Pub Date : 2023-05-31DOI: 10.30762/jeels.v10i1.1082
M. Faruq Ubaidillah, Sonny Elfiyanto, Andri Jamaul Rifiyani, H. Y. Lee
Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.
{"title":"Indonesian EFL Teachers' Identity Construction in a Global Englishes Era","authors":"M. Faruq Ubaidillah, Sonny Elfiyanto, Andri Jamaul Rifiyani, H. Y. Lee","doi":"10.30762/jeels.v10i1.1082","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.1082","url":null,"abstract":"Studies on English as a foreign language (EFL) teachers’ identity construction have been extensively investigated in recent years. However, the previous studies exclusively focused on teachers in higher education and neglected Global Englishes (GE) concept as a mediator in identity construction. Therefore, to fill this lacuna, the current narrative research study explored the identity construction of 10 Indonesian EFL secondary school teachers in the Global Englishes era. The data were gathered through in-depth interviews and observations and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings were elaborated into six emerging themes; they were 1) teachers’ perspectives of Global Englishes, 2) the goal of teaching English, 3) native speaker fallacy, 4) the use of mother tongue, 5) the use of Western cultures, and 6) the use of international English textbooks. Based on the investigation, the teachers echoed multiple identities as English teachers vis-à-vis the Global Englishes era. Although they are aware of such an issue, their tenets to adhere to the practice of native speaker fallacy are still strongly held. In other words, our study revealed a perceptual mismatch among the teachers with regard to their identities in a Global Englishes era.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75831781","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 conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.
{"title":"Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects","authors":"None Hamamah, Rafidah Bt. Sahar, Ive Emaliana, Yulia Hapsari, Putu Dian Danayanti Degeng","doi":"10.30762/jeels.v10i1.1093","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.1093","url":null,"abstract":"This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135793081","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 : 2023-04-08DOI: 10.30762/jeels.v10i1.958
Erna Iftanti, Nany Soengkono Madayani, Nada Mohsen Said Ali Sherif
This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.
{"title":"Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation","authors":"Erna Iftanti, Nany Soengkono Madayani, Nada Mohsen Said Ali Sherif","doi":"10.30762/jeels.v10i1.958","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.958","url":null,"abstract":"This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693596","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 : 2023-04-01DOI: 10.30762/jeels.v10i1.852
Faridatun Nida, Jiang Jiguang, Sindhy Nur Azizah
This research explores the skill of computer-science students in translating technology and computer terminologies. It is a mixture of qualitative and quantitative. The data is collected by a survey. The participants are students of Amikom Purwokerto University. The analysis is executed using the Molina-Albir theory of translation techniques. It is then continued by evaluating the type of equivalency using theory from Kade. The result shows that the students' skill in translation varies. The techniques applied help the students to deliver the meaning from the source text to the target text. Unfortunately, only a half of the whole data reaches the total equivalence because of its changes in the form. Hence, the finding confirms that background knowledge of the participants in technology and computer science is provenly helpful to deliver and interpret the meaning. It also arisen an assumption that the combination of their knowledge and linguistics considerably can help the students in establishing the equivalency. Therefore, it is expected that the findings of the research give the novelty to the translation studies and also for the lecture in giving the lesson and activity for English and translation class because it is beneficial and gives contribution to solve the-real-world challenges.
{"title":"Exploring Computer Science Students’ Skill In Translating Technology and Computer Terminologies","authors":"Faridatun Nida, Jiang Jiguang, Sindhy Nur Azizah","doi":"10.30762/jeels.v10i1.852","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.852","url":null,"abstract":"This research explores the skill of computer-science students in translating technology and computer terminologies. It is a mixture of qualitative and quantitative. The data is collected by a survey. The participants are students of Amikom Purwokerto University. The analysis is executed using the Molina-Albir theory of translation techniques. It is then continued by evaluating the type of equivalency using theory from Kade. The result shows that the students' skill in translation varies. The techniques applied help the students to deliver the meaning from the source text to the target text. Unfortunately, only a half of the whole data reaches the total equivalence because of its changes in the form. Hence, the finding confirms that background knowledge of the participants in technology and computer science is provenly helpful to deliver and interpret the meaning. It also arisen an assumption that the combination of their knowledge and linguistics considerably can help the students in establishing the equivalency. Therefore, it is expected that the findings of the research give the novelty to the translation studies and also for the lecture in giving the lesson and activity for English and translation class because it is beneficial and gives contribution to solve the-real-world challenges.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135673152","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 Indonesian government implemented online learning during the pandemic due to the spread of Covid-19. Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.
