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All Journal Poetika: Jurnal Ilmu Sastra VISION Jurnal Sosioteknologi Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) ELT Echo Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Journal Of English Language and Education RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Kandai WIDYA LAKSANA Metalingua: Jurnal Penelitian Bahasa Kumawula: Jurnal Pengabdian Kepada Masyarakat Salasika SAGA: Journal of English Language Teaching and Applied Linguistics ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) International Journal of English Learning and Applied Linguistics (IJELAL) Metathesis: Journal of English Language, Literature, and Teaching
Widya Ratna Kusumaningrum
Universitas Tidar
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Jeopardy classroom instruction: Fostering students’ motivation to learn English vocabulary Kusumaningrum, Widya Ratna; Binarti, Endang
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1211

Abstract

The issue, dealing with gamification to foster learners’ motivation and vocabulary in learning English, has been investigated recently. It is perceived that gamification will directly affect the teaching-learning process and determine the learning ambiance. This study aims to shed light on the extent of the employment of Jeopardy Classroom Instruction to foster EFL learners’ motivation to learn English vocabulary. The study deployed an action research method with three phases of pre-cycle, cycle 1, and cycle 2. Pre-cycle was to document the initial classroom condition before using Jeopardy Classroom Instruction, while cycle 1 and cycle 2 were for knowing the teaching-learning process situation during the use of Jeopardy Classroom Instruction. The participants were junior high school students. The data were collected through observation, closed-ended questionnaire, and students’ score. The results suggested that Jeopardy Classroom Instruction is an adjunct to aid students’ motivation to learn vocabulary. It helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. Also, it mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self-sabotage that might hinder them from learning vocabulary. HIGHLIGHTS: Jeopardy Classroom Instruction helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. It mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self- sabotage that might hinder them from learning vocabulary.
O’Speak Version 1.0: A New Tool to Measure Segmental Pronunciation Features Kusumaningrum, Widya Ratna; Ramadhika, Boris; Yosintha, Rolisda
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 1 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i1.494

Abstract

The rapid enhancement of technology has made it possible to integrate technology and L2 pronunciation assessment. While the investigation of L2 pronunciation was considered vital in English Language Teaching, assessing pronunciation is granted the least attention. This study attempts to discuss the roles and impacts of O’Speak version 1.0 as an automated pronunciation tool and compare it with human ratings while assessing L2 segmental pronunciation features uttered by Indonesian learners of English. This study aims to pilot an android-based pronunciation test, namely, O’Speak, which was developed using Feuerstein’s Mediated Learning Experience principles. Performed under a quasi-experimental research design, this study ran an independent two-sample t-test involving 50 participants. The study showed that there was no statistically significant difference between O’Speak and human ratings in the segmental pronunciation assessment. This indicates that a new tool functions equally with the ability that human rating has. During the study, this study identified some caveats shown by the human rating that leads to its ability to be equal to O’Speak, and these include teaching experience, hallo effect, and rating experience.
Co-Authors Ainun Ulli Kusumaningrum Atsani Wulansari Binarti, Endang Boris Ramadhika Cahyo Yusuf Candradewi Wahyu Anggraeni Carolus Prima Ferri Karma Ginda Rakha Kusworo Wicaksono Kenti Sugiyati Lilia Indriani Mercya Christ Sita Dewi Muhammad Rauuf Oktavian Nur Rangga Asmara Rangga Asmara, Rangga Rolisda Yosintha Taufik Arochman Yosintha, Rolisda Yusup Irawan