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Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers
Full text linkThis study focuses on the instructional strategies employed by experienced teachers to teach reading comprehension to non-readers in the Namibian upper primary phase within mainstream classrooms. Existing literature suggests that the support provided by experienced teachers is critical for non-readers. However, little is known about the specific strategies used by primary school ESL (English as a Second Language) teachers in Namibia for this purpose. To address this gap, the study utilized a qualitative approach with an exploratory case study design. Data was gathered through class observations and two stimulated recall interviews conducted before and after the observations. Five Grade 5 teachers in the Oshana region of Namibia were purposefully selected as participants. The findings reveal that the teachers employed various strategies to enhance reading comprehension among non-readers. Pre-reading activities involved activating non-readers’ linguistic schema using manipulatives, dictionaries, and glossaries to define new words. Linguistic resources such as flashcards, wall posters, real objects, and pictures were used to expand non-readers’ vocabulary knowledge. Instructional reinforcement strategies, like motivation, activation of prior knowledge through oral discussions, games related to the text, and discussions of reading comprehension rules, were also utilized to support non-readers’ comprehension. The findings hold value for Grade 5 ESL teachers, providing them with effective teaching strategies and opportunities for self-reflection when teaching reading comprehension to non-readers. Additionally, ESL subject advisors can benefit from understanding the needs of primary school non-readers in the Ompundja circuit, Oshana region, to offer appropriate support to upper primary phase ESL teachers in mainstream classes.
Investigating the Influence of Explicit Grammar Instruction for Indonesian EFL Students’ Academic Writing Skills
Full text linkWriting, as a fundamental skill in language acquisition, is intrinsically linked with grammar. For English as a Foreign Language (EFL) learners, especially those from linguistically diverse backgrounds like Indonesia, mastering grammar is both crucial and challenging. While the significance of grammar in writing is well-documented, there is a noticeable gap in research focusing on the specific needs and challenges of Indonesian EFL students. This study aimed to investigate the impact of explicit grammar instruction on the academic writing skills of Indonesian EFL students. It sought to identify specific grammatical challenges faced by these students, assess the effectiveness of targeted grammar instruction, and understand the strategies employed by learners to navigate these challenges. A qualitative research approach was employed, with purposive sampling selecting seven active grammar class attendees from the 6th semester of ABA UMI. Data collection instruments included observations, open interviews, writing tests, and documentation review. An interactive model of analysis was used for data interpretation. Preliminary results indicate that while all participants had foundational grammar knowledge, challenges persisted, especially with certain verb tenses. Explicit grammar instruction showed positive impacts on their writing skills, with real-world tasks enhancing the applicability of learned grammar. Participants also showcased diverse strategies to overcome grammatical challenges, underscoring the need for flexible instructional approaches. Explicit grammar instruction plays a pivotal role in enhancing the academic writing skills of Indonesian EFL students. Recognizing specific challenges and aligning instruction with real-world tasks can further optimize learning outcomes. This study offers valuable insights for educators, curriculum designers, and EFL learners, emphasizing the need for targeted, context-specific grammar instruction
The Students’ Perception on Blended Learning Used by the English Teachers at SMAN 3 Maros
Full text linkA person's habit of putting what they have learned into practice is a metric that can be used to measure perception, regardless of whether the person agrees with, disagrees with, or justifies what they have learned. In this study, 35 students from class XII MIPA 4 SMAN 3 Maros participated, and descriptive qualitative research methods were employed to conduct the study. The purpose of the research was to investigate the perspectives of students towards blended learning in English. In particular during the COVID-19 pandemic, where there were no dominants in blended learning, students felt that offline learning was still the most important thing major compared to online learning. The conclusion of the students' perceptions on blended learning assists students in accepting their right consciousness to learn English. The study implies a pedagogical perspective into EFL senior high school students’ view towards blended learning post-pandemic time where offline and online classes have only recently begun in Indonesia
Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition
Full text linkEducational methodologies have continually evolved to accommodate the diverse needs of learners. One such evolution has seen the rise of game-based learning, aiming to make education more interactive and engaging. This research focused on determining the efficacy of the Jeopardy game in enhancing the understanding of the simple present tense among seventh-grade students at SMP Negeri 7 Sungai Ambawang during the Academic Year 2022/2023. Using a pre-experimental research design, this study delved into the potential advantages of game-based learning over traditional teaching methods. A sample size of 25 students from class VII A was meticulously chosen to ensure the results' consistency and accuracy. To measure the students' grasp of the simple present tense both before and after the Jeopardy game intervention, a multiple-choice test, consisting of 20 items, was administered. Each item in the test offered four options (a, b, c, and d) for students to choose from. Statistical analysis of the gathered data resulted in compelling outcomes. The null hypothesis (H0), which posited that the Jeopardy game would have no significant impact on the students' understanding of the simple present tense, was soundly rejected. In contrast, the alternative hypothesis (Ha), suggesting the game's effectiveness, was accepted. This conclusion was bolstered by a notable t-value of 9.62, surpassing the critical t-table value of 2.064 at 24 degrees of freedom with a 5% significance level. Furthermore, the study highlighted a strong effect size of 1.9, indicating the game's substantial impact on learning
Formative Assessment Practiced By EFL Lecturers in STAIN Majene
Full text linkThis research aimed to find out (1) how do EFL lecturers perceive formative assessment? (2) How do EFL lecturers practice formative assessment? This research employed a qualitative research design based on a case study approach involving three EFL lecturers in STAIN Majene. Data collection methods include interviews, classroom observations, and documentation. The result of the study showed that (1) the EFL lecturers perceived formative assessment practice mainly as a process of giving feedback for the student's improvement and for adjusting their instruction. and (2) learning targets, monitoring, feedback, self-assessment, and peer assessment assisted the EFL lecturers and students in achieving their learning objectives. The present study concluded that EFL lecturers perceived that the experience of implementing formative assessment has shaped their perceptions of EFL lecturers. The EFL lecturers got various and different experiences in practicing formative assessment
A Study on Teacher Professionalism in Teaching English After Pandemic
Full text linkThis comprehensive qualitative study delves into the ramifications of the COVID-19 pandemic on teacher professionalism, particularly in the domain of English language teaching (ELT) in Indonesian senior high schools. Teachers hold a pivotal role in any education system, with their professionalism gauged by the mastery of certain competencies and skills tailored to meet the demands of the teaching profession. In the realm of foreign language education, the overarching goal is to equip learners with essential communication skills, necessitating the design of classroom activities that encourage learners to express themselves effectively through language. The onset of the pandemic posed unprecedented challenges to this goal, forcing a rapid transition to online and offline hybrid learning models and demanding flexibility and innovation from teachers. This study, conducted at MAN 2 Parepare in 2022, explores how English teachers responded to these challenges, analyzing their teaching strategies and techniques to maintain the quality of education amidst this turbulent period. The study identified four primary strategies employed by teachers - expository, inquiry, contextual teaching and learning, and problem-based instruction. Teachers adapted these methods to foster an engaging learning environment that caters to the unique challenges posed by the pandemic, such as virtual classrooms and social distancing measures. The study reveals not only the teachers' adaptability and resilience but also their commitment to nurturing their students' linguistic abilities, even in times of crisis. Furthermore, the study uncovers the difficulties faced by these professionals, providing a clear picture of the pressing need for targeted support and professional development initiatives in these exceptional circumstances. The findings of this research have broad implications for policymakers and educators alike, highlighting the importance of fostering teacher professionalism and adaptability in the face of adversities and contributing to the ongoing discourse on effective English language teaching during a global pandemic
The Think-Pair-Share Approach in Learning Indonesian Language for Semester 1 Students of English Education Program
