643 research outputs found
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Implementing double-entry journal assisted with Instagram to foster engagement in EFL writing
Full text linkStudent engagement has critical impacts on students to excel academically. Integrating social media in a classroom can potentially affect students engagement. The present study aims to examine student engagement in EFL writing using Double-Entry Journal (DEJ) on Instagram, to examine the correlation between cognitive engagement and achievement, and to reveal the challenges in implementing DEJ. The researchers employed a mixed-method design, involving 42 undergraduate students from the English Department of one of the state universities in Indonesia, and obtained the data through questionnaires, writing portfolios, and Instagram documentation. The close-ended and open-ended questionnaires were distributed to the students, whereas writing portfolios and Instagram documentation were observed to examine the students writing performance. The collected data were managed, classified, and analyzed. The findings reveal that the students are behaviorally, cognitively, and affectively engaged by DEJ assisted with Instagram. There was a positive correlation between cognitive engagement and writing achievement. Yet, challenges had been found, including lack of interaction, student anxiety, and insufficient knowledge during the learning process. The challenges are lessened when teachers and peers offer support with DEJ. The results provide pedagogical implications for teachers to employ instructional strategies that promote engagement in all three dimensions, behaviorally, cognitively, and affectively to attain the students outcomes
TAGANA thematic textbook: Cultivating junior high school students English proficiency with HOTS-PBL integration
Full text linkThis study explores the effectiveness of Themed English Teaching Materials, specifically integrating Higher Order Thinking Skills (HOTS) and Problem-Based Learning (PBL) within a TAGANA (short for Taruna Siaga Bencana, or Disaster Preparedness and Response Volunteer Team) theme to bolster junior high school students motivation and proficiency in English. Addressing the need for innovative educational methods in English teaching, this research fills an existing gap by developing and assessing TAGANA-themed materials that incorporate a HOTS-PBL approach. The study carefully selected 24 English teachers from Bengkulu, Indonesia, using purposive sampling to ensure diverse representation in qualifications, experience, and teaching methods. This study evaluates the materials content validity and instructional efficacy using the five-stage ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The results show that incorporating HOTS and PBL into thematic teaching materials greatly enhances students English proficiency and motivation, especially with themes like TAGANA. Expert validation affirmed the strong content validity of the materials, and data from both the experimental and control groups demonstrated significant improvements in learning outcomes. The integration of HOTS and PBL into thematic teaching materials provides valuable insights into global educational practises. By fostering students higher-order thinking and problem-solving skills and incorporating the theme of TAGANA, this approach offers a progressive methodology for English education. This model makes significant contributions to educational practises globally
Effects of Collaborative Assessment on Undergraduate Students Writing Performance
Full text linkThis study investigates the impact of collaborative assessment on undergraduate students writing performance in English as a Foreign Language (EFL) courses in Indonesia. Collaborative assessment, which encompasses self-assessment, peer assessment, and teacher assessment, enhances writing proficiency and critical thinking skills. This study exclusively incorporates the field dependence-independence (FDI) cognitive styles to explore how these learning styles interact with collaborative assessment strategies. The research used a quantitative method to involve 120 students from Universitas Pancasakti Tegal, divided into field-independent and field-dependent groups. Over 14 weeks, students participated in collaborative assessment activities within their writing courses. Pre- and post-tests, along with survey questionnaires, measured improvements in writing performance and student attitudes. Results indicated significant improvements in writing skills for both cognitive style groups, with field-independent students showing slightly higher gains. The study concludes that collaborative assessment effectively enhances writing performance and fosters positive learning attitudes, regardless of cognitive style, and recommends integrating this approach into EFL writing instruction. The findings imply that collaborative assessment is a valuable tool for accommodating diverse learning styles in EFL education
Dysphemism in eating expressions in Javanese: A study of cognitive semantics
Full text linkThe word eating can produce positive meaning as it is closely tied to human needs. This term is also intricately linked to eating habits. In Javanese society, this term serves to satisfy basic human needs and plays a pivotal role in defining social etiquette. Eating expressions have a broader meaning when examined from a dysphemistic perspective within cognitive semantics. This study employed a descriptive qualitative methodology, with data collection covering interviews, active listening, observation, and note-taking. The data were then analyzed using image schemas and conceptual meaning. The study found that the eating expressions underwent dysphemism in Javanese such as lambene ngemrus wae ket mau! (your mouth keeps eating!), wes, ngrokoti koyo tikus! (you eat like a rat!), Gimin esuk-esuk wis nguntal (Gimin ate too early this morning), wah, yahene wis nyekek ping pindho (you have eaten twice by this time), nyo, badhogen kabeh, aku rasah dingengehi (eat all the food and dont bother to spare for me), panganan kok di gaglak (how come you gulping the food?), and menungso kok gragas?! (how on earth could you only eat?!). Moreover, the study identified conceptual metaphors, comprising six structural metaphors and two orientational metaphors. Structural metaphors arise from systematic relationships observed in daily experiences, whereas orientational metaphors impart spatial direction, including the recognition of top-down image schemes, part-whole image schemes, existence image schemes, and merging image schemes
