Article Per Year (5 Year)
p-Index From 2021 - 2026
0.947
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching JET (Journal of English Teaching)
Nephawe, Farisani Thomas
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time Nephawe, Farisani Thomas
JET (Journal of English Teaching) Vol. 9 No. 2 (2023): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v9i2.4210

Abstract

Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument’s reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time.
Strategic Intervention for Selected Deviant English Phrases at a rural University Nephawe, Farisani Thomas
JET (Journal of English Teaching) Vol. 9 No. 1 (2023): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v9i1.4227

Abstract

Professionalism in English phrases is an indispensable tool for the enhancement of fluency and accuracy in communication. However, English second language learners face redundancy challenges apropos an effective use of phrases. The research investigated strategic intervention for selected deviant English phrases at the University of Venda. A quantitative approach was adopted because data could be analysed mathematically and statistically. Using probability sampling, 35 Level Three English students registered in the 2022 academic year at this university were selected to participate in this research. Further, a convenience technique was employed to select the respondents who were readily approachable and had been studying English for more than twelve years. A pre-test study was conducted on the respondents who were not part of the target group to plan and modify the main research. After a treatment process was followed, the research revealed that respondents were incompetent in the use of English phrases. Nonetheless, post-test results established that respondents performed preternaturally after the utilisation of the ‘language shadowing methods’. Frequent practice in the use of this technique, therefore, cannot be ignored if one wishes to improve not only the art of public oration but also the image of the person's academic literacy.
Exploring the Use of Wh-Questions for Reading Comprehension Text at a Rural-Based Secondary School Nephawe, Farisani Thomas
JET (Journal of English Teaching) Vol. 9 No. 3 (2023): Journal of English teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v9i3.4748

Abstract

Questioning is a fundamental skill in communication because it elicits a productive and accurate response. However, it poses challenges to English second language learners living in deep rural traditional villages. The paper explored the use of wh-questions in reading comprehension text by Grade 10 English First Additional Language learners at Milton Mpfumedzeni Secondary School at the Vhumbedzi Circuit in Limpopo Province, South Africa. A quantitative approach was adopted because it uses statistics and numbers to predict, discover facts, and test hypotheses while the qualitative provides in-depth knowledge of a phenomenon. Thirty-six participants were selected using a simple random sampling technique because it gives each member of the population an equal chance of being included in the investigation. Also, a convenience sampling procedure was utilised as the subjects are readily accessible although participation is not equal for all members of individuals in the target population and study results are not essentially generalisable. The Statistical Package for Social Sciences Version 22 to maintain in-depth statistical analysis due to its feasibility. Preliminary investigation revealed that participants were incompetent in reading comprehension text but after using momentous strategies, they performed outstandingly. Thus, the paper sanctions using the identified strategies applicable to reading comprehension text.
INNOVATIVE TEACHING STRATEGIES FOR ENHANCING THE USE OF DESIGNATED ENGLISH PHRASES Nephawe, Farisani Thomas; Miftah, M. Zaini
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.9436

Abstract

The present study investigated innovative teaching strategies to strengthen the use of designated English phrases at a rural-based university. The study adopted a quantitative research approach with quasi-experimentation for the pre-test and post-test results to identify innovative strategies for enhancing the use of these phrases. A descriptive research design was used to describe the status of these strategies accurately. Thirty (30) students registered in English Module 2561in the First Semester of the 2023 academic year were randomly sampled to participate in the study. Data were collected using a questionnaire, which provides flexibility and accuracy for selecting answers from the given multiple-choice questions. The Statistics Package for Social Sciences (SPSS) version 29.0 was employed to analyse the findings due to its new enhancements to manage large and complex data sets. The pilot study revealed that students were incompetent in using designated English phrases. However, students performed remarkably after utilising blended learning and Jigsaw strategies. The study implies that the identified strategies are indispensable to enhancing the use of designated English phrases. Further research should be conducted studies on the indispensability of the identified strategies. The study recommends frequently using the identified strategies to enhance the use of designated English phrases.
Approaches for Learning Collective Nouns Proficiency: A Case of a South African Primary School Nephawe, Farisani Thomas
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.7471

Abstract

Proficiency in the use of collective nouns is indispensable in English because it enhances effective communication. However, using collective nouns appropriately poses challenges to many. The present study investigated approaches for learning collective noun proficiency at a South African primary school. A quantitative research method was espoused as it establishes cause-and-effect relationships and determines a large population’s opinions. Data was collected using a questionnaire because it gathers information from large data sets within a short period. A probability sampling technique was employed to randomly select twenty-five Grade 7 English First Additional Language learners because it gives every learner an equal chance of participation in the study. A Statistical Package for Social Sciences Version 28 was employed to enhance power analysis procedures that create a graphical representation of results. Preliminary investigation indicated that the participants were incompetent in understanding the use of collective nouns. Nonetheless, after using the memory and Scavenger hunt game approaches, learners performed outstandingly. The current study has significant implications for future collective noun proficiency for both learners and teachers. Future researchers can conduct further research on approaches for enhancing collective noun usage. The paper endorses the frequent use of the identified approaches to enhance English proficiency.
Co-Authors M. Zaini Miftah