Getsempena English Education Journal最新文献

the Max Pzoras’ Character Development in Karan Bajaj’s the Yoga of Max’s Discontent 在Karan Bajaj的《Max的不满瑜伽》中Max Pzoras的性格发展

Getsempena English Education Journal Pub Date : 2023-10-30 DOI: 10.29407/jetar.v8i2.20396

Fahria Novita Qurrotul Aini, Fathur Rohim, Akhmad Syaikhu, None Thoriqussuud, Abu Fanani Fanani

{"title":"the Max Pzoras’ Character Development in Karan Bajaj’s the Yoga of Max’s Discontent","authors":"Fahria Novita Qurrotul Aini, Fathur Rohim, Akhmad Syaikhu, None Thoriqussuud, Abu Fanani Fanani","doi":"10.29407/jetar.v8i2.20396","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20396","url":null,"abstract":"The purpose of the study is to explain Max’s personality before going on a spiritual journey and how it is after being influenced by the spiritual journey in Karan Bajaj’s the Yoga of Max’s Discontent. The main character, Max, changes from having no purpose in life to being a person who achieves his goals and finds meaning after taking a spiritual journey. The kind of change in life’s purpose draws the researcher’s interest to conduct the analysis in this article since human’s thought develops from time to time whose developments could do the person either harm or good. However, this personality change does the main character good. Using social and emotional determinant and close reading method, the researcher conducts a deep observation about the main character’s personality and finds its change from emotional, indecisive, suffering, and traumatic before doing a spiritual journey to calm, decisive, happy and peacefull, and well-being after doing a spiritual journey. Thus, two of the eights determinant give a significant change of way of life of the main character, therefore, such determinants are worth studying very deeply as such knowledge is very necessary to make people able to manage available determinants they encounter in their daily life.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"166 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068492","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

Hots Manifestation in English Summative Assessment 英语总结性评价中的热点表现

Getsempena English Education Journal Pub Date : 2023-10-30 DOI: 10.29407/jetar.v8i2.20915

Rachmawati Achadiyah, None Muhammad Ulul Azmi

{"title":"Hots Manifestation in English Summative Assessment","authors":"Rachmawati Achadiyah, None Muhammad Ulul Azmi","doi":"10.29407/jetar.v8i2.20915","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20915","url":null,"abstract":"Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narrated. This study specifically employed a case study as a research design with content analysis as the technique to analyze the data. Three papers of the English summative test of the first, second, and third grades of junior high school became the source of the data. The result highlighted that the ninth-grade English summative test applied higher-order thinking in 72% of both multiple choice and essay. The thinking levels used are giving a solution, giving a recommendation, giving an opinion, making judgments, and interpreting. This study discovered how English teachers also, as the test designers, formulate hots questions in English summative tests.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"169 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068489","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

An Analysis of the Violation of Maxims in “Just Friends” Webtoon by CL Nuna 论鲁纳《正义的朋友》网络漫画中违背格言的行为

Getsempena English Education Journal Pub Date : 2023-10-30 DOI: 10.29407/jetar.v8i2.20848

Khoirunnisa' Hamidah Nisa, Yuliyanto Sabat, Siti Aisyah

引用次数: 0

EFL Students' Language Learning Strategies at Argumentative Writing Class at UNIROW Tuban 芜湖大学英语学生议论文写作课的语言学习策略

Getsempena English Education Journal Pub Date : 2023-10-30 DOI: 10.29407/jetar.v8i2.20968

Putri Amifalahiya Iqlima, Rissa Sofia, Risa Triassanti, Christina Innocenti Tumiar Panggabean

{"title":"EFL Students' Language Learning Strategies at Argumentative Writing Class at UNIROW Tuban","authors":"Putri Amifalahiya Iqlima, Rissa Sofia, Risa Triassanti, Christina Innocenti Tumiar Panggabean","doi":"10.29407/jetar.v8i2.20968","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.20968","url":null,"abstract":"The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068734","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

EFL Students’ perceptions on the use of TikTok in improving speaking skill 英语学生对使用TikTok提高口语技能的看法

Getsempena English Education Journal Pub Date : 2023-10-28 DOI: 10.29407/jetar.v8i2.21005