Pronunciation learning attitudes: The case of EFL undergraduate students in Indonesia
Full text linkA pronunciation-learning attitude is essential to help students improve their pronunciation proficiency. It is problematic when students do not care about learning proper pronunciation in the process of teaching and learning. Several studies have investigated EFL students perceptions toward attitudes of pronunciation learning. However, little research focused on the role of gender on students attitudes in this context. Therefore, the present study aimed to investigate students attitudes toward English pronunciation learning related to gender. An explanatory sequential mixed-method approach, integrating questionnaires of Gardner 1985s Attitude Motivation of Test Battery (AMTB) and Elliot 1995s Pronunciation Attitude Inventory (PAI) and interviews, was employed in this study. Descriptive and inferential statistical analyses were used to analyse quantitative data gathered from 151 students. For qualitative data, the semi-structured interview transcripts of eighteen participants were analysed using thematic analysis. The questionnaires reveal that the students had positive pronunciation learning attitudes, and no significant differences were found between females and males. Moreover, based on the results of the interviews, the students believed that proper pronunciation learning is important to make the message understood. Reflecting on the study results, it is hoped that English lecturers select more practical pronunciation teaching media that can make students more involved in the teaching and learning process and contribute to English pedagogy about the importance of improving learners positive attitude in pronunciation learning
Exploring ethical frontiers: Moral dimensions in the tapestry of contemporary Indonesian literature
Full text linkLiterary works have the potential to enhance a readers internal reservoir of life values without being dismissive. Contemporary Indonesian literature specifically imparts moral messages to its readers. This study aims to explain the moral dimensions present in this literature, utilizing descriptive qualitative methods. Purposive sampling was employed for data collection, covering words, sentences, and discourse representing morals from contemporary Indonesian literary works. This research relies on a literature study for data collection, employing the dialectical method for analysis by oscillating between literary texts and social reality. The findings reveal diverse moral dimensions within contemporary Indonesian literature, each contributing significantly to enriching the readers inner repertoire. These moral dimensions include (1) transcendental: aligning oneself to God, (2) struggle against evil (jihad fii sabiilillah), (3) nationalism, (4) getting closer to God (transcendental value), (5) gender equality as respect for women, (6) upholding the dignity of women, (7) remembering God (dhikr), (8) low morale leading to corruption, (9) upholding religion above worldliness, and (10) religious idea: life is a pseudo-game. The studys implications suggest that contemporary Indonesian literature serves as a significant source for fostering moral values, contributing to readers inner development by highlighting themes such as spirituality, societal responsibility, and ethical conduct. This insight can inform educational and cultural initiatives to promote moral awareness and consciousness
Enhancing reading comprehension skills among Bhutanese English learners through translanguaging
Full text linkTranslanguaging has recently emerged as a prominent field of study. Despite its growing popularity, its impact on students reading comprehension skills remains largely unexplored. This study employed a quasi-experimental research design to examine the impact of translanguaging on students reading comprehension performance. The study also examined students perceptions of translanguaging to gain a deeper understanding of translanguagings potential impact. Data were gathered through pre-and post-tests, questionnaires, semi-structured interviews, and observations. A sample of 56 Bhutanese school students (33 males, 23 females) were purposely recruited and divided into two groups: the experimental and control groups. The experimental group was taught using the translanguaging approach, while the control group followed a monolingual approach. The findings, based on the comparison of pre-and post-test scores between the two groups, revealed that the translanguaging group significantly outperformed the monolingual group in their post-test scores despite a negligible difference in pre-test scores. This suggests that translanguaging could be an effective teaching approach to enhancing students reading comprehension skills. Furthermore, despite the dominant position of English as a Medium of Instruction (EMI) in the context, most students perceived translanguaging as an effective pedagogical practice. They reported that it allowed them to freely use their language repertoire to discuss and learn new vocabulary and difficult content, improved their confidence to participate in classroom discussions, and enhanced lesson comprehension. This study concludes with practical implications and suggestions for future research
Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan
Full text linkEnglish-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers
Academic and recreational reading attitudes among primary students in a rural Malaysian village
Full text linkReading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between childrens reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the programs environment and involvement of reading partners may significantly shape childrens reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between childrens positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing childrens academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development
Exploring symbolism in Hu Ru Gui by Malaysian Chinese writer Dai Xiaohua among Chinese tertiary students
Full text linkThis article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherlands dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia