Metathesis: Journal of English Language, Literature, and Teaching
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Students\u27 Perceptions of Kahoot as an Online Quiz Tool in Intensive English Class
Full text linkOnline learning media is one of the tools which can support the teaching and learning process. Kahoot, Quizizz, Padlet, and learning Apps are examples of online learning media. Hence in this study, the researchers wanted to find out about the students\u27 perceptions of online quiz applications or better known as Kahoot. This study employed a descriptive quantitative approach because the researchers described students\u27 perceptions of Kahoot as an online quiz for teaching and learning English in class. Thirty-nine English Department, Lambung Mangkurat University students were selected as the samples in this study from the 2019 Intensive English Class. The instruments used in this study consisted of questionnaires with five answers: strongly agree, agree, neutral, disagree, and strongly disagree. The questionnaire was made and spread online by using Google Forms. The data was analyzed quantitatively using the implementation of a Likert scale. The findings show that the students\u27 perceptions of Kahoot as an online quiz tool are positive. It can be seen from the score of instruments distributed by the researchers. The score gets 2.192 from 2.730 as the maximum score. The maximum score was gotten from (Q1: number of students, K: maximum score for each question and Q: number of questions) = 39 x 5 = 195 x 14 = 2.730, which means that Kahoot is a good online quiz application for teaching English in Intensive English Class based on students\u27 perceptions. Most of the students agree that the process of teaching and learning via Kahoot as an online quiz tool is interesting, motivating, and fun. They also agree that they feel a positive effect on using its application and try to repeat to play Kahoot
Project-Based Learning in Developing English Language Skills and 21st Century Skills: Students’ Voices in Academic Writing Course
Full text linkProject-based learning (PBL) is one of the teaching strategies that has become significant in the twenty-first century. English has also become an important language that needs to be mastered nowadays. Therefore, this research was done to find out how the students felt about the use of project-based learning in academic writing course in developing their English language skills and 21st century skills. The issues experienced by students in project-based learning implementation are also revealed in this study. By employing a qualitative research approach, this study invited 40 English-major undergraduate students from a state university in Central Java, Indonesia, who are currently taking their academic writing course. Students in this course must work collaboratively to complete their research projects and produce scientific papers that will eventually be published. This study\u27s findings successfully demonstrated the students\u27 voices that they believe project-based learning has improved their English and 21st century skills. Writing, problem-solving, and critical thinking are the three skills with the highest proportion in this study. Additionally, the issues with the implementation of project-based learning in academic writing course include student motivation, time management, teaching-learning process, and students\u27 teamwork
Beyond the Cover: An In-Depth Analysis of the Practicality of an English Textbook by the Indonesian Government Post Pandemic Covid-19
No full textFor teaching and student learning, textbooks are a vital and widely used resource. The purpose of this study was to assess the unit design in "Bahasa Inggris kelas XI Semester I" to respond the post-pandemic Covid-19. This study was classified as a textbook evaluation. Document analysis and interviews were used to collect data. Miles\u27 and Huberman\u27s model was considered to be used in data analysis through data reduction, data display, and conclusion. The study finds that the textbook addresses only three of the six suggested indicators, lacks appropriate images that can aid students\u27 comprehension, and has no clear grading system or instructions for students, which can lead to confusion and undermine their ability to complete tasks successfully. The study recommends that future textbook writers should consider appropriate visuals to complement the text, use pictures as symbols or icons, and provide explicit instructions to guide students towards achieving learning objectives. The findings of the study can inform future textbook writers, teachers, and curriculum developers to improve the quality of English language education in Indonesian schools. Moreover, the study highlights the need for textbooks to adapt to the new normal of remote learning
The Effect of Using Classcraft on EFL Students’ Reading Comprehension
Full text linkStudents nowadays are considered as the generation who have never known the world without video games, cell phones, and the internet. Hence, gamification has become a solution. It is a method that can boost the students\u27 mood during lectures, so they feel enjoy during the learning process. In short, this study aims to examine whether using Classcraft has a significant effect on the reading comprehension of EFL students. This study was classified as a pre-experimental study (N=37), followed by assessing their reading comprehension. Two-session treatment began, which included teaching reading comprehension using Classcraft. At the end of the course, a reading post-test was administered. The findings propose a statistically significant difference in the pre-test and post-test scores for the treatment group. By implementing Classcraft’s features allows EFL students to be more competent in English reading comprehension, especially in making inferences and encouraging them through gamified learning. The current study offered empirical evidence of how reading instruction using Classcraft promoted EFL students’ reading comprehension
Analysis of Students’ Learning Motivation: Psychometric Parameters Study of Learning English Courses in the Business Travel Department
