JEES (Journal of English Educators Society)

Prospective EFL teachers’ perception toward teaching English vocabulary through poetry

2024-04-15T05:05:17+00:00

Poetry has been reported to promote language awareness and authentic learning sources. As poems are composed in carefully arranged words to form rhyming sounds with beautiful rhythm, the present study aimed to reveal EFL students' perceptions of using poetry to teach English vocabulary. As a qualitative research, the present study observed eighty-seven short essays on using English poems for improving students' vocabulary written by students in an English Language Education Department in Bali. It was revealed that the student-teachers perceived poetry to help improve students' acquisition of word form, use, and meaning. Forty-four students wrote poems that could improve students' understanding of English word forms; twenty-three students argued that poetry could improve students' pronunciation. Twenty-one participants believed poems could improve students' spelling. In terms of word meaning, a total of thirty vouched for the use of poetry for introducing figurative languages (twenty-three students), enhancing students' acquisition of colloquial vocabulary (eleven students), and familiarizing students with unfamiliar words (eleven participants). Nine students insisted that poems could be used to improve students' word use, whereas six students believed poems could display grammatical functions. At the same time, three participants recognized the use of poems for acquainting students with collocations. These results imply that future EFL teachers recognize the potential of bringing English poetry as a medium for improving their EFL students'' vocabulary, hinting at the need for further research on the systematic procedure of how to implement poetry into EFL classrooms.

HIGHLIGHTS :

Poetry, incorporating rhyme, figurative language, and diction, enables students to learn
creative vocabulary through pronunciation, spelling, figurative language, colloquial
language, unfamiliar words, grammatical function, and collocation.
Poetry comes in form of short and rich texts providing contextual sources for vocabulary
elements. Hence, it can enhance vocabulary learning through engaging activities, but
teachers must consider students' level and type.
Vocabulary enhances students' receptive and productive skills, particularly writing.
Poetry in EFL classes can enhance comprehension and consumption of complex texts,
supporting the writing process and improving eloquence, ultimately affecting the quality
of writing results.

Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities

2024-03-25T03:30:04+00:00

This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies.

HIGHLIGHTS:

The study revealed that English teachers in the selected Facebook groups engaging collaboratively on Artificial Intelligence (AI) tools, discussing their integration, acceptance, and application in teaching practices.
The teachers also expressed concerns about AI in English Language Teaching (ELT), focusing on ethical use, over-reliance risks, and the importance of teacher involvement, highlighting a collective effort to address these AI-related challenges.
Reflecting on the concept of Joint Enterprise within Virtual Communities of Practice (VCoP), the findings illustrate the dynamic roles assumed by community members, encompassing information sharers, knowledge seekers, critics, and learners.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits

2024-04-15T05:06:00+00:00

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability.

HIGHLIGHTS :

The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models
Blended learning model was generally regarded as ineffective due to the N gain score less than 40%
Blended learning model as a multi-way instructional models that accommodate students’ needs.

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills

2024-04-15T04:20:13+00:00

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a descriptive design with quantitative approach by utilizing a validated writing test. The subjects of the study were 40students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills.

HIGHLIGHTS :

The indicators of critical thinking measured in the writing performance
test consist of: (1) the depth of cause-and-effect analysis, (2) the logic
of the argument given, (3) the accuracy of the solution offered, and (4)
the validity of evidence used as support for the argument
One of the possible challenges in developing EFL students’ critical
thinking skills is their English proficiency. Those who are less proficient
may struggle more in expressing ideas while providing arguments
compared to those who are more proficient. This eventually affects
their skills in reasoning.
The findings of the study imply the need to provide EFL students with
guidance such as questioning strategy, discussion, and relevant sources
of information to practice their critical thinking skills while developing
their English language skills.

English Learning Management System (ELMS) in the post-pandemic era: Comparative study

2024-04-15T04:35:37+00:00

In the post-pandemic era, virtual English educational environments are replacing the role of traditional classroom instruction. Due to the technological revolution and the COVID-19 pandemic, English learning has evolved considerably in recent decades in educational parties at the higher education levels in Indonesia, especially English Language Teaching, have offered various new options. ELMS is referred to as a program that may optimize the ease of English learning while promoting sustainable learning at home, particularly for lecturers who must provide English teaching-learning during the challenging periods of the COVID-19 pandemic. Existing previous studies confirmed that acceptance of the ELMS in higher education may vary from one country to another. This paper attempted to answer questions dealing with students’ engagement in learning and the usage of ELMS in Indonesia compared to other countries. The study surveys online polling and measures their acceptance and preference of ELMS in Indonesian higher education. The findings showed that as a sustainability program in higher education, ELMS had favorable impacts during the COVID-19 outbreak and was recognized as user-friendly.

HIGHLIGHTS:

An English Learning Management System (ELMS) is a platform designed to facilitate
the teaching and learning of the English language.
This research compares the use of ELMS in four continents namely Asia, Europe, America
and Middle East
There is no big difference of the use of ELMS in post-pandemic eras

The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University

2024-04-15T05:03:23+00:00

The objective of this research is to describe the percentage of post-alveolar fricative sound pronunciation acceptability among the English Language Education students in their sixth semester at the University of Tanjungpura. The scope of the study would be limited to the comparison of the first and second formants of the participants with those of the native speaker, whose formants were evaluated utilizing the PRAAT software. The data was gathered from a pronunciation performance test that was conducted via an audio recording procedure. The study involved a total of 15 participants who were categorized into three distinct ethnic groups, including Indonesian Tionghoa, Dayak, and Malay. Each participant pronouncing a set of 20 words, consisting of both voiceless and voiced post-alveolar fricatives. According to the findings of the study, 1) the percentage of voiceless post-alveolar fricative sounds that were considered ‘Acceptable’ was 40.5%, whereas the percentage of those that were considered ‘Not Acceptable’ was 59.5%., 2) the percentage of ‘Acceptable’ pronunciation of voiced post-alveolar fricative sounds was 42%, while the percentage of those that were ‘Not Acceptable’ was 58%. The inference that can be drawn is that students encounter challenges when attempting to articulate post-alveolar fricative sounds.

HIGHLIGHTS :

The study revealed that 31% of students exhibited exceptional proficiency in voiceless post-alveolar fricative pronunciation, whereas 33% achieved excellence in voiced pronunciation. This indicates a diverse distribution of skill levels among students.

The acceptable criteria for pronunciation show that pronunciations that fall within the excellent to fair categories are in agreement with the expectations of native speakers. The correct pronunciation was achieved in around 40.5% of cases for voiceless fricatives and 42% for voiced fricatives, indicating places where pronunciation was considered acceptable.

A significant number of sixth-semester English Language Education students had obstacles in pronouncing post-alveolar fricatives. The study proposes the implementation of an appropriate educational setting, the development of phonetic learning awareness, and the investigation of curricular enhancements for addressing pronunciation difficulties.