Full text linkThis study aims to describe (a) the ability of lecturers to manage the Think-Pair-Share approach (b) Student activities in learning activities using the Think-Pair-Share Approach (c) student learning outcomes. The sample for this study was determined using total sampling, namely all semester 1 students in class A of the UKI Toraja English Education Study Program, a total of 25 students. The instruments used to collect data were (1) observation sheets on the lecturer's ability to manage learning, by means of observers observing the lecturer's ability to manage the Think-Pair-Share approach, then giving an assessment of the aspects on the observation sheet, (2) activities students were also observed using observation sheets, and (3) student learning outcomes were obtained through learning achievement tests. After the data is collected, then the data is analyzed using descriptive statistics. The results of the research analysis show that: (a) the ability of lecturers to manage learning is categorized as good, with an average score of 3.91 (b) the Think-Pair-Share approach is active, this can be seen from the average percentage of students while being observed three times. meeting times, namely 63.75 and (c) by managing the Think-Pair-Share approach can improve student learning completeness. This can be seen from the results of the initial test of 25 students, none of whom completed their study results with an average of 12.865, in the final test of completeness results student learning increased 69.56 from 25 students. Overall, the findings suggest that the TPS approach is beneficial for both lecturers and students in enhancing English language learning for semester 1 students in an English Education Program. This study highlights the importance of lecturers' effective management of the TPS approach and the positive impact on student activities and learning outcomes in English language classes
Digital Storytelling Through #Endsars.Com as A Form of Narative Memorial
Full text linkCommunal digital (auto) biographical is a memorial of trauma that exists in a synthetic frame referential to the memories of abuse. #Endsars.com highlights the collective narratives of netizens who are abused and subjugated by the Nigeria Police Force. Through the application of the concept of remembering, this study examines #Endsars.com as a digital memorial erected in the digital space by netizens through an autobiographical narrative method. This study employs a mixed-methods approach based on well-established social media research techniques and is founded on social media analytics and latent semantic analysis. This study observes that the Endsars.com narrative is a form of digital activism and resistance to police brutality in Nigeria. This paper submits that the (auto) biographical narrative style in Endsars.com is an expression of traumatic memories. This paper concludes that #Endsars.com amplifies the voices of those protesting against police brutality in the organic space. The study concludes that #Endsars.com is a digital Nigerian netizen memorial for victims of police brutality
Mitigating Readers’ Doubts: The Use of Exemplification in Students’ Academic Writing
No full textThis study explores the use of Exemplification in undergraduate students’ academic writing at a university in Lesotho. Research indicates that Exemplification is a prevalent feature of academic writing. However, it has also been established that learners experience difficulties in forming and using Exemplification effectively. Using a corpus created from research projects written by final year undergraduate students in six faculties at a university in Lesotho, the study examined the use of Exemplification, focusing on the exemplification markers students used, the patterns of exemplification as well as the errors in using exemplification effectively. Findings indicate that students used a limited set of exemplification markers and only a few patterns. It was also observed that students had challenges using exemplification appropriately. The study concludes that there is a need for explicit teaching of Exemplification in EAP classes.
Acquisition of Vocabulary of ESL Engineering Students through a Newspaper: An Empirical Study
Full text linkVocabulary plays a vital role for an effective communication and fluent language usage among ESL (English as Second Language) learners. Newspaper reading helps the students to develop vocabulary level beyond the classroom. The present empirical study assesses the participants’ vocabulary level by using a newspaper article. Based on the aim of this empirical study, it was decided that the best method for this investigation to better understand the levels of the students is to adopt the qualitative and quantitative research design. To find out the vocabulary level of the participants this research developed a questionnaire. A total of ten open ended questions are framed in this questionnaire. Based on the collected data the findings explored that, the participants’ have vocabulary gaps. The findings of this study also revealed that, the student participants’ vocabulary level is not up to the excepted mark. The randomly selected undergraduate engineering students (n=142) have taken the part in this study. Finally, this empirical study was concluded with recommendations to the participants to improve vocabulary knowledge.