This study investigated the experiences of preservice secondary English language arts (ELA) teacher candidates (n=12) as they attempted to complete their crucial student teaching field experience during the 2020–2021 pandemic crises. In addition, it looked at their university supervisors’ (n=3) experiences as they sought to mentor and guide the teacher candidates through a virtual environment. Findings indicated both positive and negative consequences for participants. Overall, the student teachers and university supervisors remained optimistic about the internship experience and found value in it. Yet the complexities of schedules, digital platforms, and expectations took a heavy toll with one student dropping out and another deciding to go to law school after finishing their education degree. Implications for supporting student teachers and mentors in virtual environments are included, along with recommendations for future research on promoting the cultivation of digital pedagogy in ELA preservice coursework.
{"title":"Research: “Can Someone Please Say Something?”: Avoiding Chaos in a Virtual Environment","authors":"Clarice M. Moran, R. Marlatt","doi":"10.58680/ee202231752","DOIUrl":"https://doi.org/10.58680/ee202231752","url":null,"abstract":"This study investigated the experiences of preservice secondary English language arts (ELA) teacher candidates (n=12) as they attempted to complete their crucial student teaching field experience during the 2020–2021 pandemic crises. In addition, it looked at their university supervisors’ (n=3) experiences as they sought to mentor and guide the teacher candidates through a virtual environment. Findings indicated both positive and negative consequences for participants. Overall, the student teachers and university supervisors remained optimistic about the internship experience and found value in it. Yet the complexities of schedules, digital platforms, and expectations took a heavy toll with one student dropping out and another deciding to go to law school after finishing their education degree. Implications for supporting student teachers and mentors in virtual environments are included, along with recommendations for future research on promoting the cultivation of digital pedagogy in ELA preservice coursework.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78058128","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}
In this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.
{"title":"(Re)Active Praxis: Navigating the Hyphens in Teacher Education during the Pandemic: Three English Educators Reflect","authors":"Ewa McGrail, Stefani Boutelier, C. Young","doi":"10.58680/ee202231756","DOIUrl":"https://doi.org/10.58680/ee202231756","url":null,"abstract":"In this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"507 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89732752","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}
{"title":"Editorial: Moving Forward by Looking Back: Teacher Educator Reflections on Digital Learning during a Pandemic","authors":"","doi":"10.58680/ee202231751","DOIUrl":"https://doi.org/10.58680/ee202231751","url":null,"abstract":"","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"AES-19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84574149","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}
As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the social and emotional toll of the pandemic in our teaching as well.
{"title":"(Re)Active Praxis: Humanizing Online English Teacher Education through Critical Digital Pedagogy","authors":"Merideth Garcia, Amy Piotrowski","doi":"10.58680/ee202231755","DOIUrl":"https://doi.org/10.58680/ee202231755","url":null,"abstract":"As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the social and emotional toll of the pandemic in our teaching as well.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78758122","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}
D. Alvermann, Ahra Cho, Madison Gannon, Jackie Mondi, Mirjana Obradovic, Amy Pulliam, Fang Qi, Serena Readhead, W. Wright, E. Yeom
This study reveals the affordances and limitations of introducing a new instructional framework—archival-based pedagogy—into a digital literacies course for English language arts educators in the fall of 2020 in the midst of COVID-19. Its purpose was to document how seven students in the course went about choosing archival content for the podcasts they created as part of their final project. The conceptual framework of artifactual critical literacy guided the study’s methodology, analysis, and interpretation of the participants’ descriptions of how the archival artifacts they selected became centerpieces in their podcasts and reflected their personal and/or professional identities. Findings from the study are presented through the seven participants’ narrative reflections, created during the spring of 2021. Implications are discussed for furthering archival-based pedagogy as a curricular alternative to traditional online teaching and learning.
