Authors:Aprilian Ria Adisti Pages: 1 - 9 Abstract: Since the COVID-19 pandemic came up suddenly to this world, everything takes a drastic turn. The Ministry of Education and Culture Republic of Indonesia reacted to this issue by making an online learning policy Number 3 of 2020 on Prevention of COVID-19 in the Education Unit. Many education institutions adopted this policy by creating online tools such as YouTube as a resource of transition from face-to-face learning to virtual learning since it is seen as a popular medium used in online classes. This research investigates the use of YouTube as a medium in the English 1 course for non-English students at one of State Islamic University in Salatiga. YouTube is an online learning platform that enables lecturers and students to upload, view, share, and even interact through the comments column in the learning videos. A descriptive qualitative method is used to achieve the objective of the research, which involved three classes from the Early Childhood Islamic Education study program, the Islamic Elementary School study program, and the Islamic Religious Education study program as the objects in this research. The researcher limits the content of YouTube from the channel "AR," while the materials are about Degree of Comparison and Collocation. Students' responses from those three classes in the YouTube column have been analyzed to investigate the findings. The finding shows that YouTube brings a good impact on non-English students in ELT. This finding is supported by the result of the analysis answer sheet of the quiz from students, the survey on students’ perception, and other comments about the materials on the YouTube comment column. Finally, it can be concluded that YouTube can be an effective virtual teaching medium in ELT among non-English students at IAIN Salatiga based on the result of survey by respondents. PubDate: 2022-03-12 DOI: 10.15294/elt.v11i1.48676 Issue No:Vol. 11, No. 1 (2022)
Authors:Firnanda Salsabila Pages: 10 - 20 Abstract: The online learning environment provides a flexible learning environment where the students can learn anytime and anywhere despite the distance. Since the teaching and learning process shifts into online learning, the students should be able to manage their learning process by themselves. Implementing self-regulated online learning could help the students to be responsible for their learning process to achieve good academic performance. Several previous studies already discussed the implementation of self-regulated online learning across four language skills; listening, speaking, reading, and writing. However, in writing courses, the previous studies did not mention the specific writing text applied in self-regulated online learning. This study aimed to identify the frequency of the undergraduates’ use of forethought phase, performance phase, and self-reflection phase in self-regulated online learning toward expository and analytical writing course. The instrument used in this study was the OSEL Questionnaire which consisted of three phases: forethought phase, performance phase, and self-reflection phase. The subject enrolled in this study were 46 students from the freshmen class of the English Education program at one state university in Indonesia. In general, the result showed that three phases in self-regulated online learning toward expository and analytical writing course have medium means which were above 3.00. Only task strategies that had the lowest mean from all the sub-points were presented. Further discussion will explain previous studies and theories that support the finding of this research. PubDate: 2022-03-29 DOI: 10.15294/elt.v11i1.48098 Issue No:Vol. 11, No. 1 (2022)
Authors:Dadan Hidayat, Jejen Jaenudin Pages: 21 - 30 Abstract: The strategy in teaching is very important for the teacher in teaching writing, especially in teaching writing explanation text. The teacher must have a variety in teaching to help the students study successfully. This research was intended to find out the teaching strategies used by the teachers at SMAN 10 Garut. The purposes of this research are to identify some of the teachers' strategies and techniques used in teaching writing explanations. The data needed is gained through a sample consisting of 4 SMAN 10 Garut (Senior High School) teachers. The teachers are provided with 18 questionnaires. The responses are in the form of Yes, Sometimes, and No to the statements given. Then, the result is formulated by using: = f × 100%. This research used the descriptive method and employed qualitative data. The writer observed the teachers in teaching writing explanation text and using teachers' observation form also. Based on the findings, (61. 11%) of the respondents perceive that various teaching strategies were needed for the students. Based on the writer's interpretation, it is suggested that the teachers practice specific strategies for teaching writing explanations. PubDate: 2022-03-29 DOI: 10.15294/elt.v11i1.49687 Issue No:Vol. 11, No. 1 (2022)
