouncing English song using Smule application. This research used quantitative data with descriptive statistical approach. The data were collected through English pronunciation test and questionnaire. The English pronunciation test was used to collect the data related to students� English pronunciation achievement and the questionnaire was used to find out the factors influencing students� English pronunciation achievement. The results showed that the mean score of students� achievement in pronouncing English song using Smule application was 3.81 or almost good. It was influenced by the low frequency in practicing pronunciation, the difficulty to balance singing karaoke and music instruments on fast song tempo, and the lack of using Smule application to sing karaoke.Keywords: achievement; English song; pronunciation; smule application; university students.
{"title":"THE STUDENTS� ACHIEVEMENT IN PRONOUNCING ENGLISH SONG USING SMULE APPLICATION","authors":"Himatul Khoiriyah, Ahmad Mustamir Waris, Juhansar Juhansar","doi":"10.25134/IEFLJ.V5I1.1610","DOIUrl":"https://doi.org/10.25134/IEFLJ.V5I1.1610","url":null,"abstract":"The development of science and technology forces academics to be more creative in the teaching- learning process to achieve a better quality of education. Smule application as a part of science and technology development should be used effectively and creatively as a tool in that process especially in English education field. Therefore, this research aims at describing the students� achievement in pronouncing English song using Smule application and finding out the factors influencing students� achievement in pronouncing English song using Smule application. This research used quantitative data with descriptive statistical approach. The data were collected through English pronunciation test and questionnaire. The English pronunciation test was used to collect the data related to students� English pronunciation achievement and the questionnaire was used to find out the factors influencing students� English pronunciation achievement. The results showed that the mean score of students� achievement in pronouncing English song using Smule application was 3.81 or almost good. It was influenced by the low frequency in practicing pronunciation, the difficulty to balance singing karaoke and music instruments on fast song tempo, and the lack of using Smule application to sing karaoke.Keywords: achievement; English song; pronunciation; smule application; university students.","PeriodicalId":53033,"journal":{"name":"Indonesian EFL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45259180","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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