Journal of Language and Literature Studies
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The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy
No full textMobile-assisted language learning (MALL) is a mobile device-based approach that is utilized in language learning to enhance students' reading proficiency. As mobile devices have become the dominant mode of learning due to prevailing conditions, it has become increasingly necessary to employ adaptable learning processes that aim to improve students' reading skills through the use of metacognitive strategies. Although reading is one of several skills essential to learning English, in the current pandemic situation, it is impractical to teach it directly. Therefore, the MALL approach is imperative to adapt to the new teaching-learning process, particularly in the current pandemic scenario. This study endeavors to assess the application of MALL and its impact on students' reading skills by conducting both qualitative and quantitative research. Data collection methods in this study include observation, documentation, and field notes. The study involved one problematic class, to which researchers implemented the MALL application, followed by tests and interviews at the end of the study. The results indicate a significant increase in students' reading skills, along with ease of learning during the pandemic. Thus, this study highlights the efficacy of the MALL approach in improving students' reading skills and adapting to the pandemic-induced new teaching-learning process
Investigating Students’ Speaking Difficulties and Finding Alternative Solutions at Islamic Affiliated Junior High Schools
No full textIn the realm of English for Specific Purposes (ESP), the cultivation of speaking skills demands specialized learning techniques and models. This particular study embarked on the mission of tackling the speaking challenges encountered by students in Islamic-affiliated junior high schools in West Lombok, Indonesia. Employing a qualitative approach, the researchers harnessed interviews and observations as their research methods. The investigation uncovered a spectrum of hurdles faced by students, including a restricted vocabulary, a dearth of fluency, and an apprehension of making mistakes. In response to these challenges, the researchers strategically employed interviews to augment vocabulary and speaking proficiency, leveraging humor and jokes to foster a relaxed and enjoyable learning atmosphere. The outcomes were promising, showcasing heightened engagement and motivation among students to actively participate in speaking exercises during lessons. The discernible improvement in the students' speaking skills was multifaceted, encompassing advancements in vocabulary, fluency, and overall confidence. Notably, the students not only demonstrated progress but also exhibited positive attitudes towards the teaching methodology employed, describing it as both enjoyable and effective. This study underscores the efficacy of integrating interviews and humor as potent tools in addressing speaking difficulties. It underscores the paramount importance of crafting an engaging and pleasurable learning milieu, emphasizing that such an environment contributes significantly to the enhancement of students' speaking skills. Ultimately, this research sheds light on the transformative impact of innovative teaching approaches within the realm of ESP, offering a compelling case for the adoption of these strategies to foster improved speaking abilities among students
Investigating Students’ Writing Skills in Generating Descriptive Texts: Experiences Learned from English for Specific Purposes (ESP) Contexts in Privates Universities
No full textWriting occupies a paramount role in the conveyance of ideas, demanding a profound comprehension of the nuances integral to crafting impeccable written compositions. The research under consideration was undertaken with the objective of delving into the writing skills of students and discerning the challenges they encounter in composing descriptive texts. Employing a mixed-method approach, the study engaged English learners at STIE AMM Mataram, constituting a cohort of 28 students. To attain a comprehensive understanding of their writing abilities and difficulties, the research employed writing tests and interviews as research instruments. The research outcomes revealed a mean score of 69.92 for the students, indicative of a concerning trend of inadequate proficiency in writing descriptive texts, essentially categorizing their abilities as 'poor.' A closer examination of the data delineated specific performance distributions among the students: 12% garnered scores below 60, designating them as 'poor,' while 40% fell within the 61-70 score range, also categorized as 'poor.' Moreover, 36% secured scores in the 71-80 range, positioning them in the 'average' category, and a mere 12% earned scores designated as 'very good. Vocabulary and organization stood out with ratings categorized as 'good to average,' showcasing relative strengths. Conversely, content, grammar, and mechanics were characterized by a 'fair to poor' categorization, underscoring significant areas of difficulty. In particular, students grappled with challenges concerning grammar, content development, and mechanical aspects of writing. In light of these findings, it is evident that students encounter multifaceted difficulties, particularly in the realms of grammar, content creation, and mechanics. As a viable solution, it is recommended that English teachers prioritize providing students with ample opportunities for writing practice. These opportunities should be designed to specifically enhance content development and grammar proficiency in writing descriptive texts
Developing Task-Based Learning Materials to Improve Students’ Vocabulary Mastery Viewed from Linguistic Awareness
No full textTask-based language learning is an approach that highlights the use of meaningful and authentic tasks in language learning activities. In practical terms, students engage in activities or language tasks that are designed to simulate real-life situations, where they must use the language to complete the task. This approach demands that teachers design learning materials in accordance with task-based learning frameworks. Among the linguistic aspects that have been considered as having a dominant effect on language teaching is linguistic awareness. Therefore, the present study aims to develop task-based learning materials for teaching vocabulary in EFL classrooms for 11th-grade students in secondary high schools, viewed from the perspective of students’ linguistic awareness. This study employs the 4Ds (Define, Design, Develop, and Disseminate) study method. The data collection comprises two types of data, namely qualitative and quantitative data. The quantitative data are analyzed using statistical methods, while the qualitative data are analyzed using techniques such as data condensation, data display, and drawing conclusions. The outcome of this study is an English vocabulary learning material based on task-based language learning activities for high school students in Central Lombok. The task-based learning material is designed based on the syllabus, student needs, school conditions, and level of ability that the researchers have previously analyzed, ensuring that the resulting product is in line with the students' and English teachers' needs
Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners
No full textCommunication refers to the process of exchanging information between individuals, namely the sender and the receiver, with the aim of achieving mutual understanding. In an educational setting, communication strategies serve as a blueprint for how information is exchanged. In particular, the use of effective communication strategies by teachers is critical in constructing classroom discourse in English as a Foreign Language (EFL) classrooms. Such strategies and feedback from teachers are indispensable for students to enhance their abilities and performance in the classroom. Classroom discourse plays a vital role in the learning process, and teachers should consider it during the teaching and learning process. Consequently, this study aims to investigate the communication strategies utilized by teachers in constructing classroom discourse in EFL classrooms, as well as the types of feedback they employ to maintain interaction with their students during teaching and learning processes. To collect the required data, the researcher conducted qualitative descriptive research, using interview notes, note-taking, and observation. The participants were male and female English teachers who taught at different grade levels, including tenth and eleventh grades. The researcher interviewed English teachers regarding their communication strategies and the types of feedback they use during teaching and learning processes. The findings revealed that teachers employed five types of communication strategies, including literal translation, code-switching, nonverbal signals, fillers and hesitation-gambits, self and other-repetition, and appeals for help. The results indicate that the use of such strategies is effective in improving students' performance and ability in class. Additionally, the feedback that teachers use during teaching and learning processes can be categorized into two types, namely oral and visual feedback, which can be given on an individual or group basis
Developing Islamic Tasks-Based Speaking English Materials for Islamic Elementary School Students: A Case Study at Elementary Schools in West Lombok, Indonesia
No full textThe present study aims to develop English Speaking Materials specifically designed for Islamic Elementary School students that adequately meet their language learning needs and preferences. In this regard, the study employs a Research and Development (R&D) ADDIE model, comprising five stages: analysis, design, development, implementation, and evaluation. The researcher not only acted as a materials developer but also as a teacher, since the data collection was conducted in the Islamic Elementary School. The participants in this study included 35 Islamic students and 2 Islamic teachers, and the data collection techniques utilized were questionnaires and structured interviews. The developed materials are grounded on a Project-based learning approach. The study investigates the need analysis for English Speaking Materials for Islamic Elementary School, describes the speaking materials for Islamic Elementary School, and evaluates their quality. The findings of the needs analysis reveal that elementary Islamic students aspire to enhance their fluency in English speaking and acquire more vocabulary to effectively communicate in formal and informal discussions. Accordingly, the developed materials consist of five units, equipped with tasks that incorporate inputs in the form of texts and videos, designed to facilitate the learning process. Moreover, the materials encourage creativity in exploring student knowledge. The study concludes by recommending that future researchers interested in this area utilize this study as an object of research and build upon its limitations. It is hoped that the outcomes of this research are of value to university students, who conduct research in the area of English Language Teaching
Self-Regulated Learning in the Teaching of Speaking and Listening Skills Integrated with Self-Confidence and Linguistic Awareness: A Lesson Learned from a University in Turkey
No full textThe amalgamation of self-regulated learning, self-confidence, and linguistic awareness within the teaching of speaking and listening skills at Islamic-affiliated schools holds tremendous promise in empowering learners to become independent, proficient, and self-aware language users. By encouraging learners to take an active role in their learning process, this integrated approach can significantly contribute to the regulation of their learning activities and ultimately lead to improved academic achievement. Therefore, this study focused on investigating the use of SRL to improve learners’ speaking and listening skills and on delving into the learning situation which affects the speaking and listening skills viewed from self-confidence and linguistic awareness.
The study was conducted in qualitative ways. The research instruments employed observation sheets and interview guidelines. The data are analyzed in qualitative ways, i.e., data condensation, data display, and drawing conclusions and verification. The findings showed that the implementation of self-regulated learning strategies in the teaching of speaking and listening skills can significantly impact learners' language development. Self-confidence and linguistic awareness act as catalysts for improving learners' speaking and listening proficiency. By setting goals, monitoring progress, and engaging in self-reflection, learners can boost their self-confidence, leading to more effective communication. Additionally, heightened linguistic awareness enables learners to refine their language skills, enhancing both speaking fluency and listening comprehension. The findings hold the potential to inform educational practitioners, policymakers, and researchers about the value of incorporating SRL methods effectively into language teaching, leading to more effective and tailored pedagogical approaches
Applying Wattpad Platform as an Instruction Medium to Improve Reading Skills Viewed from Reading Strategies
No full textThe use of Wattpad platform as an instructional medium can be a vital tool for teachers to facilitate students' reading comprehension skills. By employing effective reading strategies, students can comprehend texts more efficiently. This study aims to enhance students' reading proficiency in narrative texts by utilizing Wattpad platform as a medium, and to evaluate the students' perception of the platform's effectiveness in teaching narrative texts. This research followed a classroom action research (CAR) design, which involved the researcher, collaborators, and tenth-grade students from senior high schools. The CAR process consisted of planning, action, observation, and reflection. The research data were both qualitative and quantitative. Quantitative data was gathered from the post-test, while qualitative data was obtained through observation. The researcher employed SPSS software to analyze the quantitative data. The results showed that the mean score of the post-test was 84, indicating that the Wattpad platform application method can enhance students' reading proficiency in narrative texts. This was further confirmed by field notes and observation sheets of the teaching process, indicating that the students enjoyed the reading class and their reading abilities had improved. Moreover, the students perceived the use of Wattpad platform as very effective, with a response rate of 48 students answering (A) very good. The students' focus, drive, earnestness, and responses were deemed satisfactory, with continuous improvement in their self-assurance and reading proficiency. The educational activities were found to be interesting, suggesting that the use of Wattpad platform as an instructional medium can be beneficial for enhancing students' reading skills
The Efficacy of Process-Tracing Technologies for Supporting Academic Writing Instruction: A Lesson Learned from Vietnam
No full textWriting-process research has undergone a transformative shift from relying on methods that were impractical for classroom settings, such as direct or video-based observations and concurrent verbal reports, to adopting less-obtrusive techniques like keystroke logging and eye tracking. The latter methods have become increasingly feasible due to the resolution of software and cost-related concerns, making them more accessible for pedagogical applications. Therefore, this study aims to investigate the efficacy of process-tracing technology for supporting academic writing instruction at a middle school in Vietnam. To carry out the research process, the researchers applied qualitative study. The participants in this study comprise a group of learners attending a middle school in Vietnam. Their involvement in the research revolves around the meticulous tracing of their writing process as they engage in the production of argumentative texts, with a particular focus on the utilization of technology during this endeavor. Data collection involved the application of both interviews and observations to gather comprehensive insights into the phenomenon under investigation. The findings of the study showed that process-tracing technology is able to help teachers and learners to control their academic writing achievement. The conclusion showed that the integration of process-tracing technology, combining keystroke logging and eye tracking, has proven to be a highly effective and valuable tool for supporting academic writing
Exploring Innovative Teaching Strategies of the Singapore English Language Curriculum: A Learning Experience of Lesson Study
No full textThe innovative teaching strategies employed within the context of Singapore's educational framework have been judiciously applied to enhance and enrich the English Language Curriculum. These have been strategically integrated into the pedagogical landscape of English language education. By infusing the English Language Curriculum with these innovative teaching strategies, educators and learners alike have been afforded a dynamic and progressive educational experience that transcends traditional paradigms. This study was conducted in a lesson study. The conducted Lesson Study unfolded across a meticulously orchestrated tripartite framework encompassing distinct research stages: training, instructional planning, and lesson observation. Initially, the data were subjected to a process of "open coding," as per the methodological tenets. Subsequently, a process of categorical organization ensued, wherein the data were systematically sorted into discrete categories. The finding showed that The intricate interplay between lesson study and curriculum innovation has unfolded as a symphonic harmonization that bridges the theoretical constructs of education with the practical realm of pedagogical implementation, immersing itself deeply within the crucible of the classroom