Authors:Fu'ad Sholikhi Pages: 31 - 40 Abstract: Students majoring in communication believe that their nervousness when speaking will affect their lives. It will either limit their employment opportunities or cause them to perform poorly at work. In the digital era, English speaking is very important to communicate with other members of an organization. There are limited discussions about speaking anxiety in ESP class and students majoring in communication studies are expected to convey their messages persuasively in an organization. So, descriptive qualitative research was utilized by the researcher to describe speaking anxiety in ESP class; Types of Speaking Anxiety, Factors of Speaking Anxiety, Reducing Speaking Anxiety. Semi-structured interviews and observations were the sources in this study with 19 students involved. Three natural phenomena in speaking anxiety or research problems in speaking anxiety were analyzed using data reduction, data display, and conclusion. The results showed that Communication Apprehension, Fear of Negative Acceptance, and Test Anxiety existed among the students in speaking class. They can overcome it using YouTube videos as references and community supports (teacher and close-friends). This study also found that students majoring in communication studies experience trait anxiety (one person), state anxiety (ten students), and situation-specific anxiety (eight students). Based on this result, further researchers related to speaking anxiety are to revise the approach using the mixed method in ESP class. These suggestions are to enrich speaking anxiety for English Specific Purposes, such as midwife students and economic students. PubDate: 2022-03-29 DOI: 10.15294/elt.v11i1.49533 Issue No:Vol. 11, No. 1 (2022)
Authors:Richard Espino Parcon Pages: 41 - 51 Abstract: This study aimed to determine the learners' views and reflections on task-based instruction in teaching 21st Century literature from the Philippines and the World Subject. Specifically, the following objectives were attained: to determine the understanding of learners in the concept of task and task-based instruction, to know learners' perceptions in the implementation of task and task-based instruction used by the teacher in teaching 21st Century Literature subject, to point out the problems encountered by the students and how the students overcome those problems in performing task-based activities. 73 grade 11 students served as the respondents of this study. Using the descriptive method, specifically survey and interview, the study revealed that most students clearly understood the concept of task and task-based instruction. However, some students only agreed that performing tasks and the teacher's task-based instruction in teaching 21st Century Literature use the English language. The majority of the respondents strongly agreed that task and task-based instruction is implemented in their 21st Century Literature class. External factors, language used in the instructions written in the module, interest in literature and familiarity with literary materials, and difficulty level of task-based activities in the module are problems that the respondents encountered during the implementation of task-based instruction in their 21st Century Literature class. While seeking classmates' and teacher's assistance, teacher's motivation and teaching strategies, and self-initiative and motivation are the means for the students to overcome the difficulties they encountered in implementing the task and task-based instruction in 21st Century Literature class. PubDate: 2022-03-29 DOI: 10.15294/elt.v11i1.52493 Issue No:Vol. 11, No. 1 (2022)
Authors:Yuni Dwi Susanti, Sri Wahyuni Pages: 52 - 62 Abstract: This paper is based on research aiming to explore and evaluate the effectiveness of a game-based student response system platform, Kahoot, for teaching narrative writing. By using one group pre-test and post-test design, this quantitative research invited the eleventh-grade students of a senior high school in the academic year of 2021/2022, to actively participate in the project. In this case, the researchers administered a pre-test and post-test for measuring the significant difference in students’ scores, before and after the implementation of Kahoot. Based on the paired sample t-test result, the p-value is 0,000. In addition to that, the t-coefficient is greater than the t-table value, which is 18.436 > 1.690. It means that the difference between students’ skills in writing a narrative text before and after the use of Kahoot, is statistically significant. Specifically, Kahoot could enhance students’ writing in terms of organization, ideas development, grammar, mechanics, and writing style. Since the p-value is less than the significant level or 0,000 < 0,05, and the t-coefficient (18.436) is greater than the t-table (1.690), it can be safely concluded that Kahoot could significantly improve students’ writing skills, specifically in writing a narrative text. PubDate: 2022-03-29 DOI: 10.15294/elt.v11i1.55334 Issue No:Vol. 11, No. 1 (2022)
Authors:Ruth Dewi Indrian Pages: 63 - 72 Abstract: Technology has become the answer to students’ interests to be engaged in the learning process. In this case, the use of the Hot Potatoes application was employed to facilitate students’ needs in learning the Business Correspondence course. This study was a content analysis that employed the CALL approach as the assistance of students’ learning process (Egbert & Shahrokni, 2018). This study aimed to investigate the implementation of the Hot Potatoes application to assist students to learn the materials of three topics of Business Correspondence, namely Replying to a Job Applicant, Requesting a Service, and Confirming a Service (Lougheed, 2003). The results showed that the use of Hot Potatoes web-based learning brought beneficial impacts to students’ learning process of Business Correspondence course of the fourth-semester students. The researcher discovered that the implementation of this application engaged students’ attention and motivated them to be involved mindful for the learning activity. Moreover, Hot Potatoes exercises helped the students comprehend the elements of a letter and vocabulary and expressions used based on the context of the letter. The researcher suggests that future researchers can fill in the gap on how the Hot Potatoes application can be applied in various courses in English Language Departments. PubDate: 2022-03-29 DOI: 10.15294/elt.v11i1.50100 Issue No:Vol. 11, No. 1 (2022)
Open Access journal
[45 journals]
