Ethical Lingua - Journal of Language Teaching and Literature
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Examining the Reciprocal Technique in Enhancing Students Reading Comprehension: An Experimental Research
Full text linkThis study is to assess the efficacy of the reciprocal technique in enhancing the reading abilities of senior high school students in Purbalingga Regency, Central Java. The study employed a quasi-experimental research design, comprising an experimental group instructed by the reciprocal technique and a control group instructed via lecturing methods. Data were gathered using pre-tests and post-tests comprising 50 multiple-choice questions on recount texts. An independent t-test by IBM SPSS Statistics 27 was chosen for data analysis to compare the performance between the experimental and control groups, aligning with the study’s objective of determining the significant effect of the reciprocal technique. The independent t-test analysis revealed a significant difference between the two groups (p = 0.008), demonstrating that the reciprocal strategy was more effective in improving students' reading comprehension. This method, including encompassing prediction, inquiry, clarification, and summarization tactics, promotes active engagement, critical analysis, and cooperation among students. The results indicate that the reciprocal technique can enhance students' reading abilities and foster the creation of more innovative and participatory English teaching strategies
The Effect of Digital Game-Based Learning to Improve Students Learning Outcomes in PAI Class X SMKN 2 Jember
Full text linkThis study analyzed the impact of DGBL on the learning outcomes of PAI students in class X SMKN 2 Jember because most of PAI lessons mostly use the lecture method, so learning it needs an interesting innovation to improve student learning outcomes. Using the Quasi-Experiment One-Group Pretest—Post-test Design method with a sample of 35 DKV Class X students, data was collected through pretest and post-test with CP and TP-based instrument. Analysis was conducted using SPSS, including normality, reability, validity, ANOVA, and simple linear regression tests. The results showed a significant increase from the mean score of the pretest (62.8) to the posttest (83.3) and an increase in the percentage of students reaching the KKM from 11% to 91%. DGBL proved to have a significant effect on learning outcomes, with the regression model explaining 93,5% of the observed variation. This study demonstrates that DGBL is effective in improving the motivation and learning outcomes of PAI students, confirming the importance of technology-based learning innovations in religious education.
 
Utilizing Smart Classroom-Based Blended Learning in English for Sports: Students’ Perceptions and Experiences
Full text linkThis study explores students' perceptions and experiences of Smart Classroom-Based Blended Learning in English for Sports at STKIP YPUP Makassar. It examines its effectiveness, user experiences, and challenges. Using a descriptive quantitative survey, data were collected from 30 first-semester students through a structured questionnaire and analyzed using descriptive statistics. Findings show that 84.07% of students had positive perceptions, especially regarding engagement and accessibility. However, only 26.7% found it enhanced collaboration, and technological issues were a concern, with only 16.7% reporting platform compatibility and 13.3% finding internet connectivity sufficient. The results align with Alimuddin et al. (2023), who emphasized the need for adequate training to optimize digital learning. This study contributes to technology-enhanced education, highlighting the need for better infrastructure, digital literacy training, and improved instructional strategies
An Analysis of IRF (Initiation-Response-Feedback) Pattern in Online English Classroom
Full text linkClassroom is an environment where students and teachers can develop their communication skills. Interactions between the teacher and students in the classroom are a hallmark of communication during the teaching and learning process. Classroom activities rely heavily on interaction between students. It also affects students' academic performance. Therefore, it is essential to understand how a teacher implements classroom interaction. This study was designed to examine the types of IRF (Initiation-Response-Feedback) patterns and the most common type employed in online classroom interactions. In this pattern, there are the teacher's questions, students' responses, and the teacher's feedback. It was a descriptive qualitative study that employed classroom recording to obtain the data. The teaching and learning process involved 30 students and 1 English teacher in the online classroom. The findings revealed that all the types of IRF patterns used by the teachers and learners are procedural questions, convergent questions, divergent questions, display questions, referential questions, Socratic questions, specific response, open-ended or student-initiated, Silence, silence AV, acknowledging a correct answer, indicating an incorrect answer, praising, expanding or modifying students' answer, repeating, summary, and criticizing. This study indicated that teacher and students' initiative and response dominated the IRF pattern in this classroom. The instructor has utilized numerous types of beginning feedback. In contrast, neither work-related nor non-work-related comments were used in the discussion by students. The IRF pattern in this classroom benefited the instructor in keeping the students motivated
English Partnering Efl Students With Chatgpt To Enhance Students’ Skills In Oral Communication
No full textThe use of technology and robots in foreign language learning has gained popularity in recent years. The introduction of sophisticated artificial intelligence technology for language learning has the power to completely change the way that languages are taught and acquired. ChatGPT is an evolving language model created by OpenAI that can produce texts. ChatGPT may prove to be a useful tool for language learning for both educators and students. Artificial intelligence technology is transforming foreign language education by offering new pedagogical approaches. ChatGPT presents practical applications for both language instructors and students in educational settings. This study aimed to enhance students’ oral communication skills by partnering in which is a tool of ChatGPT. It answered the following questions: How can ChatGPT enhance students’ oral communication skills and also enhance students’ attitudes toward learning English. The findings reveal that large language models, such as ChatGPT, can substantially enhance English language learning through a multifaceted approach. Specifically, the research demonstrates that these AI-powered platforms facilitate language acquisition by (a) providing specific feedback on language accuracy and (b) fostering language fluency through ample contextual practice. The participants consisted of 25 students from the accounting management program at State Polytechnic of Malang. To sum up, it can be stated that ChatGPT contributed to students' success by enhancing their attitudes and verbal communication skills
Bridging Identities, Weaving Words: Exploring the Complex Tapestry of Learner Identity in Blended Learning through Collaborative Writing
Full text linkIn blended learning environments, learner identity construction and the factors influencing it have received less attention than the extensive study on language learner identity in face-to-face classroom settings. This critical review paper critically summarizes and reviews a qualitative case study on learner identity construction in blended learning environments through collaborative writing presented in Chen et al.’s (2022) study. Their research addresses a significant gap in second language acquisition by exploring identity construction across online and offline contexts. Through class observations, recordings, platform logs, and interviews, the researchers identified distinct learner identities in face-to-face sessions (Group Leader, Spokesperson, Summarizer, and Follower) and online writing (Industrious Contributor, Prudent Reader, Procrastinator, and Cooperative Writer). The study reveals that identity construction stems from interactions between personal factors (language proficiency, personality traits) and contextual elements (peer dynamics, assigned roles, teacher supervision). In this critical review paper, the researchers analyse the study's methodological approach, findings, and theoretical contributions, highlighting strengths (comprehensive exploration, data triangulation) and limitations (small sample size, lack of demographic diversity). Chen et al.'s study contributes valuable insights into the dynamic nature of learner identity in contemporary educational settings and offers practical implications for curriculum design in blended environments
Verbal and Non-Verbal Signs of VANS Advertisements
Full text linkThis study aims to analyze the verbal and non-verbal signs found in selected VANS advertisements and uncover how these signs communicate messages beyond product promotion. Using a qualitative descriptive method, data were collected through observation of two advertisements sourced from VANS’ official website and social media. The signs were analyzed based on Saussure’s (1983) theory of signifier and signified, Barthes’ (1977) concept of denotation and connotation, and Cerrato’s (2012) theory of color. The findings reveal that nonverbal signs, such as images, color schemes, and layout, appear more frequently and carry stronger connotative meanings than verbal signs. These visual elements were found to convey values such as individuality, youth confidence, and cultural belonging. Verbal signs, such as slogans and product descriptions, support the visual messages by reinforcing brand identity. In conclusion, the study finds that VANS advertisements use a combination of symbolic visuals and concise language to create an emotional and cultural connection with the audience, positioning the brand not only as a product but also as a lifestyle representation
Analysis of Code Mixing and Code Switching Pavolia Reine’s Live Stream
No full textThis study investigates the use of code-mixing and code-switching in Pavolia Reine’s live streams, applying sociolinguistic frameworks by Poplack and Muysken to analyze these phenomena in a live-streaming context. Using a qualitative descriptive method, data were collected through transcriptions of her streams, focusing on identifying and categorizing instances of code-mixing and code-switching. The findings show that insertional code-mixing dominates, accounting for 97% of all cases, while alternation and congruent lexicalization represent 2% and 1%, respectively. This reflects the bilingual and multicultural environment of Hololive Indonesia, where Indonesian speakers frequently incorporate English and Japanese to reach broader audiences. Inter-sentential switching is the most common form of code-switching at 53%, followed by intra-sentential switching (29%) and tag switching (18%). These patterns demonstrate how linguistic strategies are employed to connect with local and international viewers, highlighting the multilingual backgrounds of the speakers. Overall, the study underscores the complexity and fluid integration of multiple languages in online streaming, illustrating how digital communication reshapes linguistic practices in real tim
The Interplay of Cognition and Genre-Based Instruction in English Writing Development
Full text linkThe development of effective English writing skills is a persistent challenge for learners, particularly in English as a Foreign Language (EFL) contexts, where cognitive and linguistic demands often overwhelm students. This study examines the role of Genre-Based Instruction (GBI) in addressing challenges by exploring its interaction with cognitive processes on writing proficiency. Specifically, the research explores how GBI contributes to students’ understanding of genre structures, promotes cognitive engagement in planning and organizing writing, and cultivates critical thinking. Employing a qualitative approach, data were collected through interviews involving 20 secondary school students. The results highlighted how GBI facilitated students' understanding of genre-specific conventions, enabling them to create texts with greater cohesion and coherence. Students also reported that the structured steps inherent in GBI reduced cognitive load and enhanced their ability to plan and organize ideas systematically. Furthermore, the study highlighted GBI’s role in motivating students by providing clear guidance and relevant content, which increased their confidence and enthusiasm for writing tasks. These findings underscore the potential of GBI to address the multifaceted challenges of writing by integrating cognitive and pedagogical strategies, offering actionable insights for educators and curriculum designers
Wielding Gimkit as Formative Assessment Tool in EFL Classroom
Full text linkGamification nowadays has increasingly become chart-topping in education. In addition, game-like learning media can possibly be a precise option to use as a formative assessment tool. This research aims at exploring how teacher utilises Gimkit as a formative assessment tool and how students’ perception on the use of Gimkit as a formative assessment tool in English teaching-learning. This research, further, employs a qualitative case approach. The research subject is the ninth grade involving 28 students. The researcher approaches a semi-structured interview to obtain students’ perception on the use of Gimkit as a formative assement in English teaching-learning. The findings reveal that three steps conducted by the teacher in utilising Gimkit; signing up, creating quizes, and implementing Gimkit as a formative assessment in English teaching-learning. Further, it shows that most students have positive perception on the utilisation of Gimkit as a formative assessment in English teaching-learning. These positive values are coded into; Gimkit is considered as an interesting testing tool, it promotes students’ learning motivation and improves students’ reading skill