Pub Date : 2023-10-28DOI: 10.29407/jetar.v8i2.21082
Nazar Hasby, Alna Triskaya Angrum
This study aims to explore students' views of the TikTok application, which can be used as a learning medium, especially learning English relevant to generation Z. This is reinforced by previous research and some experiences from several researchers. This is driven by the fact that social media is a medium that is closely related to generation Z. This study used a qualitative method to determine students' views on learning English on the TikTok application. This study used data collection and interview methods. This research was conducted on students from private universities in the first semester of the English academic year (2022/2023). Based on data obtained during interviews with several students regarding students' views on learning English in the TikTok application and the results, most participants agreed that the TikTok application could help to learn, especially learning English. Although each application has drawbacks and constraints, the TikTok application has many benefits, including learning. Furthermore, the implications of this research are closely related to learning, especially learning English, with the hope that it help students learn English modernly.
{"title":"Student’s Views on Learning English on TikTok Application","authors":"Nazar Hasby, Alna Triskaya Angrum","doi":"10.29407/jetar.v8i2.21082","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.21082","url":null,"abstract":"This study aims to explore students' views of the TikTok application, which can be used as a learning medium, especially learning English relevant to generation Z. This is reinforced by previous research and some experiences from several researchers. This is driven by the fact that social media is a medium that is closely related to generation Z. This study used a qualitative method to determine students' views on learning English on the TikTok application. This study used data collection and interview methods. This research was conducted on students from private universities in the first semester of the English academic year (2022/2023). Based on data obtained during interviews with several students regarding students' views on learning English in the TikTok application and the results, most participants agreed that the TikTok application could help to learn, especially learning English. Although each application has drawbacks and constraints, the TikTok application has many benefits, including learning. Furthermore, the implications of this research are closely related to learning, especially learning English, with the hope that it help students learn English modernly.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232627","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 : 2023-10-28DOI: 10.29407/jetar.v8i2.20153
None Pajrian Noor
The use of technology in learning English is very important, it can make the process of learning more effective and easy. Here, the kahoot! is one of the digital quiz in learning English, that used online media very process of learning. The purpose of this study is to know the perspective of graduate students’ of English education study about the uses of kahoot! as a digital quiz in learning English. This study used questioners to collects data. The number of the participants involved in this study were 10 students from private university in Yogyakarta that sitting in the second master program. In addition the methodology in this study is descriptive qualitative. This study found that Kahoot! makes the atmosphere of classroom more interactive and energetic, the participant were more interested and motivated. In addition Kahoot! gives the positive influenced in learning process and make the classroom more interactive fun.
{"title":"Kahoot! As A Digital Quiz in Learning English: Graduate Students’ Perspectives","authors":"None Pajrian Noor","doi":"10.29407/jetar.v8i2.20153","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20153","url":null,"abstract":"The use of technology in learning English is very important, it can make the process of learning more effective and easy. Here, the kahoot! is one of the digital quiz in learning English, that used online media very process of learning. The purpose of this study is to know the perspective of graduate students’ of English education study about the uses of kahoot! as a digital quiz in learning English. This study used questioners to collects data. The number of the participants involved in this study were 10 students from private university in Yogyakarta that sitting in the second master program. In addition the methodology in this study is descriptive qualitative. This study found that Kahoot! makes the atmosphere of classroom more interactive and energetic, the participant were more interested and motivated. In addition Kahoot! gives the positive influenced in learning process and make the classroom more interactive fun.
 
","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232629","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 : 2023-07-03DOI: 10.46244/geej.v10i1.2143
Bactiar Bactiar, Yuni Kaspirawati, J. Juhana
This study aims to investigate the correlations between students’ perceptions on blended learning implemented in English teaching during the adaptation to the new normal, students’ motivations in learning English and students’ achievements in English subject. The participants of this study are 237 11th grade students of SMAN 1 Sukaresmi who had experienced blended learning method more than one year. This study uses the questionnaire adapted from model of Birbal et al. and Gardner’s Attitude/Motivation Test Battery, and IBM SPSS Statistic 27 to calculate the data. There is significant and positive correlation between students’ perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal and students’ achievements in English subject, between students’ motivations in learning English and students’ achievements in English subject, and between students’ perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal and students’ motivations in learning English. Partially, no influence is exerted by students' perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal on students' achievements in English subject. Meanwhile, the considerable influences are exerted by students' motivations in learning English on students' achievements in English subject. However, when they are together, they will have an effect of 21.1% on students' achievements.
