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Writing Achievement of The Students Taught Through Peer Responses
Full text linkThis study aims to find out whether or not the writing scores of the eleventh-grade students who were taught by using peer responses were higher than those who were not taught. This methodology of research was a true experimental design and applied pre-test and post-test. The population of this study was the eleventh grade the sample was two classes were experimental and control group. By using the cluster random sampling technique two groups were taken as samples. The data collection technique used was a written test. The instrument was tested on students at Senior High School 4 of Palembang. Based on the test of students learning outcomes using the peer responses technique, they were in the good category with significant results, namely t table 5.089, significant level 0.05 with df = 48. Based on the results of this study, it could be concluded that there was a significant difference in students writing scores using peer responses, so the peer responses technique is declared effective to be used
EFL English Student’s Ability and Difficulties in Dealing with Academic Phrases
Full text linkThe high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties. Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular
The Role of Target Culture in English Language Education: EFL Teachers’ Perspectives
Full text linkThis research inquired into the ways in which EFL teachers think of the role of target culture in English language education. Of special interest in this research was the issue of whether teaching the target culture is seen as important when it comes to English language learning and teaching in EFL contexts or not. Equally important was the question of whose target culture is taught. Data was collected through semi-structured interviews with ten EFL teachers at different language institutes: five were from Khartoum, Sudan and five from Tehran, Iran. The interview questions, which were formulated after extensive reading of germane literature, explored themes related to culture and its role in English language education. The main and most important finding of the research indicates that EFL teachers think that it is necessary to teach elements of the target culture that are not at odds with their local cultures. Another related finding is that the target culture is conceptualized in monolithic terms and is equated with American and British cultures.
English Language Learners’ Attitude and Challenge Utilized M-Learning: Comparison Mobile Application Moodle and Google Classroom
Full text linkMobile learning became the alternative device and gadget in the online learning environment. Its implementation enabled English language learners to acquire and archive learning content regardless of their location or environment, ensuring that online learning is relevant. However, compact devices are restricted with various technicality challenges, and English lecturers and learners need their adaptation in university. The study aimed to measure and compare English language learners’ attitudes and challenge toward Moodle and Google Classroom mobile application (app). The study employed a quantitative descriptive approach applied to the survey research design cross-sectional. 149 English language learners were concerned as participants from South Jakarta Universities. The questioner findings revealed that the Google Classroom application had a moderately positive attitude toward mobile phones for language learning and teaching than Moodle Application. These findings suggest that the challenges of both platforms could be minimized by recognizing the comprehensive feature from both applications. The English language learners utilized and adopted to learn and develop their communicative capabilities in the Mobile-Assisted Language Learning (MALL) context. Its platforms could have the alternative device for conducting a comprehensive Learning Management System (LMS) rather than a personal computer or laptop interface. The characteristics of Moodle and Google Classroom mobile applications supported and enhanced both learners’ individual and social aspects of the online learning environment. The comparable parameters displayed Google Classroom application was more compatible with learning media than Moodle application. Nevertheless, the advance and complete feature would be accessed from Moodle application than Google Classroom
Investigating The Relationship Between University Students’ Perceptions of Themselves as Writers and Their Writing Performance
Full text linkThis study was aimed at investigating the relationship between EFL students’ perceptions of themselves as writers and their writing performances in an EFL setting with particular reference to first-year undergraduate students at Dire Dawa University, Ethiopian. To the researcher’s best knowledge, how EFL students perceive themselves as writers when writing in English and its relationship and influence on their writing performance was an undiscovered area in the Ethiopian tertiary level contexts. The study used a mixed method research approach of correlational design. As a result, data for the study were collected using questionnaires, writing tests, and interviews, and were analyzed quantitatively and qualitatively. The findings of the study revealed that there is a positive relationship between students’ perceptions of themselves as writers and their writing performances though there is no statistically significant relationship between these two variables. The research results also revealed that students had average perceptions of themselves as writers and their writing performance was found low. Moreover, the results of the study show that students writing performance is influenced by their general progress and physiological state. Generally, it was understood that students’ perceptions of themselves as writers have a positive relationship, and influence on their writing performance levels.
The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani
Full text linkThe study investigates the effectiveness of the Engage-Study-Activate (ESA) method on the speaking ability of eighth-grade students at Islamic Junior High Schools. A quasi-experimental design was employed, involving a pre-test/post-test control group design. The study took place at Mts Sirajut Thalibin Racek Junior High School, which included two classes with a total of 48 students. Class VIII A, the experimental group, consisted of 24 female students, while Class VIII B, the control group, was made up of 24 male students. In this study, data collection was conducted using observation, tests (including pre-tests and post-tests), and documentation. Descriptive statistical analysis was employed to analyze the data. The statistical analysis aimed to determine the mean, frequency, total score, standard deviation, and percentage. The pre-test values for the experimental and control classes were 57.29 and 48.33, respectively, while the post-test values were 83.96 for the experimental class and 60.00 for the control class. The average scores reveal that the experimental group, taught using the ESA method, outperformed the control group, which did not employ the ESA method. Based on data analysis and research findings, it can be concluded that the ESA method significantly improved students' speaking abilities. This is evidenced by the experimental group's average score of 76.36 compared to the control group's average score of 61.82. The mean value of the experimental group is higher than that of the control group, and the t-test value is 3.754, with a 2-tailed significance of 0.001. This suggests that the ESA method can be effectively integrated into speaking instruction in Islamic Junior High Schools to enhance students' speaking proficiency. The study's implications include the importance of adopting learner-centered approaches in language instruction to foster better communication skills in students.
