Eternal English Teaching Learning Research Journal最新文献_第5页

SPEAKING INTERACTION PROBLEMS AMONG INDONESIAN EFL STUDENTS 印尼英语学生的口语互动问题

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-30 DOI: 10.24252/eternal.v81.2022.a7

Nurul Fachrunnisa, Nuraeni Nuraeni

{"title":"SPEAKING INTERACTION PROBLEMS AMONG INDONESIAN EFL STUDENTS","authors":"Nurul Fachrunnisa, Nuraeni Nuraeni","doi":"10.24252/eternal.v81.2022.a7","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a7","url":null,"abstract":"EFL students have become more prodigious in Indonesia as the use of English has also increased globally at present. EFL students possibly tend to get numerous problems in practising their speaking communicatively. Due to the fact that EFL students are more likely to feel shame to practice their English constantly because of several factors among them. Besides, the use of English does not become habitual on a daily basis and social interaction. The quality of their knowledge of English in the previous study also takes part as the reason why they still have problems in speaking performance. That explanation leads to the speaking problems that arise among the EFL students. This research applied descriptive qualitative research. The participants of this research were the students in majoring the English education program in the 2020/2021 academic year. In this research, the researcher used classroom observation and interviews as the instrument. The interview used a semi-structured interview that was given to the students to see what problems they face during speaking performances and what efforts they have done to solve the problems. From the data analysis, the researcher found that the students have speaking problems in speaking performances in the case of pronunciation, lack of vocabulary and less self-confidence. All of the problems are caused by a lack of practice or interest in studying and memorizing vocabulary. Moreover, the attempts that students take as the solution in solving their speaking problem such as; practising more, increasing vocabulary through memorizing, learning to speak through applications for instance; YouTube, song apps, and Duolingo (English learning application).","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75782458","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}

引用次数: 0

THE EFFECT OF CAKE USAGE AS MOBILE ASSISTED LANGUAGE LEARNING ON STUDENTS’ ENGLISH SPEAKING SKILL IN SMP HANG TUAH 1 BELAWAN 移动辅助语言学习中使用蛋糕对学生英语口语能力的影响[j]

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-30 DOI: 10.24252/eternal.v81.2022.a9

Ani Deswita Chaniago

引用次数: 0

OBSTACLES OF IMPLEMENTING LEARN FROM HOME PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS: TEACHERS’ AND PARENTS’ EXPERIENCES 初中学生在家学习实施的障碍:教师和家长的经验

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-30 DOI: 10.24252/eternal.v81.2022.a10

Nur Padhilah, S. Setyarini, G. Gustine

{"title":"OBSTACLES OF IMPLEMENTING LEARN FROM HOME PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS: TEACHERS’ AND PARENTS’ EXPERIENCES","authors":"Nur Padhilah, S. Setyarini, G. Gustine","doi":"10.24252/eternal.v81.2022.a10","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a10","url":null,"abstract":"The global pandemic in the last two years forces the education practitioners in Indonesia to transform the face-to-face learning to distance learning which is a massive change in a sudden time. This article discusses one study that address the phenomena. The study was conducted in junior high school to find the obstacles faced by the EFL teachers and the students’ parent/guardian when applying learn from home program during the pandemic. Online interview was used in the study for investigating the implementation of two teachers, one mother, and one guardian. The findings reveal that the teachers faced obstacles in students’ attitude evaluation, integrity evaluation, teaching duration, students directions, and uncooperative parents. Whereas, the parent/guardian’s obstacle was they couldn’t participate in the learning process maximally due to work schedule. The various obstacles imply inactive cooperation between the teachers and the parents during the program. The findings are directed to provide information to the teaching literature and to improve EFL teaching practice.global pandemic, learn from home, distance learning.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86875901","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}

引用次数: 0

STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS 学生对口语课堂中口头纠正反馈的认知

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-30 DOI: 10.24252/eternal.v81.2022.a12

S. Mulyani, Nurfajri Ningsih, Nurul Insiqamah Setyaningrum

{"title":"STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS","authors":"S. Mulyani, Nurfajri Ningsih, Nurul Insiqamah Setyaningrum","doi":"10.24252/eternal.v81.2022.a12","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a12","url":null,"abstract":"This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86892278","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}

引用次数: 1

ASSESSING FLIPPED CLASSROOM IN FLEXIBLE LEARNING VIA COMMUNITY OF INQUIRY FRAMEWORK 通过社区探究框架评估翻转课堂在灵活学习中的应用

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-30 DOI: 10.24252/eternal.v81.2022.a6

Roaima Lynn Bonifacio Antonio

{"title":"ASSESSING FLIPPED CLASSROOM IN FLEXIBLE LEARNING VIA COMMUNITY OF INQUIRY FRAMEWORK","authors":"Roaima Lynn Bonifacio Antonio","doi":"10.24252/eternal.v81.2022.a6","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a6","url":null,"abstract":"Educational institutions adopted online distance learning to ensure continuity of education during the COVID-19 pandemic. The idea of online distance learning was not welcome by some stakeholders for a variety of reasons such as poor internet connection particularly in rural areas, and lack of technological devices to support learning and teaching. Compared to traditional face-to-face delivery, studies show that online distance learning needs new teaching strategies and approaches. One teaching approach that has been seen beneficial to students with limited resources in attending online classes is the use of flipped classroom pedagogy. This study aimed to assess the flipped classroom pedagogy in flexible learning modality using the Community of Inquiry (CoI). It further tried to identify the different issues and challenges of students in using this teaching approach in the context of the pandemic. The descriptive research design was utilized to attain the goal of this study. Using the purposive sampling technique, respondents were selected from two identified cohort classes employing the flipped classroom pedagogy. The findings show that teaching presence, social presence, and cognitive presence are observed in the flipped classroom pedagogy. In addition, the study identified advantages of the flipped classroom pedagogy in online distance learning during the pandemic. As perceived by the respondents, the flipped classroom (1) provides flexibility and convenience to students, (2) addresses the problem of students on internet connectivity and access to technological devices, and (3) offers heightened reinforcement. The study further identified two issues of flipped classroom as observed by the students. These are (1) needed interaction during asynchronous lecture, and (2) limited time for synchronous meetings. Results are futher discussed as well as the implications for future research.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90821907","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}