本研究旨在探讨在适应新常态的英语教学中，学生对混合式学习的看法、学生学习英语的动机和学生英语学科成绩之间的相关性。本研究的研究对象为237名采用混合学习方法一年以上的苏卡雷斯米中学11年级学生。本研究采用Birbal et al.和Gardner 's Attitude/Motivation Test Battery模型改编的问卷，采用IBM SPSS Statistic 27进行数据计算。ssman 1 Sukaresmi在适应新常态期间学生对英语教学中实施混合式学习的认知与学生英语学科成绩、学生学习英语动机与学生英语学科成绩之间存在显著的正相关。学生对Sukaresmi在适应新常态的英语教学中实施混合学习的看法与学生学习英语的动机之间的关系。部分地，Sukaresmi在适应新常态的英语教学中，学生对混合式学习的看法对学生的英语学科成绩没有影响。同时，学生的英语学习动机对学生的英语学科成绩也有相当大的影响。然而，当他们在一起时，他们会对学生的成绩产生21.1%的影响。
{"title":"THE INTERPLAY BETWEEN BLENDED LEARNING AND STUDENTS' LEARNING MOTIVATION AND ACHIEVEMENT","authors":"Bactiar Bactiar, Yuni Kaspirawati, J. Juhana","doi":"10.46244/geej.v10i1.2143","DOIUrl":"https://doi.org/10.46244/geej.v10i1.2143","url":null,"abstract":"This study aims to investigate the correlations between students’ perceptions on blended learning implemented in English teaching during the adaptation to the new normal, students’ motivations in learning English and students’ achievements in English subject. The participants of this study are 237 11th grade students of SMAN 1 Sukaresmi who had experienced blended learning method more than one year. This study uses the questionnaire adapted from model of Birbal et al. and Gardner’s Attitude/Motivation Test Battery, and IBM SPSS Statistic 27 to calculate the data. There is significant and positive correlation between students’ perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal and students’ achievements in English subject, between students’ motivations in learning English and students’ achievements in English subject, and between students’ perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal and students’ motivations in learning English. Partially, no influence is exerted by students' perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal on students' achievements in English subject. Meanwhile, the considerable influences are exerted by students' motivations in learning English on students' achievements in English subject. However, when they are together, they will have an effect of 21.1% on students' achievements.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84241551","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 this research is to obtain perceptions from the tenth-grade students of SMAN 4 Tarakan which is undergoing blended learning. This study used a quantitative approach with a survey method. The subject of the research was 36 students of X-4 at SMAN 4 Tarakan. The data collected was a closed questioner using Likert scale. The results showed that more students admit that they are more motivated and perform better when taking EFL class that are conducted face-to-face. This is in line with the results of the study which showed that in terms of motivation, students were categorized as very motivated when doing face-to-face learning for the EFL class. In addition, students are also categorized as very good in terms of achievements when participating in EFL class which are conducted face-to-face. So it can be concluded that students prefer and need face-to-face learning more than online learning in English class.
{"title":"THE BLENDED LEARNING: THE TENTH GRADERS’ PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSON AT SMAN 4 TARAKAN","authors":"Wandha Muliawaty, Achmad Errie Diru, Arifin Arifin, Romlah Ulfaika","doi":"10.46244/geej.v10i1.2113","DOIUrl":"https://doi.org/10.46244/geej.v10i1.2113","url":null,"abstract":"The objective of this research is to obtain perceptions from the tenth-grade students of SMAN 4 Tarakan which is undergoing blended learning. This study used a quantitative approach with a survey method. The subject of the research was 36 students of X-4 at SMAN 4 Tarakan. The data collected was a closed questioner using Likert scale. The results showed that more students admit that they are more motivated and perform better when taking EFL class that are conducted face-to-face. This is in line with the results of the study which showed that in terms of motivation, students were categorized as very motivated when doing face-to-face learning for the EFL class. In addition, students are also categorized as very good in terms of achievements when participating in EFL class which are conducted face-to-face. So it can be concluded that students prefer and need face-to-face learning more than online learning in English class.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"179 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85002260","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 : 2023-06-27DOI: 10.46244/geej.v10i1.2041
Tresna Nur Andini, Didin Nuruddin Hidayat, N. Husna, A. Alek
This present study investigates gender representation in an EFL textbook in Senior High Schools by using multimodal critical discourse analysis. The data is collected from the unit contents of the English Textbook by Kementerian Pendidikan dan Kebudayaan Republik Indonesia 2017, which is used for senior high school and vocational high school. The study uses qualitative with Fairclough's three-dimensional framework to analyze the data collected. The focus variables include the frequency of gender representation and women's and men's social and domestic roles. The finding revealed that the EFL textbook was biased, imbalanced, and unequal for the position of male and female; for the frequency of gender representation in pictorial, males dominated around 25.6%, and females were only 11.6%. Then for gender representation in the passage text, the male was dominated by 46.3% and female was 34.3%. Next, for gender representation in conversation text, the male-dominated was 51.8%, and the female was 38.8%. The last one is gender representation in exercise text, the male-dominated by 31.33%, and the female was 40.97%. For the category of gender's social and domestic role, it revealed that males tend to do a social role associated with higher education and knowledge. At the same time, female is related to the traditional view in society that is associated with social status and hype only. Therefore, the result showed that the gender representation in this textbook was not represented equally.
