Authors:Muhamad Taridi Abstract: Abstract The purpose of this research was to investigate the impact of animated cartoons as instructional material on students' descriptive text writing abilities. This study used the descriptive text to assess writing skills of 7th – grade students at one of Jambi City's junior high schools. In this study utilized the T-test and a posttest and only control group design with samples of 32 participants in either the experimental or control groups. Then, calculating the greatest and lowest scores, the data range, separating the group, determining the gap, computing the deviation standard, and determining the standard deviation either cartoon or non-cartoon material versus the pupils' proficiency level. Confirming to this study, Tobtained = 4.98 is significantly higher than Ttabel (2, 00 < 4, 98 ˃ 2, 65). It revealed a significant achievement when participants created words making use of detailed narration and animated cartoon material. Further research suggests that researchers examine descriptive text writing skills using pre- and post-test experiment designs or other designs involving a digitally animated cartoon. Keywords: evaluation; instructional media, writing ability, descriptive text, cartoon animation PubDate: 2023-02-05 DOI: 10.22437/ijolte.v6i2.23721 Issue No:Vol. 6, No. 2 (2023)
Authors:Yajun Wu Abstract: Academic enjoyment, a positive emotion obtained from engaging in academic tasks, is positively related to the key indicators of academic outcomes, including learning strategy, academic engagement, motivation, and achievement. However, more studies are needed to understand the association between academic enjoyment and achievement, especially in the field of teaching English as a foreign language (EFL) in the Chinese context. This study aimed to investigate the mediating roles of organizational strategies and behavioural engagement in the relationship between academic enjoyment and EFL achievement. Data were collected from 499 Chinese secondary EFL learners during the seventh and eighth grades. Structural equation model (SEM) analyses found that academic enjoyment was positively linked to EFL achievement through the mediating roles of organizational strategy, behavioural engagement, and their chain relationship. The findings sorted out the theoretical framework of “academic enjoyment → organizational strategy → behavioural engagement → achievement”. Limitations and implications are discussed. PubDate: 2023-02-01 DOI: 10.22437/ijolte.v6i2.20923 Issue No:Vol. 6, No. 2 (2023)
Authors:M. Faruq Ubaidillah First page: 1 Abstract: This paper is geared by my perceptual understanding on insights of teaching English as an international language (TEIL). It firstly departs from my conservative belief that the best English to teach is British and American. Apparently, these English(es), shaped by the linguistic imperialism, are the ‘only perfect’ language in the international communication. However, my mind has altered to be paradoxically blessed with the knowledge I gain from reading studies on World Englishes(WEs) and English as an international language (EIL) issues extensively, for instance, works by Kachru (1985, 2005); Zacharias (2003); Floris (2013); Mukminatien (2012); Renandya (2013); and Kirpatrick (2007). Their works on both EIL and WEs have broadened my narrow-minded perspectives on the issues. For this tenet, the paper reflects on my identity construction as a language learner which has been anchored amidst the issues of incorporating WEs in English education curriculum. It seems problematic, however, to realize this idea since the curriculum of English language teaching in Indonesia excludes this issue. It is for this purpose then that the present paper highlights the issue of WEs in the teaching of English and my identity construction as a language learner. Suggestions for inserting WEs in teaching English is also discussed at the end of this paper. PubDate: 2023-02-01 DOI: 10.22437/ijolte.v6i2.21698 Issue No:Vol. 6, No. 2 (2023)
Authors:Uswatun Khasanah First page: 5 Abstract: This study aimed to determine the appropriateness of speaking content in Class XII vocational high school English textbooks in light of the new Indonesian curriculum, the Kurikulum Merdeka. The transition from the Kurikulum 2013 to the Kurikulum Merdeka requires teachers to modify teaching materials, making it important to understand if existing English textbooks can be adapted. The research methodology was qualitative and descriptive, utilizing document analysis of the students' English textbook, "Bahasa Inggris". Data was collected through document checklists and interviews, with a focus on speaking assignments. The study was guided by Nunan and Brown's theory and the results indicated that the speaking tasks in the textbook met five criteria for effective speaking assignments, as specified by Brown's theory. The majority of the speaking assignments were intensive speaking with good to excellent rankings, followed by imitative, responsive, interactive, and extensive speaking. The results suggest that the textbook's speaking content is suitable for use in teaching materials aimed at achieving the speaking skills outlined in the Kurikulum Merdeka. PubDate: 2023-02-01 DOI: 10.22437/ijolte.v6i2.22476 Issue No:Vol. 6, No. 2 (2023)
Authors:Luluk Prasetyoningsih, Fauziatur Rakhmah Abstract: Abstract: All students must have the ability to read and the reading ability of each student is of course different. For example, mentally retarded students in grade 5 SDLB C Kemala Bhayangkari 2 Gresik who have deficiencies in reading, because their intellectual ability is below 70. This study aims to describe strategies for learning to read at the beginning of mentally retarded children SDLB C KB 2 Gresik in limited PTM. This research uses a qualitative approach with a case study type. The primary data sources for this study were class teachers and mentally retarded students in grade 5 with poor reading skills. Retrieval of research data is done through observation, interviews, and documentation. The results of this study indicate (1) mentally retarded students in grade 5 SDLB C KB 2 Gresik at limited PTM have different characteristics, both in terms of their physical, behavioral, abilities and IQ, (2) planning carried out by the teacher in learning to read beginning namely making prota, promissory notes, syllabus, and lesson plans in one semester, (3) The implementation of the strategies used by the teacher in learning early reading varies according to the level or type of intellectual disability, characteristics, and abilities of each student, and ( 4) The evaluation carried out by the teacher in learning to read at the beginning is to report to parents, carry out self-assessment and evaluation. Keywords: learning strategies, beginning reading, mentally retarded children, limited PTM PubDate: 2022-12-19 DOI: 10.22437/ijolte.v6i2.22469 Issue No:Vol. 6, No. 1 (2022)
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