JEES (Journal of English Educators Society)

Prospective EFL teachers’ perception toward teaching English vocabulary through poetry

Ni Komang Arie Suwastini, Putu Rahmayanti — Fri, 08 Mar 2024 00:00:00 +0000

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

Flora Debora Floris, Utami Widiati, Willy Ardian Renandya, Yazid Basthomi — Sun, 17 Mar 2024 00:00:00 +0000

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

Balqis Husain, Sri Setyarini Wardiman, Pupung Purnawarman, Zulhasmi Abasa — Sun, 31 Mar 2024 00:00:00 +0000

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

Mon, 01 Apr 2024 04:43:20 +0000

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.

The Efficacy of Blended Learning in Enhancing Oral Proficiency in Aviation School: An In-depth Investigation

Tiara Sylvia, Laila Rochmawati, Susi Diriyanti Novalina — Tue, 30 Apr 2024 11:33:14 +0000

Blended learning has been identified as a highly promising instructional approach
within vocational education institutions. The objective of this study is to examine

the disparities in speaking skills learning strategies between traditional (face-to-
face) instruction and blended learning. Additionally, the study seeks to ascertain the

impact of these learning strategies on students' speaking abilities in both traditional
and blended learning environments. The present study employs a quantitative
research approach, utilizing an experimental design. The sample for this study
comprised 120 participants, 24 participants representing Politeknik Penerbangan
Medan and 96 participants representing Politeknik Penerbangan Surabaya. The
results of this study suggest that the mere adoption of technology and the removal
of the traditional classroom setting do not suffice in establishing an optimal learning
environment for individuals learning a second or foreign language. Nevertheless,
there exists a considerable opportunity to amalgamate conventional educational
settings with contemporary technological advancements in order to enhance
students' academic achievements across various abilities and sub-skills, with a
particular emphasis on oral communication proficiency. Based on the results
obtained from the study, it is possible to draw the following conclusions: 1) A
statistically significant disparity exists in the proficiency of English speaking skills
when employing the blended learning approach. 2) A statistically significant
discrepancy is observed in the proficiency of English speaking skills for the
experimental group, thereby corroborating the efficacy of post-implementation
learning strategies.

HIGHLIGHTS :

The experimental group demonstrated significant improvements in various aspects of speaking skills,
leading to a notable increase in mean speaking ability scores from pre-test to post-test, indicating an
overall enhancement of 11.80%. Conversely, the control group showed minimal improvements,
reflecting a minor increase in pre-test to post-test scores.
The ANOVA test results revealed no statistically significant difference in the mean initial ability score
between participants exposed to blended learning techniques and those receiving traditional methods
for the pretest. However, for the posttest, a significant difference was observed, suggesting that
blended learning approaches significantly enhanced final ability scores compared to traditional
methods.
Blended learning, facilitated by multimedia sources like E-Module Aviation Speaking Preparation
Test, creates a conducive learning environment and improves independent learning strategies,
ultimately enhancing students' speaking achievements. Incorporating blended learning approaches in language education can lead to better learning outcomes and enhanced language proficiency, supported
by previous research demonstrating the benefits of blended learning over face-to-face teaching.
Providing online resources can add value to students and improve their performance, particularly in
speaking lessons tailored to meet students' needs and interests.

A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers

Sahiruddin Sahiruddin, Yudhi Arifani, Clinton Chidiebere Anyanwu, Jati Suryanto — Tue, 30 Apr 2024 00:00:00 +0000

This inquiry explores English foreign language (EFL) teacher beliefs in teach-abroad (TA) contexts under the umbrella of Vygotsky’s sociocultural theory (SCT) of mind. The previously available literature on teacher beliefs has relied mostly on quantitative survey research concerning belief as an inert variable; an internal representation of experience is resilient to evolve. Due to the prevalence of the theory of mind or cognitive orientation under the sociocultural theory, this case study aims to examine two TA EFL teachers’ belief changes in the new TA context and conceptualize the teachers’ beliefs from a sociocultural perspective. The participants involved EFL teachers (both pseudonyms): Ivan (male, aged 26) and Melanie (female, aged 24) attending different types of TA were recruited for this research. We collected the data through pre-and post-TA interviews and teaching journals with other triangulated methods like teaching autobiographies and recall experiences. The findings advocated that EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences, and their belief changes involve a remediation process that leads to different teaching actions. Their internalized EFL teaching beliefs within meaningful environments influence the success of their TA teaching.

HIGHLIGHTS:

EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences
EFL teacher’s belief changes involve a remediation process that leads to different teaching actions
Socio-cultural context of teaching and learning practice facilitates the perception of teachers’ teaching beliefs.

Mixed Methods Approach in Researching EFL Learners’ Motivation

Reza Anggriyashati Adara, Ismail Sheikh Ahmad, Irnie Victorynie — Tue, 30 Apr 2024 00:00:00 +0000

As mixed-method approach has gained renewed interests of researchers, a review toward the use of mixed-method to investigate EFL learners’ motivation will contribute as a help for future researchers. The present paper attempts to provide a systematic review by synthesizing research articles related to EFL learners’ motivation which used mixed-methods as their research approach. After screening 3,092 research articles on the aforementioned topic, 16 research articles were included into a final systematic map for analysis. An in-depth review shows that questionnaires and sequential explanatory approach are mostly used by the researchers to investigate EFL learners’ motivation. Although selected studies were performed in different countries with diverse theoretical backgrounds, the majority of studies were directed toward university students, resulting in lack of studies on younger EFL learners. The implications for future studies are also discussed for the consideration of researchers in the near future.

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

Esti Junining, Herawati, Nuria Setiarini — Wed, 20 Mar 2024 00:00:00 +0000

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

Social media for improving the students’ vocabulary mastery in ESP Maritime English

Dyah Ratnaningsih, Oikurema Purwati, Ahmad Munir — Tue, 30 Apr 2024 00:00:00 +0000

The ever-expanding globalization era brings with it a host of new developments in people's lives, including

methods of learning, especially when it comes to increasing vocabulary in English, the universal language of communication. Economic issues are greatly impacted by globalization; as a result, trade between countries is

growing quickly, and shipping is the most suitable means of transportation. Consequently, there is a growing need for proficient sailors who speak English, especially maritime English, in order to demonstrate clear communication and reduce accidents brought on by miscommunications between crew members and ships. For students in maritime schools, learning Maritime English (ME) terminology is a prerequisite to developing proper communication skills. Social media is one of the teaching strategies used with students at the maritime academy.

HIGHLIGHTS:

The effectiveness of social media in improving the students’ maritime English
vocabulary in ESP Maritime English.
Several social media such as YouTube, Instagram and Facebook related to
maritime always share the useful knowledge and current issues in global
maritime world.
The social media related to the certain studies are suggested to be followed by
the learners to improve their knowledge and skills.

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

Andra Sunata Pratama, Clarry Sada, Ikhsanudin Ikhsanudin — Mon, 01 Apr 2024 04:26:39 +0000

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.