本研究运用多模态批评语篇分析法，对高中英语教材中的性别表征现象进行了研究。数据来源于《Kementerian Pendidikan dan Kebudayaan Republik Indonesia 2017》英语教材的单元内容，适用于高中和职业高中。本研究采用费尔克劳的三维框架对收集到的数据进行定性分析。重点变量包括性别代表的频率以及妇女和男子的社会和家庭角色。研究发现，英语教材对男女地位存在偏见、不平衡和不平等;从性别表现频率来看，男性占25.6%，女性占11.6%。从性别代表来看，男性占46.3%，女性占34.3%。其次，对话文本中的性别代表，男性占51.8%，女性占38.8%。最后是运动文本中的性别代表性，男性占31.33%，女性占40.97%。对于性别的社会和家庭角色类别，它揭示了男性倾向于扮演与高等教育和知识相关的社会角色。同时，女性也与社会上的传统观念有关，这种观念只与社会地位和炒作有关。因此，结果表明，该教科书中的性别代表性并不平等。
{"title":"A CRITICAL DISCOURSE ANALYSIS OF GENDER REPRESENTATIONS IN EFL TEXTBOOK OF SENIOR HIGH SCHOOL","authors":"Tresna Nur Andini, Didin Nuruddin Hidayat, N. Husna, A. Alek","doi":"10.46244/geej.v10i1.2041","DOIUrl":"https://doi.org/10.46244/geej.v10i1.2041","url":null,"abstract":"This present study investigates gender representation in an EFL textbook in Senior High Schools by using multimodal critical discourse analysis. The data is collected from the unit contents of the English Textbook by Kementerian Pendidikan dan Kebudayaan Republik Indonesia 2017, which is used for senior high school and vocational high school. The study uses qualitative with Fairclough's three-dimensional framework to analyze the data collected. The focus variables include the frequency of gender representation and women's and men's social and domestic roles. The finding revealed that the EFL textbook was biased, imbalanced, and unequal for the position of male and female; for the frequency of gender representation in pictorial, males dominated around 25.6%, and females were only 11.6%. Then for gender representation in the passage text, the male was dominated by 46.3% and female was 34.3%. Next, for gender representation in conversation text, the male-dominated was 51.8%, and the female was 38.8%. The last one is gender representation in exercise text, the male-dominated by 31.33%, and the female was 40.97%. For the category of gender's social and domestic role, it revealed that males tend to do a social role associated with higher education and knowledge. At the same time, female is related to the traditional view in society that is associated with social status and hype only. Therefore, the result showed that the gender representation in this textbook was not represented equally.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75615647","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 : 2023-06-27DOI: 10.46244/geej.v10i1.1772
Yunika Upa
Listening has a crucial role in developing communication skills in English as Foreign Language (EFL) context. Facilitating EFL listening activities can be conducted by using various resources such as online video providers, interactive websites, and web-based podcasts.TED Talk is one of the online video series that can be used for undergraduate students to develop their listening comprehension in learning EFL. This study aimed to investigate the use of TED Talk videos in developing EFL listening comprehension and the benefits of listening to TED Talk videos. The study was conducted in an Intermediate Listening Class at a Private University in Yogyakarta. The research subjects were 27 students. The researchers collected data by distributing questionnaires and conducting in-depth interviews with the students. Purpose sampling was employed to result in 3 students. Four students with the highest and lowest results were chosen to be examined thoroughly. The result showed that TED Talk videos helped to develop EFL listening comprehension even though not significant. Listening to TED Talk videos can also motivate undergraduate students to learn English, and can enrich the students’ general knowledge.