{"title":"EFL Students’ Learning Engagement in The Post Pandemic Era","authors":"Nadya Shifa Khaerani, Alies Poetri Lintangsari, Putri Gayatri","doi":"10.30762/jeels.v10i1.869","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.869","url":null,"abstract":"The Indonesian government implemented online learning during the pandemic due to the spread of Covid-19. Nowadays, the post-pandemic era, the application of offline learning has begun to be carried out again and is equipped with technology previously applied during online class. These sudden changes in the education sector certainly affect EFL students' learning engagement. This study was conducted to investigate students' perceptions of English learning engagement in offline classes and to determine whether there is significant difference in learning engagement between online and offline classroom environments. The researcher used a quantitative approach with an Indonesian-language survey questionnaire distributed online to 11th-grade students with 751 participants. The results showed that offline classrooms equipped with technology had a positive result and got significant differences in learning engagement in almost every dimension. These findings also implied that students' engagement on emotional engagement shows no significant differences because the dimension is more affected by the teacher's support and self-awareness in using the language itself. Further implications of this research reveal the need to explore more about EFL teaching techniques and technologies in the learning process to maximize students' engagement.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950910","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}
Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
{"title":"The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills","authors":"Firman Parlindungan, None Mursyidin, None Kurniasih, Refanja Rahmatillah, Rahmad Nuthihar, Said Oussou","doi":"10.30762/jeels.v10i1.788","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.788","url":null,"abstract":"Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950902","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 : 2023-03-02DOI: 10.30762/jeels.v10i1.842
Eva Rosita, S. Halimi
This case study sought to determine the effectiveness of Flipgrid in enhancing the speaking abilities of 20 secondary school teachers representing a variety of subject disciplines. After recording three video monologues and writing reflective journals about their practice experience, all participants responded to questionnaire and interview to express how Flipgrid affected their motivation and self-confidence in speaking English along with their perception of the platform. The interview data was analyzed using Nvivo software by utilizing In Vivo coding. Then, the analysis result was triangulated with the questionnaire. It was concluded that Flipgrid was suitable for participants with English basic proficiency. It also assisted those with intermediate and advanced levels to practice speaking English independently. All participants were motivated due to the excitement, enjoyment, challenge, and self-assurance to speak more effectively. It affected their confidence because their pronunciation, vocabulary, fluency, and grammar improved. Despite minor obstacles in operating Flipgrid, it was considered effective due to its accessibility, helpfulness, and friendliness. This research revealed that using Flipgrid and combining it with face-to-face learning would be a good way to practice speaking English and in future studies, the efficacy of these two strategies would be worth investigated.
{"title":"The Use of Flipgrid in Improving Secondary School Teachers’ Motivation and Confidence in Speaking English","authors":"Eva Rosita, S. Halimi","doi":"10.30762/jeels.v10i1.842","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.842","url":null,"abstract":"This case study sought to determine the effectiveness of Flipgrid in enhancing the speaking abilities of 20 secondary school teachers representing a variety of subject disciplines. After recording three video monologues and writing reflective journals about their practice experience, all participants responded to questionnaire and interview to express how Flipgrid affected their motivation and self-confidence in speaking English along with their perception of the platform. The interview data was analyzed using Nvivo software by utilizing In Vivo coding. Then, the analysis result was triangulated with the questionnaire. It was concluded that Flipgrid was suitable for participants with English basic proficiency. It also assisted those with intermediate and advanced levels to practice speaking English independently. All participants were motivated due to the excitement, enjoyment, challenge, and self-assurance to speak more effectively. It affected their confidence because their pronunciation, vocabulary, fluency, and grammar improved. Despite minor obstacles in operating Flipgrid, it was considered effective due to its accessibility, helpfulness, and friendliness. This research revealed that using Flipgrid and combining it with face-to-face learning would be a good way to practice speaking English and in future studies, the efficacy of these two strategies would be worth investigated.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"425 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76748323","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 : 2023-03-02DOI: 10.30762/jeels.v10i1.434
Diyamon Prasandha, Lailatun Nurul Aniq
Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.