{"title":"Research: Archival Encounters via Podcasts: Diversity and Voice in Practice","authors":"D. Alvermann, Ahra Cho, Madison Gannon, Jackie Mondi, Mirjana Obradovic, Amy Pulliam, Fang Qi, Serena Readhead, W. Wright, E. Yeom","doi":"10.58680/ee202231754","DOIUrl":"https://doi.org/10.58680/ee202231754","url":null,"abstract":"This study reveals the affordances and limitations of introducing a new instructional framework—archival-based pedagogy—into a digital literacies course for English language arts educators in the fall of 2020 in the midst of COVID-19. Its purpose was to document how seven students in the course went about choosing archival content for the podcasts they created as part of their final project. The conceptual framework of artifactual critical literacy guided the study’s methodology, analysis, and interpretation of the participants’ descriptions of how the archival artifacts they selected became centerpieces in their podcasts and reflected their personal and/or professional identities. Findings from the study are presented through the seven participants’ narrative reflections, created during the spring of 2021. Implications are discussed for furthering archival-based pedagogy as a curricular alternative to traditional online teaching and learning.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80830597","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}
One of the government's policies to stop the spread of the covid-19 pandemic is to shift face-to-face learning at school to distance learning at home. Online learning is not easy to do, it is different from conventional learning. In online classes, students were reluctant to participate in the in-class activities. This kind of reluctance made students lose motivation to learn languages. This study aims to see how the online learning model is to find out the students’ involvement in EFL online classes during the Covid-19 Pandemic at Senior High School in Bengkalis. This present study employs a descriptive case study as the research design. To collect the data, researchers used observation, video documentation, and interviews. Meanwhile, the data analysis technique used in this study were used qualitative data analysis techniques which include three activities, namely: data reduction, data presentation, concluding. The results of this study revealed that. Students could not see the screen display, teacher and student communicating to solve problems, there is a network disruption, students late response to teacher, the class leader is the student who always actively responds to the teacher, students do not respond to teacher directions, students sign in and sign out the zoom meeting
{"title":"STUDENTS’ INVOLVEMENT IN EFL ONLINE CLASSROOM DURING THE COVID-19 PANDEMIC ERA","authors":"Nur Isnani Isna","doi":"10.46244/geej.v8i2.1340","DOIUrl":"https://doi.org/10.46244/geej.v8i2.1340","url":null,"abstract":"One of the government's policies to stop the spread of the covid-19 pandemic is to shift face-to-face learning at school to distance learning at home. Online learning is not easy to do, it is different from conventional learning. In online classes, students were reluctant to participate in the in-class activities. This kind of reluctance made students lose motivation to learn languages. This study aims to see how the online learning model is to find out the students’ involvement in EFL online classes during the Covid-19 Pandemic at Senior High School in Bengkalis. This present study employs a descriptive case study as the research design. To collect the data, researchers used observation, video documentation, and interviews. Meanwhile, the data analysis technique used in this study were used qualitative data analysis techniques which include three activities, namely: data reduction, data presentation, concluding. The results of this study revealed that. Students could not see the screen display, teacher and student communicating to solve problems, there is a network disruption, students late response to teacher, the class leader is the student who always actively responds to the teacher, students do not respond to teacher directions, students sign in and sign out the zoom meeting","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74287791","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}
Jurnal Geej, Melliana, Nurul Fitriani, dan Yoga Pratama
There are many ways that could be done to introduce culture of a country to the international world, one of them is through translation works. This research is conducted by using qualitative approach and content analysis method. The data used in this research are words and phrases found in “Laut Bercerita (The Sea Speaks His Name)” novel by Leila S. Chudori. In this novel, there are many cultural terms, local language from Javanese people, and dictions so that when they are translated to English, they would be interesting because some of the terms, local language and dictions still do not have equivalences in Target Language. In this research, the researcher analyzed 45 data and divided to 2 categories; 19 data in word category, and 26 data in phrase one. The research findings consist of dynamic equivalence, formal equivalence, and equivalence at word levels for translation strategy they are adaptation, communicative translation, semantic translation, descriptive equivalence, idiomatic translation, literal translation, through translation, and transference. The most often strategies used are adaptation, communicative translation, and semantic translation. Through this research, I have knowledge of translation equivalence and how translation strategy being applied to words and phrases.