Olivia Farisca Adhani, Aisyah Nur Fadhillah, Roza Auliya Yahya, Tri Wintolo

{"title":"EFL Students’ perceptions on the use of TikTok in improving speaking skill","authors":"Olivia Farisca Adhani, Aisyah Nur Fadhillah, Roza Auliya Yahya, Tri Wintolo","doi":"10.29407/jetar.v8i2.21005","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.21005","url":null,"abstract":"Currently, many different methods are being used to learn English as it occurred today, combining a variety of media or applications, including TikTok videos. Different student attitudes emerge as a result of the possibility of studying English through Tiktok videos. This study aims to investigate students' opinions and the difficulties they encounter when using TikTok videos to hone their speaking abilities. Descriptive qualitative method was employed in this study. Nine students from one reputable Islamic private senior high school in Bekasi, West Java were served as the study's subjects. Since some students were discovered using tiktok videos to practice English, the nine participants were selected and considered qualified for data collection through interview. Based on the result of this study, students had an assortment of perspectives on using TikTok videos to learn English, both favorable and unfavorable ones. Further, utilizing TikTok videos for teaching English to students presented a number of difficulties. Confirming to the results of this study, students had both advantageous and negative opinions on utilizing TikTok videos to learn English. Additionally, there were several kinds of difficulties that arose when students utilized TikTok short clips to study English.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"15 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232493","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

Psychological distance in language learning: a case study in higher education 语言学习中的心理距离:以高等教育为例

Getsempena English Education Journal Pub Date : 2023-10-28 DOI: 10.29407/jetar.v8i2.14338

Wildona Zumam, Mohammad Amiruddin

{"title":"Psychological distance in language learning: a case study in higher education","authors":"Wildona Zumam, Mohammad Amiruddin","doi":"10.29407/jetar.v8i2.14338","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.14338","url":null,"abstract":"The purpose of this study is to describe the psychological distance between students and teachers in higher education. This is a qualitative case study. This study includes students from Madura University's English Department. The purposive sampling approach is used to choose a sample. To collect data, major sources of information include observation and interviews, with documents acting as secondary sources. The study's findings show that the psychological distance between Students and lecturers improve students' learning processes and provide input for learning. These tactics are used by teachers to maintain a psychological distance from their students. According to 13 (36.1%) of the students, encouraging youngsters to voice their thoughts, statements, and points of view is one approach for keeping their distance. Motivating students increases the psychological barrier between teachers and students. 14 (41.7%) of students agree, whereas 8 (22.2%) believe professors also say hallo or greet students. It suggests that instructors and members of academic society give students with an appropriate linguistic environment in order to provide optimum classroom settings for students to obtain relevant information as well as social interaction in order to improve students' comprehension of their society. Members of academic societies are urged to be responsive in order to provide useful feedback to students and to interact in a natural way on a regular basis. ","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"132 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232490","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 Use of Grammarly by Tertiary English Language Learners in Their Online Writing Classes 高等院校英语学习者在网络写作课中的语法运用

Getsempena English Education Journal Pub Date : 2023-10-28 DOI: 10.29407/jetar.v8i2.20981

None Galuh Puri, Antonina Anggraini Setiamunadi

引用次数: 0

The Utilization of Chain Word Games to Improve Senior High School Students’ English Vocabulary Mastery 利用连锁词游戏提高高中生英语词汇掌握

Getsempena English Education Journal Pub Date : 2023-10-28 DOI: 10.29407/jetar.v8i2.19727

