English Review: Journal of English Education
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The correlations among critical thinking skills, critical reading skills and reading comprehension
Get PDFCritical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension)
TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PERCEPTION OF ENGLISH EDUCATION STUDENTS
Get PDFAbstract: Technological Pedagogical and Content Knowledge, abbreviated as TPCK or TPACK, is the interdependent, situated knowledge needed to integrate the use of digital tools and resources effectively in curriculum-based teaching. This study aims to find out the TPACK perception of English Education students at Lampung University, the way the students obtain TPACK in learning, and the role of lecturers in assisting the students to obtain TPACK in learning. By applying a mixed method, questionnaire and interview were used to gather the data. 225 English Education undergraduate students in academic year 2018/2019 and 3 lecturers participated in this study. As result, the TPACK perception of the students was generally good as the score of all domains measured (Technological Knowledge/TK, Technological Content Knowledge/TCK, Technological Pedagogical Knowledge/TPK, Technological Pedagogical Content Knowledge/TPCK, and Technology-related Learning Experiences/TLE) was 722.1. Moreover, the students obtained TPACK by observing lecturers teaching in the classroom and doing self-learning with internet as media. Further, it was found that there were five roles of the lecturers in assisting the students to obtain TPACK in learning, namely provider, model, controller, facilitator, and motivator.Keywords: TPACK; English dducation students; role of lecturers; students’ learning; ICT
APPLYING DIGITAL STORYTELLING TO IMPROVE INDONESIAN HIGH SCHOOL STUDENTS’ VISUAL MEMORY AND WRITING SKILL
Get PDFThis study investigated the use of digital storytelling in improving students’ visual memory and writing skill of tenth grade students in one of senior high school in Tangerang, Indonesia. A total of 72 students are taken as the sample in the current study. The randomized pretest - posttest control group design was used in the study. Using quasi experimental research-non-equivalent control group design, the students in the experimental groups completed the process through digital storytelling. The students’ test and questionnaires were used to collect the data. In order to test whether there was an improvement within groups and to see if there were differences between groups, the hypotheses were tested using the t-test and obtaining gain scores. The result showed that the visual memory and writing skill of students undergoing digital storytelling technique and of those undergoing conventional teaching but no significant differences were found between the two conditions. They had same proficiency, focused and same concentration during the learning process, and the students had many opinions in experimental class. Based on the percentages, students’ post-test showed that students’ visual memory was more dominant than students’ writing skill after applying digital storytelling. Moreover, this research also found that students’ learning motivation was very good and created a good of class atmosphere in experimental class during the learning process by using digital storytelling
MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS’ PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH
Get PDFAlthough extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students’ learning, there have been few studies concerning on university students’ perceptions toward the use of MALL in learning English. The study was undertaken to examine university students’ perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use
Technological knowledge application on academic writing English education study program students
Get PDFTechnological knowledge plays a role in academic writing such as assisting in finding suitable references, checking plagiarism, and publishing the article. However, technological knowledge does not always provide benefits in academic writing. Technological knowledge may affect the writers’ mentality to take shortcut in finishing and checking their writing. The objectives of this study were: (1) to find out the technological knowledge level of English education study program students, (2) to find out how English education study program students applied their technological knowledge in academic writing, and (3) to find out the problems English education study program students encountered in applying their technological knowledge in academic writing. The study’s participant was 13 students from class B 2016 Palembang of English Education Undergraduate Program along with the latest lecturer that teaches them writing. This research used descriptive qualitative design. The data were collected by questionnaire, observation, interview, and document gathering. Percentage calculation, transcribing, and triangulation were used to analyze data. The findings showed that (1) The technological knowledge level of the participants is level two Technical Maxim, (2) the participants applied technological knowledge on academic particularly in finding references and structuring idea, and (3) the participants have several problems in applying technological knowledge in academic writing, such as in citing references correctly, avoiding tendency to copy-and-paste, structural error due to using automatic correction, and paper formatting
Pre-service teachers’ emotion in teaching practicum