{"title":"TRANSLATION EQUIVALENCE AND STRATEGIES IN “LAUT BERCERITA (THE SEA SPEAKS HIS NAME)” NOVEL BY LEILA S. CHUDORI","authors":"Jurnal Geej, Melliana, Nurul Fitriani, dan Yoga Pratama","doi":"10.46244/geej.v8i2.1356","DOIUrl":"https://doi.org/10.46244/geej.v8i2.1356","url":null,"abstract":"There are many ways that could be done to introduce culture of a country to the international world, one of them is through translation works. This research is conducted by using qualitative approach and content analysis method. The data used in this research are words and phrases found in “Laut Bercerita (The Sea Speaks His Name)” novel by Leila S. Chudori. In this novel, there are many cultural terms, local language from Javanese people, and dictions so that when they are translated to English, they would be interesting because some of the terms, local language and dictions still do not have equivalences in Target Language. In this research, the researcher analyzed 45 data and divided to 2 categories; 19 data in word category, and 26 data in phrase one. The research findings consist of dynamic equivalence, formal equivalence, and equivalence at word levels for translation strategy they are adaptation, communicative translation, semantic translation, descriptive equivalence, idiomatic translation, literal translation, through translation, and transference. The most often strategies used are adaptation, communicative translation, and semantic translation. Through this research, I have knowledge of translation equivalence and how translation strategy being applied to words and phrases.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89107988","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}
Latifah Rakhma Romadhon, Mutiarani, Muhamad Sofian Hadi
The purpose of this study was to determine the learning process and increase students' vocabulary skills in learning English using flashcard media in Class VII SMP An-Nurmaniyah. The research method used is classroom action research with the following stages: planning, implementation, observation and reflection. Data collection techniques used in this study are: (1) tests, (2) interviews, (3) observation. The results obtained from this study are that the implementation of the first action learning has not achieved maximum results, it appears that there are still students who are less involved in the use of flashcard media and there are still students who feel confused about what the teacher bothered so that the average score obtained by students in the first cycle was 68, with learning completeness around 72%. By looking at the Minimum Completeness Criteria (KKM) that has been set at SMP An-Nurmaniyah, namely 65, there are 13 people who reach the completeness criteria, meaning only 72%, while according to the KTSP a learning is said to be complete if the completeness score obtained by students is 75% of the total the number of students. Meanwhile, the second cycle has increased with the average score obtained by students in the second cycle is 84, with learning completeness around 100%.
{"title":"THE USE OF FLASHCARD MEDIA IN IMPROVING STUDENTS' ABILITY IN LEARNING VOCABULARY AT ENGLISH CLASS VII AN-NURMANIAH JUNIOR HIGH SCHOOL","authors":"Latifah Rakhma Romadhon, Mutiarani, Muhamad Sofian Hadi","doi":"10.46244/geej.v8i2.1498","DOIUrl":"https://doi.org/10.46244/geej.v8i2.1498","url":null,"abstract":"The purpose of this study was to determine the learning process and increase students' vocabulary skills in learning English using flashcard media in Class VII SMP An-Nurmaniyah. The research method used is classroom action research with the following stages: planning, implementation, observation and reflection. Data collection techniques used in this study are: (1) tests, (2) interviews, (3) observation. The results obtained from this study are that the implementation of the first action learning has not achieved maximum results, it appears that there are still students who are less involved in the use of flashcard media and there are still students who feel confused about what the teacher bothered so that the average score obtained by students in the first cycle was 68, with learning completeness around 72%. By looking at the Minimum Completeness Criteria (KKM) that has been set at SMP An-Nurmaniyah, namely 65, there are 13 people who reach the completeness criteria, meaning only 72%, while according to the KTSP a learning is said to be complete if the completeness score obtained by students is 75% of the total the number of students. Meanwhile, the second cycle has increased with the average score obtained by students in the second cycle is 84, with learning completeness around 100%.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84867145","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 study aims to evaluate the (TESOL) English online learning in a private middle-school in Bantul, Yogyakarta, Indonesia using the Context, Input, Process, Product (CIPP) model of Stufflebeam. This qualitative research collected the data using observation, interview, and document analysis. The research results were be analyzed qualitatively by applying discourse analysis. The result of the study implied that in Context, the school had tensions on the students of grade seven and eight in achieving minimum accomplishment criteria and grade nine in acquiring the minimum graduation criteria. The Input indicated that the human resource, syllabus and essential material, and facilities were sufficiently available. The Process disclosed that the teachers had a different approach in virtual teaching. The Product showed the average score of the final semester test for grades seven and eight were under by the minimum accomplishment criteria but grade nine achieved the target.