{"title":"THE USE OF TED TALKS VIDEOS AS LEARNING MATERIALS IN AN INTERMEDIATE LISTENING CLASS IN A PRIVATE UNIVERSITY IN YOGYAKARTA","authors":"Yunika Upa","doi":"10.46244/geej.v10i1.1772","DOIUrl":"https://doi.org/10.46244/geej.v10i1.1772","url":null,"abstract":"Listening has a crucial role in developing communication skills in English as Foreign Language (EFL) context. Facilitating EFL listening activities can be conducted by using various resources such as online video providers, interactive websites, and web-based podcasts.TED Talk is one of the online video series that can be used for undergraduate students to develop their listening comprehension in learning EFL. This study aimed to investigate the use of TED Talk videos in developing EFL listening comprehension and the benefits of listening to TED Talk videos. The study was conducted in an Intermediate Listening Class at a Private University in Yogyakarta. The research subjects were 27 students. The researchers collected data by distributing questionnaires and conducting in-depth interviews with the students. Purpose sampling was employed to result in 3 students. Four students with the highest and lowest results were chosen to be examined thoroughly. The result showed that TED Talk videos helped to develop EFL listening comprehension even though not significant. Listening to TED Talk videos can also motivate undergraduate students to learn English, and can enrich the students’ general knowledge.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"143 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74873638","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 : 2023-06-27DOI: 10.46244/geej.v10i1.2081
Safiah Almurashi
Most second language learners of English, including Saudi learners at universities, face some challenges with English writing, especially in spelling. These difficulties are attributed to several causes, such as the differences between English and Arabic .The purpose of the present study is to investigate the most spelling errors made by the first year Saudi female students . Also, to define the main factors behind the weakness of students' spelling. Additionally, to suggest some effective teaching approaches to improve spelling instruction. This study adopted Cook's classification of errors, which categorized errors into four categories: substitution, insertion, omission, and transposition. Participants of this study are 80 female students and ten English language teachers. The data was collected through writing a task and a survey. The analysis of errors revealed that errors of omission were the highest proportion of errors with a percentage of (41.55%), whereas substitution spelling errors occur as the lowest frequency with a percentage of (24.65%). Followed by insertion errors with a percentage of (19.72%). The lowest percentage of errors were related to errors of transposition with the proportion of (14.08%). The major cause of the students' spelling errors was the linguistic differences between English and Arabic.
{"title":"ANALYSIS OF THE MOST COMMON SPELLING ERRORS IN ENGLISH FOR SAUDI STUDENTS: A CASE STUDY OF FOUNDATION YEAR STUDENTS","authors":"Safiah Almurashi","doi":"10.46244/geej.v10i1.2081","DOIUrl":"https://doi.org/10.46244/geej.v10i1.2081","url":null,"abstract":"Most second language learners of English, including Saudi learners at universities, face some challenges with English writing, especially in spelling. These difficulties are attributed to several causes, such as the differences between English and Arabic .The purpose of the present study is to investigate the most spelling errors made by the first year Saudi female students . Also, to define the main factors behind the weakness of students' spelling. Additionally, to suggest some effective teaching approaches to improve spelling instruction. This study adopted Cook's classification of errors, which categorized errors into four categories: substitution, insertion, omission, and transposition. Participants of this study are 80 female students and ten English language teachers. The data was collected through writing a task and a survey. The analysis of errors revealed that errors of omission were the highest proportion of errors with a percentage of (41.55%), whereas substitution spelling errors occur as the lowest frequency with a percentage of (24.65%). Followed by insertion errors with a percentage of (19.72%). The lowest percentage of errors were related to errors of transposition with the proportion of (14.08%). The major cause of the students' spelling errors was the linguistic differences between English and Arabic.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"137 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75071811","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 : 2023-06-26DOI: 10.46244/geej.v10i1.2095
Erlina Saota, Yumna Rasyid, Hanip Pujiati
This study aimed at developing teaching materials for Bahasa Indonesia reading skills for Grade IV Elementary School students based on local wisdom using a Quantum approach in South Nias District. By applying Borg and Gall's R&D design, this study involved 92 random samples of students. Data was collected through questionnaires and tests. The results of the study using the t-test obtained tcount of 23.40 higher than ttable of 2.63. In other words, there was a significant difference after using the developed teaching material product. It can be concluded that the developed teaching materials for Bahasa Indonesia reading skills based on local wisdom with a Quantum approach was very effective for teaching reading in grade IV, Public Elementary School, South Nias District. The implications of this study regarding reading achievement, local wisdom, and teacher's strategies are also discussed.