Full text linkThis study\u27s goal is to determine the variables that affect students\u27 motivation to learn English at Darussalam Polytechnic Palembang\u27s Travel Business study program. The basis of this research is seen in the weak mastery of English possessed by students of the travel business study program. This study also aims to find specific motivations that best influence learning English. This study used a qualitative method by giving participants a questionnaire consisting of 20 statements and a Likert scale. The sampling technique used is saturated sampling. The data from the questionnaire were analyzed using statistical procedures and described descriptively. The findings of this investigation indicate that external motivational factors have a better contribution than internal motivational factors, and in external motivation, there is the quality of the instructor and teaching materials, which are the most dominant sub-factors for maintaining learning motivation
Students’ Difficulties in Speaking English as a Foreign Language: Undergraduate Students’ Voices
Full text linkEven though there has been a wide range of research on students\u27 English-speaking issues, there has been little research on concerns associated with perceived difficulties in speaking, particularly in post-pandemic. This study aims to investigate the difficulties experienced by EFL students in speaking. The method used is exploratory sequential mixed methods in which qualitative data support quantitative data. Two data collection techniques were deployed to triangulate the data. Questionnaires were distributed to 105 students to discover their perceptions of difficulties in speaking after the pandemic. Then, eight students were interviewed to dig deeper into the data from the completed questionnaire. This study revealed that students in English study programs still had problems communicating owing to psychological and linguistic reasons. Some of the explanations identified by this research include a lack of English vocabulary, a lack of confidence while speaking English, and nervousness about receiving negative criticism from colleagues or lecturers. The study’s findings are intended to add to the body of knowledge concerning students’ speaking issues. It is hoped that teaching practitioners will be able to identify the right approach to teaching speaking so that learning may be done more efficiently
Teachers’ Competence Among the Student Teachers: An Analysis of Self-Reflective Feedback in Microteaching Class
Full text linkNo one denies that currently teaching becomes more challenging. One of the ways to produce competent and qualified English teacher is by conducting microteaching class. Microteaching class is one of the prerequisites courses before the student teachers take the real teaching practice done in senior or junior high schools. This paper focuses on the self-reflective feedback done by the student teachers in microteaching class and how the student teachers respond to the application of self-reflective feedback in Microteaching Class. The data gathered from online reflection form, online questionnaire and interview showed that self-reflective feedback is helpful for the student teachers in assessing and analyzing their teaching performances. The student teachers also gave positive responses on the use of self-reflective feedback in the Reflective Microteaching Class. In addition, the student teachers need guidance from the lecturer in doing self-reflective feedback and therefore, their understanding and competencies in teaching are more developed
The Aesthetic-Poetic Translation Analysis on Toety Heraty’s Poetry Entitled ‘The Moon is High’
No full textAs several studies emerge analysing some literary work translation, there is lack of study focusing on such translation with certain point of view. This study then exists with the aim to qualitatively analyse Toety Heraty’s poetry entitled ‘The Moon is High’ translated by Carole Satyamurti, a British poet, with the aesthetic-poetic view. As the findings, it is concluded that, even though the translator employs some literal translations, but more often she implements aesthetic-poetic translation method to replicate the poetry along with retaining the poetic nuance from the word choices. However, it will be a challenge for whoever translating literary work with aesthetic-poetic translation method, since the transfer of the message will not only demand the lexical equivalence, but also the similar ‘beauty’ of the work
Utilizing Visual Literacy Competence as a Strategy in Teaching Descriptive Writing
Full text linkUtilizing visual literacy competence, a strategy is very helpful in order to make students’ feel better in writing a descriptive paragraph, since, it is help students to develop their idea, thinking and imaging a vocabulary use and having an organization of idea come up into their mind. The purpose of this paper is to know the effectiveness of utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing, and to know the students’ perception toward utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing. Mixed method used in this research. The result came from the test given in one-group-pretest and posttest, and qualitative data from the questionnaire given to 22 students of Vocational High School students. It can be drawn that the efficiency of using visual literacy in the classroom to teach students how to write descriptive paragraphs, as well as the attitudes of the students toward the use of visual literacy in the classroom to teach students how to write descriptive paragraphs. Most of students are agreed to utilize visual literacy as strategy in teaching descriptive paragraph writing is really effective to use
Three-Periods Lesson: A practical way in introducing English Vocabulary Using Realia and Flashcards
Full text linkThis experimental study examines the use of the Three-Period Lesson, a teaching methodology commonly employed in early childhood education, to introduce English vocabulary to young learners. The study focuses on incorporating realia and flashcards as instructional tools to enhance language acquisition and retention. The research analyzes three stages of the Three-Period Lesson: introduction, association, and recall/reinforcement. The data were collected by interviewing two teachers and giving pre-test and post-test to the students. The data was analyzed by t-test table. The result of the post-test scores were better than the pre-test scores and formative scores. It could be seen by comparing their means. The means of the pre-test score was 51,92. The means of formative test score was 72, 76 while the post-test score was 74,57. It means that there is a significance difference in students‟ scores after they were given treatments using realia and flashcards. This study contributes to the field of early childhood education and language acquisition. The findings showed that the provide practical insights for educators seeking effective methods to introduce vocabulary to young learners, aiming to build a strong foundation in English language skills