{"title":"IMPLEMENTATION OF CIPP MODEL FOR ONLINE LEARNING EVALUATION DURING COVID-19 PANDEMIC","authors":"H. Purwaningsih, Hanandyo Dardjito","doi":"10.46244/geej.v8i2.1394","DOIUrl":"https://doi.org/10.46244/geej.v8i2.1394","url":null,"abstract":"This study aims to evaluate the (TESOL) English online learning in a private middle-school in Bantul, Yogyakarta, Indonesia using the Context, Input, Process, Product (CIPP) model of Stufflebeam. This qualitative research collected the data using observation, interview, and document analysis. The research results were be analyzed qualitatively by applying discourse analysis. The result of the study implied that in Context, the school had tensions on the students of grade seven and eight in achieving minimum accomplishment criteria and grade nine in acquiring the minimum graduation criteria. The Input indicated that the human resource, syllabus and essential material, and facilities were sufficiently available. The Process disclosed that the teachers had a different approach in virtual teaching. The Product showed the average score of the final semester test for grades seven and eight were under by the minimum accomplishment criteria but grade nine achieved the target.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"6 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79060396","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 preliminary research showed that students at the eleventh grade of State Senior High School 2 Enok had anxiety in the English examination. It can be seen that some of the students were confused in the English examination because the students got anxious. This research aimed to investigate the students’ anxiety in English examination at the eleventh grade of State Senior High School 2 Enok. Descriptive research is employed as the design. The population of the research was the students at the eleventh grade of state senior high school 2 Enok. The number of samples was selected by using a technique called simple random sampling. The sample was 30 students. The researchers obtained the data from the questionnaire. The data were analyzed by using descriptive statistics calculated by SPSS 20.0 program. The findings showed that the majority of students’ anxiety at the eleventh grade of State Senior High School 2 Enok was mediocre with 66.67%. Some of them were at a low level with 33.33%. While 0% in a high level. Thus, based on the data obtained it could be concluded that the students still have anxiety in English examination even at the mediocre level.
{"title":"INVESTIGATING SECONDARY SCHOOL STUDENTS’ ANXIETY LEVEL IN ENGLISH EXAMINATION","authors":"Novinda Rosayanti, Miftahul Mahrus","doi":"10.46244/geej.v8i2.1503","DOIUrl":"https://doi.org/10.46244/geej.v8i2.1503","url":null,"abstract":"The preliminary research showed that students at the eleventh grade of State Senior High School 2 Enok had anxiety in the English examination. It can be seen that some of the students were confused in the English examination because the students got anxious. This research aimed to investigate the students’ anxiety in English examination at the eleventh grade of State Senior High School 2 Enok. Descriptive research is employed as the design. The population of the research was the students at the eleventh grade of state senior high school 2 Enok. The number of samples was selected by using a technique called simple random sampling. The sample was 30 students. The researchers obtained the data from the questionnaire. The data were analyzed by using descriptive statistics calculated by SPSS 20.0 program. The findings showed that the majority of students’ anxiety at the eleventh grade of State Senior High School 2 Enok was mediocre with 66.67%. Some of them were at a low level with 33.33%. While 0% in a high level. Thus, based on the data obtained it could be concluded that the students still have anxiety in English examination even at the mediocre level.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90831064","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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