{"title":"TEACHING MATERIALS FOR BAHASA INDONESIA READING SKILLS BASED ON LOCAL WISDOM WITH A QUANTUM APPROACH","authors":"Erlina Saota, Yumna Rasyid, Hanip Pujiati","doi":"10.46244/geej.v10i1.2095","DOIUrl":"https://doi.org/10.46244/geej.v10i1.2095","url":null,"abstract":"This study aimed at developing teaching materials for Bahasa Indonesia reading skills for Grade IV Elementary School students based on local wisdom using a Quantum approach in South Nias District. By applying Borg and Gall's R&D design, this study involved 92 random samples of students. Data was collected through questionnaires and tests. The results of the study using the t-test obtained tcount of 23.40 higher than ttable of 2.63. In other words, there was a significant difference after using the developed teaching material product. It can be concluded that the developed teaching materials for Bahasa Indonesia reading skills based on local wisdom with a Quantum approach was very effective for teaching reading in grade IV, Public Elementary School, South Nias District. The implications of this study regarding reading achievement, local wisdom, and teacher's strategies are also discussed.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88371276","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 : 2023-06-26DOI: 10.46244/geej.v10i1.1930
Sitti Syakira, Fuad Abdullah, M. R. R. Anwari, Agis Andriani, A. Hidayati, Dede Anwar
In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.
{"title":"ON BECOMING A PROFESSIONAL ENGLISH TEACHER","authors":"Sitti Syakira, Fuad Abdullah, M. R. R. Anwari, Agis Andriani, A. Hidayati, Dede Anwar","doi":"10.46244/geej.v10i1.1930","DOIUrl":"https://doi.org/10.46244/geej.v10i1.1930","url":null,"abstract":"In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"469 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72768733","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}
Reading moments of classroom talk as text, we explored how prospective teachers in a Teaching Diverse Young Adult Literature course read and responded to Michael Muhammad Knight’s The Taqwacores, a text with a Muslim LGBTQIA+ theme. Thinking with queer theory—and its constituent concept, homonationalism, more specifically—we examined how discourses of difference, both liberatory and oppressive, were shaped as notions of collective acceptance, tolerance, and inclusion intersected with interpersonal contradictions and contingencies. Using critical discourse analysis to trace how the “queer, Muslim other” was indexed in conversation, we highlight the promises and pitfalls of leveraging diverse youth literature as students examined and extended the privilege of personhood through the particulars of a single text.
我们把课堂上的谈话当做文本来阅读，探讨了在“多元青年文学教学”课程中，未来的教师是如何阅读和回应迈克尔·穆罕默德·奈特(Michael Muhammad Knight)以穆斯林LGBTQIA+为主题的《The Taqwacores》的。通过思考酷儿理论——以及它的组成概念，更具体地说，同性恋民族主义——我们研究了不同的话语，无论是解放的还是压迫的，是如何被塑造成集体接受、宽容和包容的概念，与人际矛盾和偶然事件相交叉。利用批判性话语分析来追踪“酷儿、穆斯林他者”是如何在对话中被索引的，我们强调了利用多样化青年文学的承诺和陷阱，因为学生们通过单一文本的细节来审视和扩展人格的特权。
{"title":"Research: “So, you’re not homophobic, just racist and hate gay Muslims?”: Reading Queer Difference in Young Adult Literature with LGBTQIA+ Themes","authors":"J. Wargo, Kyle Smith","doi":"10.58680/ee202332552","DOIUrl":"https://doi.org/10.58680/ee202332552","url":null,"abstract":"Reading moments of classroom talk as text, we explored how prospective teachers in a Teaching Diverse Young Adult Literature course read and responded to Michael Muhammad Knight’s The Taqwacores, a text with a Muslim LGBTQIA+ theme. Thinking with queer theory—and its constituent concept, homonationalism, more specifically—we examined how discourses of difference, both liberatory and oppressive, were shaped as notions of collective acceptance, tolerance, and inclusion intersected with interpersonal contradictions and contingencies. Using critical discourse analysis to trace how the “queer, Muslim other” was indexed in conversation, we highlight the promises and pitfalls of leveraging diverse youth literature as students examined and extended the privilege of personhood through the particulars of a single text.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88320688","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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