Get PDFThis present study involved two novice pre-service teachers who had teaching practicum. It focused on their emotion during two-months teaching practicum. Their emotion dealt with personal geography as well as professional geography. The results revealed that pre-service teacher had emotional experience positively and negatively. The emotional experience that pre-service teachers had in personal geographies starting from nervous, anxious, scared, guilty, shame, self-doubt and being oppressed to being calm, being enthusiasm to teach, having self-confidence and having good rapport with school citizens. Meanwhile, in term of professional geographies, pre-service teachers’ emotions were various, ranging from how to adopt theory to practice, confused how to interpret mentor teachers’ feedback to being disciple, learning how to both design lesson plan and manage classroom, learning to dress well and keeping good relation to students, mentor teacher, supervisors, and school staffs. In addition, this study found the culture influence on pre-service teachers personally and professionally. The Indonesia culture to respect senior emerge during teaching practicum such different social status between student and teacher, tendency to underestimate the value of quality and achievement
Five language style analysis of the host in the tonight show talk show: A sociolinguistics analysis
Get PDFThis thesis presents the language style used by Jimmy Fallon in The Tonight Show talk show. The objective of this study is to investigate the types of language style used by Jimmy Fallon in his talk show based on Joos’s (1967) theory. This research applied descriptive qualitative method. The data of this research were taken from the talk show video and the video transcript. The main theory which was used in this research was taken from Five O’clock book by Martin Joss (1976) and the book of An Introduction to Sociolinguistics by Janet Holmes (1992). The result of this research showed that the researcher has found 29 conversations that contain types of the language style based on Joos’s (1967) theory. As the result, it finds consultative style with 11 data and casual style with 18 data, which casual style becomes dominantly used
UNIVERSITY STUDENTS’ NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA
Get PDFThe aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs
THE USE OF REQUEST STRATEGIES OF INDUSTRIAL ENGINEERING STUDENTS
Get PDFThe aim of this study is to investigate the types of the request strategy used by Industrial Engineering students as EFL learners. Using qualitative data, this study discusses the use of request strategy in case-based teaching of foreign languages. The participants of the study are 37 Industrial engineering students who learnt English in the second semester. The testing instruments used were discourse completion task. For this aim, a discourse completion test was used to generate data related to the request strategies by each group. Selection of request situation in discourse completion test was based on three social factors of relative social distance, power, and rank of imposition. The participants’ responses were analyzed according to the classifications of request strategy by Blum-Kulka & Olshtain. The case study findings indicate that 57% of Industrial Engineering students’ responses mostly use conventional indirect strategies, 29.2 % responses are direct strategies, and 13 % responses belong to non-conventional indirect strategies. 49.7 % responses belong to query preparatory. 17.8 % responses are identified as explicit performatives, 10.3 % responses categorized as want statements, 9.2 % responses classified as strong hints, 6.5 % responses grouped as mild hints, 4.9 % responses recognized as suggestive formulas, and 1.6 % responses indicated as mood derivable. The indirectness is greatly influenced by students’ cultural background, which belong to high-context culture. People in high context culture refer to the value cultures placing on indirect communication. A message is understood with a great deal of gesture, facial expressions, tone of voice, eye contact, body language, posture, and other ways people can communicate without using language. The findings of this study may set pedagogical implications for teachers, and learners of EFL therefore conducting a further field investigation is recommended to have in depth exploration about request strategies made by EFL Learners
The roles of critical incidents to construct public senior high school english teachers’ identities development
Get PDFThis study investigated the role of critical incidents (CIs) to construct Public Senior High School English teachers’ identities development. The researchers examined the meanings of CIs and how these developed their identities as Public Senior High School English teachers. To gain the data, the researchers conducted Open-Form Questionnaire and Open-Ended Interview toward eight Public Senior High School English teachers in Yogyakarta. The data were collected using narrative inquiry statements which displayed respondents’ life story in constructing teachers’ identities related to their CIs. The result of this research demonstrated that there were 12 CIs which were classified into 3 major categories of CIs namely: students’ misbehavior, smart student, and self-improvement. The meanings of these CIs were; motivating teacher to be reflective teacher, empower teacher to be agentic teacher in finding solution, developing teachers’ identities, supporting teachers to have better quality of teaching, and improving teacher confidence. Those meanings of CIs gave a great role to construct Senior High School English teachers’ identity