Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran最新文献

{"title":"Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition","authors":"Anggi Milfa, Nersya Simamora, Benni Ichsanda Rahman","doi":"10.33369/jwacana.v22i1.32910","DOIUrl":"https://doi.org/10.33369/jwacana.v22i1.32910","url":null,"abstract":"This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions \"in,\" \"on,\" and \"at\" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between \"in,\" \"on,\" and \"at,\" were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"14 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Penerapan flipped classroom untuk meningkatkan kemampuan gramatikal pada mata kuliah Basic Grammar","authors":"Zahrida, Elfrida, Kasmaini","doi":"10.33369/jwacana.v22i1.33208","DOIUrl":"https://doi.org/10.33369/jwacana.v22i1.33208","url":null,"abstract":"Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dengan menerapkan model pembelajaran Flipped Classroom pada mata kuliah Basic Grammar. Penelitian ini bertujuan untuk menginvestigasi apakah model Flipped Classroom dapat meningkatkan kemampuan gramatikal mahasiswa. Subyek penelitian pada penelitian ini dilaksanakan pada mahasiswa semester I kelas A program studi Pendidikan Bahasa Inggris Universitas Bengkulu yang sedang mengambil mata kuliah Basic Grammar. Jumlah peserta dalam penelitian ini adalah 38 mahasiswa. Penelitian terdiri dari dua siklus dimana setiap siklus terdiri dari tiga pertemuan. Prosedur penelitian yang dilakukan adalah perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan adalah tes, lembar observasi/ceklis, dan modul. Hasil tes menunjukkan bahwa mahasiswa yang memperoleh nilai lebih dari 70 meningkat dari 45% di siklus 1 menjadi 71% di siklus 2, atau meningkat 26%. Hasil tes di siklus 2 juga menunjukkan bahwa indikator keberhasilan penelitian ini telah tercapai yaitu lebih dari 50% partisipan mencapai nilai lebih dari 70. Dapat disimpulkan, penerapan flipped classroom memberikan waktu yang cukup bagi mahasiswa untuk mendalami materi grammar baik secara teori maupun praktik.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping English language proficiency test scores of lecturers onto the common European framework level","authors":"I. Pane, Kurnia Hendra Putra, Puan Suri Mira Annisa Sembiring","doi":"10.33369/jwacana.v22i1.32764","DOIUrl":"https://doi.org/10.33369/jwacana.v22i1.32764","url":null,"abstract":"This study was conducted to display the lecturer’s English language proficiency test scores at one of the state universities in Indonesia. The research applied descriptive design by quantitative approach. The sample is the lecturers of the English and non-English departments at one of the state universities in Indonesia. The instrument of the research was English language proficiency test of TOEFL ITP. Descriptive statistics was used as data analysis technique, mean and percentage. The result of this research disclosed that 86% of the lecturers are in the level of B1 of CEFR which achieved the targeted score of English competences certification file requirements of certified lecturer and 3.92% of the lecturers are in the A2 level of CEFR. The researchers discovered that the most difficult language skill of the test is in the structure and written expression section where 4 % of the lecturers are in the A2 CEFR level. Then it is also revealed that the lecturers got the lowest scaled score in the structure and written expression section, which was 37. From all parts of the test, none of the lecturers achieved C1 level in the structure and written expression. This is implied that the lecturers have problems in their writing skills and need to improve their grammatical skills to be able to write correct sentence structure in standard academic English.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"26 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacts of authentic texts on EFL students' reading comprehension","authors":"Raihan Dwi, Adinda Millenia, Mukhrizal, Sufiyandi","doi":"10.33369/jwacana.v22i1.22865","DOIUrl":"https://doi.org/10.33369/jwacana.v22i1.22865","url":null,"abstract":"The purpose of this research was to explore the effect of authentic texts on students' reading comprehension of the English Education Study Program at the University of Bengkulu. This research applied a quantitative method, in the form of a quasi-experimental study. The subjects of the research were 68 sixth-semester students in which 34 students as the experimental group and 34 other students as the controlled group. The experimental group got treatment of authentic text, while the controlled group got treatment of textbooks. The instrument of the research used was the test. The mean score of the experimental group was higher than the scores of the controlled group (75.88: 68.24). The t-test calculation = (p<α); (0.005<0.05). It means alternative hypothesis was accepted, and null hypothesis was rejected. In other words, there was an effect of using authentic texts on students’ reading comprehension. It was recommended that it was a good idea for English lecturers, apart from other texts, pay close attention to authentic texts as well.