Rini Listyowati, Sitti Anis Jumatus Solehah, Jaftiyatur Rohaniyah

{"title":"The Utilization of Chain Word Games to Improve Senior High School Students’ English Vocabulary Mastery","authors":"Rini Listyowati, Sitti Anis Jumatus Solehah, Jaftiyatur Rohaniyah","doi":"10.29407/jetar.v8i2.19727","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.19727","url":null,"abstract":"Vocabulary is very important to be mastered by who are learning foreign language, especially for students at Senior High School. This research was conducted at MA Miftahul Qulub Polagan. Most of the students at MA Miftahul Qulub Polagan get difficulties in mastering English vocabulary. It was caused by the method in teaching vocabulary. So, the students felt boring and did not have motivation in learning vocabulary. Therefore, learning innovation is needed to build their motivation in learning vocabulary. This research conducted chain word games to improve students’ vocabulary mastery. The research design is classroom action research which has two cycles implementation. Test and observation were utilized to gather the data. The research performed that the students’ vocabulary mastery increased in each cycle such as in cycle 1 was 34% students who reached the comulative score and cycle II was 49% students who reached comulative score. Cycle I showed the average score of students' mastery was 67, and cycle II showed the average score 76. It can be concluded that Word Chain Game can improve students' vocabulary mastery.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"24 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232628","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 Effectiveness of Using Tells Strategy on Students’ Reading Comprehension 运用叙事策略对学生阅读理解的效果

Getsempena English Education Journal Pub Date : 2023-10-28 DOI: 10.29407/jetar.v8i2.19103

Nurul Aini, Nita Suci Apriliani, Ary Setya Budhi Ningrum

{"title":"The Effectiveness of Using Tells Strategy on Students’ Reading Comprehension","authors":"Nurul Aini, Nita Suci Apriliani, Ary Setya Budhi Ningrum","doi":"10.29407/jetar.v8i2.19103","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.19103","url":null,"abstract":"This research aims to find out the significant effect of using TELLS strategy toward students’ reading comprehension. Based on the researcher’s preliminary study, it was found that the students could not comprehend the meaning of texts in their text book at the school. This problem was caused by some factors, some students could not understand about the content of reading text and identify the detailed information of the text. The design of this research was quasi- experimental design, non-equivalent control group design. The total number of populations was 62 students. The researcher used cluster sampling by taking two groups only as sample; group VII-J consisted of 31 students as experimental group and group VII-K consisted of 31 students as control group, totally 62 students. To analyze the data, the researcher adopted ANCOVA formula by using SPSS 21. From calculating the hypothesis test, it is known the result of significant value of group class is 0,023 which is lower than 0,05 (p<.05), therefore there is significant different between experimental and control class. Point out the ANCOVA analysis, the “corrected model” value is reviewed. The result of corrected model is 0,000 which is lower than 0,05 (p<.05). This is also supported by the mean value of the experimental class of 82.45 which is higher than the control class of 66.97. In conclusion, TELLS strategy is more effective on students reading comprehension for the first grade at MTsN 2 Kediri.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"13 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232626","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

Art Students’ Error Analysis in Using Past Tense in Narrative Essay 艺术类学生在叙事性作文中使用过去时的错误分析

Getsempena English Education Journal Pub Date : 2023-10-28 DOI: 10.29407/jetar.v8i2.21077

Wahyun Bardianing, Bekti Wirawati, Ribut Surjowati, Ratu Tria Shalsadita, Amana Auliya Soekandar, Septian Arif Rizaldi

{"title":"Art Students’ Error Analysis in Using Past Tense in Narrative Essay","authors":"Wahyun Bardianing, Bekti Wirawati, Ribut Surjowati, Ratu Tria Shalsadita, Amana Auliya Soekandar, Septian Arif Rizaldi","doi":"10.29407/jetar.v8i2.21077","DOIUrl":"https://doi.org/10.29407/jetar.v8i2.21077","url":null,"abstract":"As EFL learners, writing a narrative essay with proper grammatical rules and good chronological order is not easy. Although simple past tense has been introduced to students, previous studies found that the misuse of past tense remains a problem. A similar case also happened to art students at Sekolah Tinggi Kesenian Wilwatikta Surabaya. Thus, this study aimed to find out the students’ errors in using past tense in their narrative essays. It is seen as an urgent point since the literature about how art students deal with English subjects is very limited. Help is still required, and it begins by identifying their errors in writing. By employing qualitative content analysis of 30 students’ narrative essays, this study found a total of 197 errors. These errors were grouped into three categories: omission (98 errors), addition (67 errors), and misinformation (32 errors). A conclusion was drawn that the students committed grammatical errors in their narrative essays due to several factors such as L1 interference, different grammatical rules between Indonesia and English, insufficient grammatical knowledge, overgeneralization, rule restriction ignorance, and false hypothesis.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"11 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232491","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