SALTeL Journal (Southeast Asia Language Teaching and Learning)
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105 research outputs found
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When Writing Gets Rough: Writing Assistance Towards the Transformation of Educational Landscape
Full text linkWriting is one of the skills that has been harmed throughout these tough times of pandemics since students have been unable to strengthen their writing skills. The purpose of this study was to see how well BTLEd students could write the various elements of an argumentative essay in the (Pre-Test) and (Post-Test) phases. The pre-test and post-test essay scores of the 65 BTLEd students were analyzed using a mixed-method technique. The students\u27 degree of competence in writing the various elements of the argumentative essay in their pre-test was described as progressively competent, according to the findings. However, the students\u27 post-test performance improved after they completed their virtual writing intervention. Furthermore, it was noted that there is a significant difference between the pre-test and post-test performance of the respondents. Students\u27 competency in writing must be continuously monitored and evaluated in order to improve their skills in writing argumentative essays
A Development of a Word Guessing Game to Enhance Critical Thinking Skills and Learning Motivation for Junior High School Students
Full text linkThe objectives of this study were; 1) to develop the “Word Guessing” game which can improve critical thinking skills and learning motivation of the junior high students, and 2) to evaluate the learning satisfaction of the junior high students towards the “Word Guessing” game in terms of critical thinking skills and learning motivation improvement. The research samples were 50 junior high school students of Watphraphutthabath Khaolukchang School (Phiphitphatthananukroh), Phetchaburi Province, Thailand. The sample group was selected by purposive sampling. A questionnaire with the IOC of 0.90 was used for data collection. From the study, it was found that the “Word Guessing” game presented with PowerPoint software consists of 8 questions with 5 clues that require the students playing in teamwork system to think critically in order to give the correct answers under the set of rules and using the game itself motivates them to like learning. The students had a positive attitude in critical thinking skills and learning motivation improvement at a high level ( =3.94 - 4.62)
The Utilization of MOOCs Using Kahoot and Student Engagement in Digital Learning During Covid-19 Pandemics
Full text linkNew technology advancements have frequently been credited as holding the potential to cause significant contributions to education. This study contributes to high-quality learning by putting students in real-world e-learning situations while still allowing them to use scientific techniques to complete their project assignments. The subjects of this study were 80 first-year undergraduate students enrolled in the Bahasa Inggris (English) course. The snowball method questionnaire was obtained, and questionnaires were distributed to the students’ WhatsApp groups by performing snowball operational. The Lectures combined virtual face-to-face video conferencing applications on e-learning. Kahoot is an add-on application used. In general, online learning has a positive effect on students’ learning success. However, there are still learning obstacles in academic performance in online learning. On the other hand, learning obstacles occur because of students\u27 limitations in developing themselves or their mental readiness to learn. As a result, digital learning may blend real issues with theoretical concepts in the classroom without neglecting the learning objectives that have been set for student engagement
Remediating the Writing Performance of Struggling Writers through a Self-regulated Strategy Development Approach
Full text linkThis study explored the writing difficulties of struggling writers and attempted to improve their performance in argumentative writing using Self-Regulated Strategy Development approach (SRSD). Using a diagnostic writing test, 39 senior high school students were identified as struggling writers in a secondary school. The participants were involved in a four-week writing intervention. During the process, they were trained to write using two writing strategies. The scoring of the outputs in the diagnostic and post-tests was mediated by two inter-raters following the criteria on writing performance (Jacobs et al., 1981). Initial results showed that struggling writers tend to perform poorly in all areas of writing performance. But after the intervention, the essay of the participants improved in terms of scores and characteristics. The study further explores the activities that worked during the intervention and the perception of participants towards their writing performance. Finally, implications to teaching argumentative writing to struggling writers are provided based on the intervention process
Learning English as A Foreign Language (EFL): A Narratology
Full text linkThis study aimed at narrating the lived experiences of a Taiwanese student in learning English as a foreign language, which includes identifying the other means of learning English as a foreign language, the difficulties encountered in learning English as a foreign language and means of overcoming such. This study made use of a qualitative research design, employing a narrative approach, wherein the data were gathered through face-to-face interviews with the participant – a student representative who had been learning English at school since 13. The interview was audiotaped and transcribed, re-transcribed, and re-storied. The study found that other than in formal school, English could be learned through English tutorial classes, reading materials such as books, journals, and magazines in English, making use of internet applications with English as a medium such as Google, Facebook, Yahoo, Instagram, and talk or chat to foreigners. The study also revealed that the learner encountered difficulties in grammar and pronunciations. As observed, the student was not able to communicate in English effectively – with many grammar lapses and mispronunciations. It was further revealed that motivation and constant practice in English communication is seen by the learner as means of overcoming such difficulties. In conclusion, the study drew that foreign language learning is more difficult because exposure to the language is so limited. However, giving more talks to students in the classroom will provide means for students to practice English as a foreign language, as well as exposure to different internet applications with English as a medium