引用次数: 4

PROSPECT AND PROMISE IN INTEGRATING MULTILITERACY PEDAGOGY IN THE ENGLISH LANGUAGE CLASSROOM IN INDONESIA 印尼英语课堂整合多元读写教学法的前景与希望

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-29 DOI: 10.24252/eternal.v81.2022.a3

M. A. Rahman, Melliyani Melliyani, Ciptro Handrianto, Erma Erma, Shahid Rasool

引用次数: 1

WRITING ANXIETY IN ENGLISH ACADEMIC WRITING: A CASE STUDY OF EFL STUDENTS' PERSPECTIVES 英语学术写作中的写作焦虑:英语学生视角的个案研究

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-29 DOI: 10.24252/eternal.v81.2022.a2

N. Sa'adah, Fachri Ali

引用次数: 1

A SUBJECT MATTER SPECIALIST VERSUS STUDENTS’ MORAL GUARDIAN: EFL TEACHERS’ VOICES ON CHARACTER EDUCATION INCORPORATION INTO CLASSROOM INSTRUCTIONS 主题专家与学生的道德守护者:英语教师关于将品格教育纳入课堂教学的声音

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-29 DOI: 10.24252/eternal.v81.2022.a4

Eko Noprianto, D. Suherdi, A. Muslim

{"title":"A SUBJECT MATTER SPECIALIST VERSUS STUDENTS’ MORAL GUARDIAN: EFL TEACHERS’ VOICES ON CHARACTER EDUCATION INCORPORATION INTO CLASSROOM INSTRUCTIONS","authors":"Eko Noprianto, D. Suherdi, A. Muslim","doi":"10.24252/eternal.v81.2022.a4","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a4","url":null,"abstract":"The degradation of morals among Indonesian young generation and the urgency of teaching both good competencies and strong characters to succeed in the 21st-century globally competitive society for them require all teachers including English teachers to incorporate character values into their classroom instructions as mandated in the 2013 curriculum. Given the fundamental roles teachers could serve in the success of promoting good character both outside and inside the classroom, it is critical to understand how they view such a program before they could bring it into the classroom. This qualitative case study scrutinizes how Indonesian English teachers perceive character education incorporation. Employing an interview, classroom observation, and lesson plan analysis, to two purposefully-selected English teachers from two different piloting schools, findings reveal that while they agree on the pivotal role they could serve toward students’ character development, they also emphasize the enhancement of some other factors, such as inspiring teachers, family, good leadership, the cohesiveness of school community members, media, and government supports for the success of character education reinforcement program in Indonesia.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81467638","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}

引用次数: 2

INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THEIR SELF-EFFICACY 调查印尼英语教师的自我效能感

Eternal English Teaching Learning Research Journal Pub Date : 2022-06-29 DOI: 10.24252/eternal.v81.2022.a1

K. Wijaya

{"title":"INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THEIR SELF-EFFICACY","authors":"K. Wijaya","doi":"10.24252/eternal.v81.2022.a1","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a1","url":null,"abstract":"To fully arm Indonesian EFL educationalists with a higher degree of professionalism, tenacity, and optimism in confronting ever-changing ELT landscapes, self-efficacy is one of the pivotal psychological streams that should be strong-inherited within them before plunging into real-time language learning contexts. This present study attempted to investigate the specific perceptions upholding by Indonesian EFL teachers toward their self-efficacy growth amid varied language learning dynamics they constantly endure. This study was run in the fashion of qualitative method to obtain more comprehensive data out of the particular phenomenon experienced by research participants. To fulfill this major research objectivity, the researcher capitalized on 5 open-ended written narrative inquiries to gain some renewable insights from the invited research participants. 2 Indonesian EFL teachers possessing a distinctive length of teaching experiences were invited to take part in answering the aforesaid 5 open-ended written narrative inquiry questions through WhatsApp application. More specifically, these 2 invited Indonesian EFL teachers enrolling in the English Education Master Program of Sanata Dharma University, Yogyakarta. The obtained research results uncovered that the robust establishment of self-efficacy was strongly affected by varied external factors such as a higher degree of learners’ learning endeavor and intensive professional development training addressed by educational institutions, which in turn transforming them into more professional educators. As a suggestive point, all educational parties in this archipelago were strongly advocated to design continual professional development programs heeding more profound attention in corroborating our EFL teachers’ self-efficacy levels for the advancement of ELT venture thoroughly. \u0000 \u0000Keywords: EFL teachers’ perceptions, self-efficacy, narrative inquiry","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87520028","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}

引用次数: 0

INDONESIAN ENGLISH LECTURERS’ VIEWS ON WORLD ENGLISHES IN ENGLISH LANGUAGE TEACHING: A QUALITATIVE INQUIRY 印尼英语讲师对英语教学中世界英语的看法:质的探究

Eternal English Teaching Learning Research Journal Pub Date : 2022-03-20 DOI: 10.26877/eternal.v13i1.10804

Rasyid Fahmi Suroso

引用次数: 1