EFL Students' Attitude Towards English Lessons Through Indonesia’s Merdeka Curriculum
Full text linkThe purpose of this study was to examine the attitudes of students towards English lessons within the context of the Merdeka curriculum. Specifically, the study aimed to investigate the impact of the Merdeka curriculum on students' attitudes towards English lessons, as well as identify the factors that contribute to students' positive attitudes towards the Merdeka curriculum at SMA Swasta Katolik Tri Sakti Medan. The analysis of qualitative data revealed that students exhibited favorable attitudes towards English lessons within the Merdeka curriculum. Specifically, in the cognitive component, the findings indicated that 62% of students held positive attitudes, 18% held negative attitudes, and 20% remained neutral. In the affective component, 53% of students displayed positive attitudes, while 22% exhibited negative attitudes and 25% maintained a neutral stance. Lastly, the conative component demonstrated that 59% of students showcased positive attitudes, 14% displayed negative attitudes, and 27% remained neutral. The present study employed qualitative data collection methods. The findings indicated that a majority of the student population, specifically 146 out of 197 students, expressed contentment in their English language learning endeavors. It was observed that certain factors contributed to the cultivation of positive attitudes among students towards English lessons. Firstly, students exhibited a preference for English lessons. Additionally, the presence of an engaging, knowledgeable, and perceptive subject teacher played a crucial role in creating an enjoyable learning environment. The impact of pupils' positive attitudes on their learning achievements is significant
A Genre Analysis of Research Article Abstracts in Forensic Linguistics
Full text linkAs a key genre in the academic discourse community, research articles (RA) have enjoyed great popularity over the years. A key component of the RA is the RA abstract. Its essence is seen in its objective of giving an overview of the study. Given the dearth of genre analysis in the Forensic Linguistics discipline, the study aimed at exploring the move structure and lexico-grammatical features of RA abstracts published in Forensic Linguistics. Adopting Hyland’s five-move model for analysing abstracts, the study randomly sampled ninety (90) RA abstracts from three different Forensic Linguistics journals. Guided by Hüttner’s classification model, the study identified the Purpose move as an obligatory move with 100%. It was revealed that the abstracts follow the semi-linear move sequence, i.e., M1>M2>M3>M4, which was the preferred pattern. The highest textual space was allocated to the Introduction move, and the average number of words in the abstract was 264. With the linguistic realisation of the moves, the present verb tense was preferred, occurring frequently in the Introduction, Purpose, Product and Conclusion moves. Adjunct adverbials were found to dominate the Introduction move, while disjunct adverbials never occurred in any of the moves. The study has insightful implications for language pedagogy, knowledge in the field of Forensic linguistics, and further research
Social Media as a Platform for Acquiring Medical English: Measuring Perceptions of Non-native Healthcare Providers
Full text linkThe primary goal of this study is to measure the perceptions of non-native healthcare providers towards the role of social media in acquiring medical English and enhancing language learning autonomy, and the features of social media that help them acquire medical vocabulary. To this end, a questionnaire was constructed and disseminated to 350 Egyptian healthcare providers working at Magdi Yacoub Foundation (MYF), Aswan Heart Centre (AHC), Egypt. For data triangulation, interviews were conducted with a subset of the questionnaire takers. Findings of the study reveal that social media platforms tremendously assist non-native healthcare providers in acquiring medical English vocabulary and enhancing language learning autonomy. Among the features of social media that proved to be beneficial to Egyptian healthcare providers are easiness of usage, free-of-charge availability, ability to edit, copy and share, ability to store data forever, emoticons to express feelings, choice to join private conversations, and choice to join public discussions and debates.
Meta-Cognitive Strategies in Teaching Listening in Higher Education
Full text linkStudent's ability to learn more effectively is based on their ability to develop metacognition, which is particularly important in the listening domain. Examples of metacognitive processes that may be used include planning, monitoring, and evaluating. This project aims to improve hearing education by learning about metacognitive strategies, learning more about the approaches for using a metacognitive strategy in listening teaching, and the benefits of doing so. The lecturer and 14 students from the Listening II course participated in the event. It was observed that the researchers used two different types of instruments: observation and interview. The findings indicated that students' reactions to instructional tactics might assist them in expanding their knowledge and making it more straightforward for them to undertake listening activities when they have gained the necessary abilities. The implication of this study supports the previous study on the positive outcome resulting from the use of Metacognitive Strategy in improving Listening Skills