Living Self-produced Digital Video as a Convenience for Experiential Learning in Fostering L2 Speaking Skill: A Study of Psycholinguistic from Vocational College Students View
Full text linkLearning a language is formed as a cognition process. Ideally, L2 learner engagement and speaking competence for college-level students build 21st-century communication that needs experiential learning. Meanwhile, college students (one academic semester) actively animate them in complex projects with real speaking experiences that indicate the novice L2 learner views speaking skills in the communication context. In addition, students perform reflective activities that revive them articulate the relevance and implications of the experience for continuing learning to link the academic, employability skills and knowledge they generate through these projects. To fill this study discloses a narrative case study that investigates how vocational college students (N=55) develop their experiential learning as a cognition process in learning English and learn 21st-century communication by self-produced video as novice L2 learners. Drawing on the contribution of psycholinguistics\u27 perceptions (cognitive theory) and language exposure of students\u27 experiential learning, focus on speaking skills through a video project. The study concluded that creating practical activities as experiential learning helps novice L2 learners successfully communicate and be aware of a cognitive area in learning English during online learning
Tertiary Students’ Strategies and Difficulties in Answering the TOEFL Test
Full text linkThe recent study investigates tertiary students\u27 perspectives on the implementation of the TOEFL benchmark score as a graduation requirement. There were 100 students chosen randomly in this study. Their perspectives were gathered through a questionnaire and an interview to know the students’ strategies and difficulties in answering the TOEFL test. The results showed that most students agree with the TOEFL benchmark as a graduation requirement however they face obstacles in answering the test. From the interview, the result showed that they had difficulties in answering the listening and grammar sections. This resulted in unfamiliarity with foreign sounds and a lack of practice. Besides, students felt that the minimum TOEFL score for the graduation requirement was beyond their ability since most students were not introduced to TOEFL from the beginning of their study. Most students used their strategies in learning TOEFL through searching some materials on the internet as well as from the module they got from English courses. Such strategies help them to increase their ability to improve their TOEFL score
An Evaluation of TOEFL Benchmark Policy as an Exit Requirement for Undergraduate Students
Full text linkThis study investigated the TOEFL benchmark policy as an exit requirement for Universitas Teuku Umar students. The research method used was survey design hereby the data from the questionnaire and students\u27 TOEFL score were collected. Under the policy, the students have to pass the standard passing score of TOEFL to graduate. 100 non-English major students from Universitas Teuku Umar participated in this study. The results of the study revealed that the participants gave more positive responses than negative ones. The extend of approval for this policy seemed more related to their abilities, awareness of the importance of learning English, and motivation to learn English. The result from TOEFL scores taken from 2018-2019 found that as many as 58% of students failed to obtain minimum criteria (˃ 400) while only 42% of them reached 400 or above. It indicates that Universitas Teuku Umar students are not ready yet to face this policy. On the other hand, based on the questionnaire result, most students agreed with the implementation of TOEFL as an exit requirement, however, a minimum passing score should be evaluated and a set of students\u27 needs under the policy should be facilitated
A Critical Discourse Analysis of the Use of Metaphor in Online Car Advertisements
Full text linkThe objectives of the current study are threefold: a) to investigate what types of metaphors are used in Arab and Western car advertisements and why they use them, b) to explore how metaphors are used in Arab and Western car advertisements, and c) to explore how cultural attributes are used along with metaphors in Arab and Western car advertisements. The study adopted a descriptive approach through content analysis using three models: cultural (Hofstede, 2005), metaphorical (Lankoff & Johnson, 1980), and contrastive discourse analysis (Farclough\u27s, 2001), approaches to analyze the data. The study sample comprised 30 car advertisements from Holland, France, Germany, Italy, the US, and Arab countries, each with five advertisements published online in 2016. The findings of the study show that car advertisements frequently use metaphorical strategies. In addition, the study revealed differences between Arab and Western advertisements in terms of the employment of cultural attributes. Finally, the study also indicated that even within the Western context, there is a different use of metaphorical strategies with subtle differences
Colloquial Speech of University Students Utterance
Full text linkThe purpose of this study is to know more about the use of colloquial speech that grows and develops in the youth generation particularly college students. The researcher applied a qualitative descriptive research method with the theory of types of colloquial speech according to Yule (2010) as a detailed explanation. The research subject was students majoring in the English department at the language and art faculty, State University of Medan. Participant observation and interviews were the technique in collecting data. The result showed that from fifty samples of data, there were only seven of nine types shown by students namely, coinage, borrowing, compounding, blending, clipping, acronyms, and multiple processes. College students tend to show the use of coinage, blending, and acronyms. Communicating using colloquial speech or slang can help the user look more relaxed, cooler, confident, and not left behind. The informants adopt colloquial speech from online media even surrounding where they lived and applied it to the daily conversation with groups of friends