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All Journal ELT Worldwide: Journal of English Language Teaching Journal of Research on Language Education International Journal of English Learning and Applied Linguistics (IJELAL) Metathesis: Journal of English Language, Literature, and Teaching
Kenti Sugiyati
Universitas Tidar
Humanities Education Languange, Linguistic, Communication & Media

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Online Teaching Amid the Covid-19 Pandemic: How Self-Efficacious Pre-service EFL Teachers Are? Mercya Christ Sita Dewi; Kenti Sugiyati; Rachmah Yunita
ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i1.22902

Abstract

 The sudden transition from an in-person class to online education due to the Covid-19 pandemic is not a new thing. Subsequently, it encourages educators to keep accommodating an effective learning environment. Studies agree that having a high level of self-efficacy in online teaching stands among the fields that educators need to have since it influences their behavior and motivation. Concerning this fact, the study intends to explore the self-efficacy of 53 pre-service EFL teachers who have already accomplished their online teaching practice. By distributing a self-administrated questionnaire, data revealed that pre-service teachers had a high level of self-efficacy on teaching online. The highest self-efficacy level was related to technology integration (m=4.75), followed by communicative language teaching (CLT) (m= 4.39), pedagogy (m=4.35), and the last; self-management (m=4.26). The findings also addressed that they had high self-efficacy to employ various online platforms to support and motivate students in online learning. Contrastingly, they had the lowest self-efficacy for managing their workload when teaching online. Come to an end, the study offers implications for education and teachers training programs to prepare their graduates to be accustomed to teaching online, considering the latest education need due to the Covid-19 pandemic.
EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS Kenti Sugiyati; Lilia Indriani
Journal of Research on Language Education Vol 2, No 1 (2021)
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jorle.v2i1.906

Abstract

English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome this particular issue. Hence, the researchers attempt to investigate the level and primary causes of EFL students' public speaking anxiety. This present study participated by 34 third-semester students of the English Department at Universitas Tidar. In collecting the data regarding the public speaking anxiety level, the researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore, the results from the questionnaire are delineated to explore the causes of public speaking anxiety. The study found that 58.8% of students experienced a medium level of public speaking anxiety. In addition, most of the students agreed that fear of negative evaluation becomes the major anxiety-provoking factor following by communication apprehension and test anxiety—lastly, only almost half of the students’ experience comfort in speaking English.
Looking into EFL Students' Preferences in Turning On and Off Their Video Camera during Virtual Learning: What Does it Imply? Kenti Sugiyati; Mercya Christ Sita Dewi; Widya Ratna Kusumaningrum
International Journal of English Learning and Applied Linguistics (IJELAL) Vol 2, No 2 (2022): The Collaborative of Linguistics and Literature in English Learning
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (18.664 KB) | DOI: 10.21111/ijelal.v2i2.7207

Abstract

Videoconferencing tools with their webcam features are among the platforms that support the implementation of an online learning system amid the Covid-19 pandemic. Thus, students' attitudes toward webcam use can carry out essential meanings on the teaching-learning process in distance learning. Through an explanatory case study, the study aimed to determine students' preferences toward webcam use; and the reasons behind their behaviour. The results indicated that Indonesian EFL students at an average level agreed to keep their webcams on during virtual classrooms. To this point, there are situations where they turn their webcams on and off during courses in a week. A number of reasons such as facing anxiety issues, having an internet connection problem, concerning their privacy; become the primary reasons why they turned the camera off. Findings also highlighted that even students had some difficulties using it, they tried to keep their cameras on during several courses, even it is not mandatory, in order to show respect and closeness to their lecturers and be more attentive in joining the online classes. Thus the study offers implications for educators to encourage—not as mandatory—their students to turn their webcam on during online classes. Emphasize that even if they are in an online learning classroom keeping their webcams on will demonstrates their socio-affective skills, namely showing respect, attentiveness, and closeness to their lecturers.
Utilizing Teams-Game-Tournament (TGT) to Enhance Students’ Grammatical Understanding in Online Learning Setting Kenti Sugiyati; Lilia Indriani
Metathesis: Journal of English Language, Literature, and Teaching Vol. 6 No. 2 (2022): 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.v6i2.154

Abstract

The massive implementation of online learning as a response to the pandemic over these past two years has offered abundant opportunities to explore, discover, and incorporate strategies for its execution and to cope with the possible challenges. Taking this into account, this present study is proposed to find out the effectiveness of an innovative pedagogical strategy namely teams-game-tournament as the type of cooperative learning model to teach grammar in an online learning setting. This study employed a quasi-experimental research design involving ten graders of senior high school (N=56). They come from two groups: the experimental group using teams-game-tournaments and the control group with only the traditional in-class lectures. The results obtained from the t-test using SPSS confirmed that there is a significant difference in students’ grammar scores that were taught using the strategy compared to students’ scores in the control group without the treatment. In order words, the use of the given strategy is more effective to enhance students’ English grammar, particularly in the correlative conjunction understanding.
Co-Authors Lilia Indriani Mercya Christ Sita Dewi Rachmah Yunita Widya Ratna Kusumaningrum