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All Journal Jurnal Manajemen dan Organisasi Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya BAHASA DAN SASTRA Prosodi: Jurnal Ilmu Bahasa dan Sastra EDUCAFL : E-Journal of Education of English as a Foreign Language AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Edumaspul: Jurnal Pendidikan SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Kesehatan J-REaLL Journal of Community Service and Empowerment Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies New Language Dimensions Journal of Nusantara Education Procedia of Social Sciences and Humanities Prosiding (SIAR) Seminar Ilmiah Arsitektur Cendikia: Jurnal Pendidikan dan Pengajaran Pubmedia Jurnal Pendidikan Bahasa Inggris Indonesian Journal of Public Administration Review ELLITE: Journal of English Language, Literature, and Teaching
Yuli Astutik
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Journal : Script Journal: Journal of Linguistic and English Teaching

 1 
Synchronous or Asynchronous: Students’ Perceptions And Learning Outcomes In Teaching English For Young Learners (TEYL) Courses Astutik, Yuli; Megawati, Fika; Shofiyah, Noly; Mandarani, Vidya; Meiramova, Saltanat; Tamara , Pasya Rahma
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October (in Press)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2170

Abstract

Background: Despite the growing adoption of online learning, limited research has examined how synchronous and asynchronous modalities affect pre-service teachers’ mastery of pedagogical theories in Teaching English for Young Learners (TEYL) courses. During the COVID-19 shift to remote teaching, TEYL teacher education faced the challenge of ensuring future teachers developed adequate pedagogical content knowledge despite reduced face-to-face interaction. This study addresses this gap by investigating the relationship between students’ perceptions of synchronous (Zoom) and asynchronous (Moodle) learning and their academic performance in TEYL course.   Methodology: This quantitative ex post facto study involved 71 fifith-semester students enrolled in TEYL course, divided into a synchronous class (n=40) and an asynchronous class (n=31). Data were collected through a validated 34-item perception questionnaire (Cronbach’s α = 0.87) and midterm exam scores. While the sample size was relatively small, it provided initial evidence of how different modalities function in a teacher education context.   Findings: Regression analysis revealed a significant positive relationship between students’ perceptions and their midterm exam scores in both modalities ((R² = .309 synchronous; R² = .325 asynchronous). However, independent t-test results showed no statistically significant difference in exam performance between the two groups (t(69) = 0.165, p = 0.87).   Conclusion: These findings suggest that well-structured synchronous and asynchronoous learning can both support TEYL teacher education effectively, provided that instructional design aligns with students’ need and course objectives.   Originality: This study is original in its focus on pre-service teachers in TEYL course an underexplored participant group and highlights how modality choice interacts with students’ perceptions to shape learning outcomes. Its findings offer practical insights for teacher educators designing blended or hybrid curricula in the post-pandemic era.
Evaluating the Effectiveness of the SQ3R Method in Enhancing Students' Reading Proficiency Firda Wulan Sudarsono; Astutik, Yuli
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 1 (2024): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i1.1598

Abstract

Background: Reading proficiency plays a pivotal role in language acquisition, influencing comprehension levels. However, while the SQ3R method has been identified as a tool for enhancing reading skills, its practical application and effectiveness in high school English settings are insufficiently studied, revealing a significant research gap. Methodology: This research employs a mixed-methods approach utilizing the Quan-qual model to address this gap comprehensively. Quantitative methods entail a true experimental design involving control and experimental groups, with 54 class X students purposively sampled. Additionally, qualitative data were collected through interviews with four representative students. Findings: The findings reveal the effectiveness of the SQ3R method in improving reading achievement, supported by significant score enhancements in reading tests. Interviews with students also indicate positive attitudes toward SQ3R, boosting their motivation for reading. These results emphasize SQ3R's potential to elevate high school students' reading skills and enhance engagement in English language learning. Conclusion: This study underscores the effectiveness of the SQ3R method in enhancing reading achievement among high school students. Utilizing a mixed-methods approach, it reveals substantial score enhancements in reading tests and positive student perceptions, indicating increased motivation for reading. These findings highlight SQ3R's potential to elevate reading proficiency and engagement in English language learning, offering valuable insights for educators and curriculum development. Originality: The research identifies a gap in the exploration of the SQ3R method's application in high school English language learning, particularly regarding its effectiveness and students' perceptions. Further investigation is necessary to delve into qualitative aspects and involve diverse samples for a comprehensive understanding of English language learning in high school contexts.
Co-Authors Agung Wibowo Agustina, Sheila Ahsan, Ava Kenji Akbar, Darmawan Riski Albarika, Ayu Grahita Anggarani, Dinar Arsy Anggraini, Rishma Badriyah , Laila Chandra Kartika, Chandra Choirun Nisak Aulina Dewi, Yuni Lusiana Dian Novita Fadhilah, Auliyah Nur Faiza, Nurul Fanani, Eiffan Fatchur Rohman Fika Megawati Firda Wulan Sudarsono Firdaus, Anita Fitrawantono, Muhammad Rafly Hamdi, M. Sukron Hardiansah, Rifky Hatuina, Novi Dwi Putri Hayuana, Wachidah Imam Pribadi Imanudin, Faldi Jihad Jayanti, Elis Dwi Meiramova, Saltanat Mongboon, Nantana Mukhamad Najib Murni Sapta Sari Nikmatillah, Murni Niko Fediyanto Noly Shofiyah Nugroho Mardi Wibowo Nurasik, Nurasik OIKUREMA PURWATI Palomargareta, Gebriela Qomarun, Q Rahayu, Endang Mastuti Rara Dewi Putri Rahmadani Riyanto, Raditya Ferdi Sharifah, Ferly Soebijantoro Soebijantoro, Soebijantoro Sumarni Sumarni Suyoto, Shinta Widiowati Syafruddin, Muhammad Andi Tamara , Pasya Rahma Teluma, Katarina Sarabiti Utami, Aisyah Cucu Vidya Mandarani Wibisono, Farah Nabila Yudho Bawono Yuliati - Yusuf, Mufidah Nur Aliyyah