内容和语言综合学习(CLIL)越来越受欢迎，因为它可以帮助学生提高外语水平。先前的研究发现，在双语环境中教授外语会产生障碍，因为学生在学习和教学中语言特征较少。在考察不同视角在这一过程中的重要性的同时，本研究探讨了多语背景下的语言意识形态和实践。它寻求为国际学生讲授预备课程的讲师的声音，讲述他的语言思想和CLIL实践，使用CLIL的不同参数。这种叙事性研究采用了引导性对话和观察。我们采用Barkhuizen et al.(2014)的专题分析法对数据进行分析。研究表明，在学生更全面的语言意识形态语境中构建课程后，语言意识形态就出现了，随后讨论了它与课堂实践的相关性。英语被用来解决可能没有共同母语或共同(国内)身份的个人之间的差距，英语是他们最喜欢的外语交流语言。虽然他为学生们创造了一门人文主义课程，让他们使用他们丰富的词汇和语法，但他却沉浸在短暂的语言意识形态中。
{"title":"Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL","authors":"Diyamon Prasandha, Lailatun Nurul Aniq","doi":"10.30762/jeels.v10i1.434","DOIUrl":"https://doi.org/10.30762/jeels.v10i1.434","url":null,"abstract":"Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82742342","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 purpose of this paper is to analyze language using Bertrand Russell's logical atomism concept. In this article, Russell's concept of logical atomism is also discussed. According to Russell, logical atomism maintains that language may be separated into atomic propositions and compound propositions when talking about words and language as a means of conveying information. Research was conducted using both qualitative and library-based techniques. The data utilized was taken from an Instagram post by the USSFeeds account, which disseminates the most recent news for everyone from youngsters to adults with a focus on the international market. The researcher then analyzes it in terms of Russell's atomic propositions of logical atomism. Logical atomism is an ideology that holds that language may be divided into atomic propositions and compound propositions when discussing words and language as a carrier of information. Additionally, by adding the terms "and", “who”, “that” “or”, and etc these atomic assertions may be combined to make compound propositions. USSFeed captions that are analyzed using the concept of logical atomism must be added with conjunctions to clarify the intended reference. Keywords: Logical atomism, Bertrand Russell, USSFeed.
本文的目的是用罗素的逻辑原子论概念来分析语言。本文还讨论了罗素的逻辑原子论概念。根据罗素的逻辑原子论，在谈论作为传递信息手段的词语和语言时，语言可以分为原子命题和复合命题。研究使用定性和基于库的技术进行。所使用的数据来自USSFeeds账户的Instagram帖子，该账户向从年轻人到成年人的每个人传播最新的新闻，重点关注国际市场。然后用罗素的逻辑原子论的原子命题对其进行分析。逻辑原子论是一种思想，认为在讨论作为信息载体的词语和语言时，语言可以分为原子命题和复合命题。此外，通过添加"and"， " who "， " that "， " or "等术语，这些原子断言可以组合成复合命题。使用逻辑原子论的概念分析的USSFeed标题必须添加连词以澄清预期的引用。关键词:逻辑原子论，罗素，USSFeed
{"title":"An Analysis of USSFeed’s Caption on Instagram Based on the Logical Atomism Concept","authors":"Silfa Dzukhriyah, Setia Rini","doi":"10.56874/jeel.v3i2.1126","DOIUrl":"https://doi.org/10.56874/jeel.v3i2.1126","url":null,"abstract":"The purpose of this paper is to analyze language using Bertrand Russell's logical atomism concept. In this article, Russell's concept of logical atomism is also discussed. According to Russell, logical atomism maintains that language may be separated into atomic propositions and compound propositions when talking about words and language as a means of conveying information. Research was conducted using both qualitative and library-based techniques. The data utilized was taken from an Instagram post by the USSFeeds account, which disseminates the most recent news for everyone from youngsters to adults with a focus on the international market. The researcher then analyzes it in terms of Russell's atomic propositions of logical atomism. Logical atomism is an ideology that holds that language may be divided into atomic propositions and compound propositions when discussing words and language as a carrier of information. Additionally, by adding the terms \"and\", “who”, “that” “or”, and etc these atomic assertions may be combined to make compound propositions. USSFeed captions that are analyzed using the concept of logical atomism must be added with conjunctions to clarify the intended reference. \u0000 \u0000Keywords: Logical atomism, Bertrand Russell, USSFeed.","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"145 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80453419","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}
S. PaulJoshua, de Dios, Eunice Marie, M. Bronzal, Airiks L. Lorda, Emharie D Calleja, Cyra A. Carinan, R. C. Cabiles
In response to the call that education must continue in the midst of the COVID- 19 pandemic, Self-Learning Modules (SLM) became the Department of Education’s primary learning resource in the implementation of a wide-scale Modular Distance Learning. With the educational landscape being confronted with numerous concerns that questions the quality of its SLMs, their evaluation plays an extremely crucial role in pursuit of quality education. The study evaluated English Self-Learning Modules used by Grade 7 students in the First Quarter and propose an enhanced learning material that will be helpful in their modular distance learning experience. The study sought to answer the following questions: (1) What are the strengths and weaknesses of the Self-Learning Modules in terms of: Intellectual Property Rights Compliance, Learning Competencies, Instructional Design and Organization, Instructional Quality, Assessment, and, Readability?; (2) What are the Alternative Interventions suggested to strengthen the identified weaknesses in the Self-Learning Modules?; and, (3) What Enhanced Self-Learning Modules may be proposed based on the strengths and weaknesses of the evaluated materials? Using a purposive sampling, the