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"25 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139594116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors causing speaking anxiety faced by Indonesian students during teaching practices in the Philippines","authors":"Chrisna Purbaya, Mulyadi, Hilda Puspita","doi":"10.33369/jwacana.v22i1.30282","DOIUrl":"https://doi.org/10.33369/jwacana.v22i1.30282","url":null,"abstract":"This research aims to know factors causing speaking anxiety faced by Indonesian students doing teaching practice in Philippines and effects of that anxiety. This research applied semi- structure interview to 3 Indonesian students from SEA Teacher batch 8. Based on data, the factors of speaking anxiety were Language Skills, Students’ Background, Being Watched and Negative Evaluation from participants’ perception. Anxiety has affected to students such as avoiding talked with someone, having fear of miss understanding with students, furthermore improving English in speaking and doing demonstration before teaching English in a class are necessary.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Publish or not”: an output problem of higher education students","authors":"Ummi Aisah Nasution, Afanin Nabila, S. Daulay, JalanWillem Iskandar Psr, Medan Estate","doi":"10.33369/jwacana.v22i1.31703","DOIUrl":"https://doi.org/10.33369/jwacana.v22i1.31703","url":null,"abstract":"Publication is an important activity for students studying at university, especially for those who are completing their thesis or final project. The aim of this research is to know problems experienced by students during the publication process and students' perceptions about the output of article publications to obtain a master's degree in the English education master's department, is it better “publish or not”?. The researcher uses a descriptive qualitative method and interviews as a data collection technique for two students in Higher Education especially master’s students of English education. The results of this finding are there are several problems experienced by students during the article publication process: articles that were rejected by the journal, so they had to look for another journal and it would take a long time. It takes quite a long time to get to the publication stage because as said by participants, each journal has provisions for the publication stage how many times a year and wait for the article review stage which was quite long. And both participants chose \"publish\" because they thought that the English education master's department had made this policy for a reason and that reason would have a positive impact on students in the future, especially to support the careers of students who wanted to become lecturers and work in the world of education.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139629020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNING WHILE RELAXING: PHYSICAL STUDENTS’ EXPERIENCES OF LEARNING ENGLISH VOCABULARY BY SONGS","authors":"Zen Fadli, Heri Masmur Sembiring, M. E. Isdianto, Widya Andayani","doi":"10.33369/jwacana.v21i2.31178","DOIUrl":"https://doi.org/10.33369/jwacana.v21i2.31178","url":null,"abstract":"The objective of this study was to investigate the perspectives of students on the utilization of songs as a medium for acquiring English vocabulary. The primary approach employed for data collecting was conducting WhatsApp chats. The study encompassed a sample size of 10 participants who exhibited a range of linguistic backgrounds and possessed differing degrees of competency in the English language. Thematic analysis was employed to assess the data generated from interviews done through WhatsApp chat. The results of this study indicate that students hold a favorable impression of the utilization of songs as a pedagogical method for enhancing their acquisition of English vocabulary. The participants had a positive reception towards the learning process, indicating an enhanced motivation to acquire knowledge and a heightened level of engagement with the English language when incorporating music. The participants additionally said that songs facilitated the development of crucial listening skills, the acquisition of novel terminology, and enhanced their ability to retain information. Furthermore, the research revealed that the utilization of songs facilitated rapid advancement among students, hence enhancing their self-assurance in the acquisition of English vocabulary. Moreover, the aforementioned findings underscore the potential advantages of employing technology for data collection purposes, as well as the significance of taking into account the viewpoints of students when formulating efficacious pedagogical approaches.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HOW THE CANCER EXPERIENCE AFFECTS THE USAGE OF SPEECH ACTS IN LEBANESE ADOLESCENTS","authors":"Carla Kfoury","doi":"10.33369/jwacana.v20i2.31186","DOIUrl":"https://doi.org/10.33369/jwacana.v20i2.31186","url":null,"abstract":"The aim of this study is to investigate the type of speech acts that Lebanese adolescents mostly use when talking about their experience with cancer. Generally, it is hard for people who have cancer to talk about their painful experience. More importantly, the whole experience could influence one’s choice of speech acts as well. Hence, the study attempts to identify speech acts in Lebanese adolescents' interview transcripts to further investigate how the illness experience could shape their choice of speech acts. The study uses a mixed model since it implements both the qualitative and quantitative method. Content analysis is implemented to identify speech acts in the interview transcripts based on Searle's (1969) and Yule's (1996) speech act theories. Quantitative analysis is implemented to account for the frequency of speech acts in the interview transcripts. The findings indicate that Lebanese adolescents mostly use expressive speech acts when talking about their experience with cancer. Expressive speech acts form 62% of the total percentage of speech acts in interview transcripts, followed by 38% of representative speech acts that are provided to convey facts or information. Regarding their attitude towards physicians, Lebanese adolescents tend to implement representative speech acts at 75% compared to 25% of speech act usage of expressives. The findings indicate the emotional involvement that Lebanese adolescents feel when depicting the hard moments they experience, the feelings of loss, and loneliness, as well the gratitude they express towards their supporting families. However, when expressing their attitude towards their physicians, emotional detachment prevails as adolescents use more representatives to provide information or facts about how physicians approach them. The present study could be further developed to investigate the attitudes of a larger sample of adolescents suffering from cancer as well as identifying the types of speech acts they use when talking about their experience with cancer. It could also lead to future suggestions and solutions that physicians could benefit from to enhance their relationship with their adolescent cancer patients and provide more support by implementing more expressive speech acts.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHER’S BELIEFS IN EFL WRITING INSTRUCTION: A CASE STUDY OF AN ENGLISH LECTURER AT PADANG STATE POLYTECHNIC","authors":"Gema Febriansyah, Hermawati Syarif, Yetti Zainil","doi":"10.33369/jwacana.v21i2.30976","DOIUrl":"https://doi.org/10.33369/jwacana.v21i2.30976","url":null,"abstract":"Investigating a teacher's beliefs in language teaching is something that needs to be explored. Especially in teaching EFL Writing, examining language teacher beliefs is interested because it can be a benchmark for educators on how EFL Writing teaching happens. In addition, teacher beliefs will also help teachers and learners understand the process of learning. There have been many studies on teacher beliefs towards various English language teaching in Indonesia. However, most of these studies discuss teacher beliefs at the high school level. There is a lack of research on teacher beliefs at the university level. This study focuses on teacher beliefs research on EFL Writing teachers at the university student level. This research used a qualitative method with a case study research design. Observation and in-depth interviews are the instruments of this research. The object of the research is an experienced lecturer at Padang State Polytechnic who has been teaching EFL Writing for approximately 11 years. The results of this study show that the lecturer has several teacher beliefs that he believes to be the basic principles in teaching EFL writing. In addition, in the classroom practice, the lecturer used explicit teaching strategy in teaching EFL Writing. Although there are some difficulties faced by the lecturer in his teaching.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"23 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139266931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE USE OF TURN-TAKING STRATEGY BETWEEN INTROVERTED AND EXTROVERTED STUDENTS IN ENGLISH AS FOREIGN LANGUAGE (EFL)","authors":"Eva Nur Soedarsono, L. Mayasari, Ro’ifah, Sofi Yuniarti","doi":"10.33369/jwacana.v21i2.28102","DOIUrl":"https://doi.org/10.33369/jwacana.v21i2.28102","url":null,"abstract":"Language is the main aspect of education. Improving English as a foreign language (EFL) learners’ speaking skills is a crucial communication requirement. In speaking skills, aspects of speech such as pronunciation, intonation, tone, stress, and fluency are highly emphasized. Furthermore, mental processes such as understanding, reasoning, adapting, turn-taking, and responding also play an essential role in speech. Turn-taking is a hugely important thing in conversation, especially in discussion. To take a turn in conversation is a big deal. Personality should consider factors in learning a second language. Extroverts and introverts have different learning styles, which will affect their speaking English learning. This research aimed to seek the used turn-taking pattern and strategies between student extroverts and introverts. This research was conducted using a qualitative-descriptive approach design to the comprehensive summarization of specific events experienced by individuals or small peer groups. The subjects of this research were students in the English Education Department of Universitas Muhammadiyah Surabaya for the 2021 final examination. As a result, Extroverted students are more comfortable and eager to take the lead in initiating conversations and introverts are more comfortable in the role of responders. While introverts and extroverts utilize similar strategies for turn-taking, their implementation differs; introverts may employ structured pauses and thoughtful contributions, whereas extroverts often engage in dynamic and spontaneous exchanges to ensure active conversation participation.","PeriodicalId":309552,"journal":{"name":"Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127268607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}