Key Informants of the study included a total of eight (8) English teachers coming from three different secondary school locales from Legazpi City Division namely: Legazpi City National High School, Gogon High School and Cabangan High School. The study used a mixed method using a Descriptive –Evaluative Design where Key Informants answered a Survey Questionnaire and underwent Key Informants Interview to record the strengths and weaknesses of the Self-Learning Modules. Thematic analysis and percentage were used in the study to identify salient themes from qualitative and quantitative responses of the participants, respectively. Relevant findings revealed that the strengths of Self-Learning Modules are (1) accuracy in citations, (2) copyright compliance (3) proper acknowledgement of the references, (4) accuracy in content, (5) appropriate presentation of objectives, (6) logical organization of content, (7) integration of valuable traits, (8) development of 21st century skills, (9) alignment of assessments to lesson objectives and (10) appropriateness of content and vocabulary to the learners’ level. On the other hand, Self-Learning Modules displayed weaknesses on the following areas: (1) rotten links, (2) missing bibliographies and references, (3) unpacking of broad competencies (4) outdated content and information, (5) grammatical errors, (6) development of lessons that allow for review, (7) providing answer keys, (8) unclear presentation of instruction and (9) seamless transitions of lessons. To strengthen the identified weaknesses, the researchers developed a Guide Book that discusses the alternative interventions suggested by the researchers based on their insights together with the recommendations of educators. The Guide Boo
{"title":"Evaluation of English Self-Learning Modules in the Implementation of Modular Distance Learning","authors":"S. PaulJoshua, de Dios, Eunice Marie, M. Bronzal, Airiks L. Lorda, Emharie D Calleja, Cyra A. Carinan, R. C. Cabiles","doi":"10.56874/jeel.v3i2.883","DOIUrl":"https://doi.org/10.56874/jeel.v3i2.883","url":null,"abstract":"In response to the call that education must continue in the midst of the COVID- 19 pandemic, Self-Learning Modules (SLM) became the Department of Education’s primary learning resource in the implementation of a wide-scale Modular Distance Learning. With the educational landscape being confronted with numerous concerns that questions the quality of its SLMs, their evaluation plays an extremely crucial role in pursuit of quality education. The study evaluated English Self-Learning Modules used by Grade 7 students in the First Quarter and propose an enhanced learning material that will be helpful in their modular distance learning experience. The study sought to answer the following questions: (1) What are the strengths and weaknesses of the Self-Learning Modules in terms of: Intellectual Property Rights Compliance, Learning Competencies, Instructional Design and Organization, Instructional Quality, Assessment, and, Readability?; (2) What are the Alternative Interventions suggested to strengthen the identified weaknesses in the Self-Learning Modules?; and, (3) What Enhanced Self-Learning Modules may be proposed based on the strengths and weaknesses of the evaluated materials? \u0000 \u0000Using a purposive sampling, the Key Informants of the study included a total of eight (8) English teachers coming from three different secondary school locales from Legazpi City Division namely: Legazpi City National High School, Gogon High School and Cabangan High School. The study used a mixed method using a Descriptive –Evaluative Design where Key Informants answered a Survey Questionnaire and underwent Key Informants Interview to record the strengths and weaknesses of the Self-Learning Modules. Thematic analysis and percentage were used in the study to identify salient themes from qualitative and quantitative responses of the participants, respectively. Relevant findings revealed that the strengths of Self-Learning Modules are (1) accuracy in citations, (2) copyright compliance (3) proper acknowledgement of the references, (4) accuracy in content, (5) appropriate presentation of objectives, (6) logical organization of content, (7) integration of valuable traits, (8) development of 21st century skills, (9) alignment of assessments to lesson objectives and (10) appropriateness of content and vocabulary to the learners’ level. On the other hand, Self-Learning Modules displayed weaknesses on the following areas: (1) rotten links, (2) missing bibliographies and references, (3) unpacking of broad competencies (4) outdated content and information, (5) grammatical errors, (6) development of lessons that allow for review, (7) providing answer keys, (8) unclear presentation of instruction and (9) seamless transitions of lessons. \u0000 \u0000To strengthen the identified weaknesses, the researchers developed a Guide Book that discusses the alternative interventions suggested by the researchers based on their insights together with the recommendations of educators. The Guide Boo","PeriodicalId":56238,"journal":{"name":"JEELS Journal of English Education and Linguistics Studies","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82711698","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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