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All Journal Lingua Cultura ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Journal of English Literacy Education Jambura Science of Management Jambura Journal of English Teaching and Literature
Abid
Universitas Negeri Gorontalo
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Journal : Jambura Journal of English Teaching and Literature

 1 
Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers Nurhardiyanti Adam; Abid Abid; Yusna Bantulu
Jambura Journal of English Teaching and Literature Vol 2, No 1 (2021): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (41.728 KB) | DOI: 10.37905/jetl.v2i1.10632

Abstract

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.
Students’ Voices on English Language Uses in an Islamic Boarding School in Gorontalo Fitriyanti Taib; Usman Pakaya; Abid Abid
Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.929 KB) | DOI: 10.37905/jetl.v2i2.13084

Abstract

In the Islamic boarding school settings as in Indonesia, all the students are required to master English language for their daily interaction, starting from year 7 up to 12. However, the students who are beginners may often feel challenged with it. The present of study, therefore, seeks to discover the students’ voices on English language uses outside classroom context at one of the Islamic boarding schools located in the Province of Gorontalo. The participants of this study were the students sitting at the junior high school level. Informed by a qualitative approach, data were collected by using observation fieldnotes and interview protocols, and analyzed using a thematic analysis. The findings showed that there were four themes representing students’ voices: lack of preparation, language learning preference, language use preference, and English use challenges. The findings suggest that the boarding school may need to create programs that encourage the students to learn and master English, and to facilitate them in making the most of their English language learning.
English Speaking Difficulties Encountered by Tourism Department Students’ in EFL Public Interactions: A qualitative study Ismail Koerniawan Mohammad; Hasanuddin Fatsah; Abid Abid
Jambura Journal of English Teaching and Literature Vol 3, No 1 (2022): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i1.15122

Abstract

Mastering English facilitates students’ preparation for professional job applications. In the context of tourism school, learning the language, therefore, is a must. The study reported in this article explores the difficulties in speaking English encountered by a group of Indonesian learners of English and how they anticipated their perceived difficulties. A qualitative research approach was employed for data collection and analysis. Participants were from a Tourism Department of a university in the Province of Gorontalo, Indonesia, who voluntarily agreed to join in the interview sessions. Findings showed that most participants struggled to communicate in English, particularly when interacting with foreigners. The difficulties include a lack of vocabulary and comprehension of certain accents. In addition, it was found that in anticipating those difficulties, students employed regular English use practices, gestures, and information technology assistance. The study suggests that frequent meaningful English practices in and outside the English classroom should be facilitated, and the use of relevant technological tools for fostering English language practices be promoted.
Exploring English Majors’ Experience in Taking IELTS Speaking Practices: A Qualitative Study Muliana Wahyuni Halid; Karmila Machmud; Abid Abid
Jambura Journal of English Teaching and Literature Vol 3, No 2 (2022): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i2.18674

Abstract

This study sought to explore the experience of students majoring in an English Department in taking the IELTS speaking practices, and whether or not they had challenges during the learning process. A qualitative approach was employed, and for collecting data a WhatsApp voice note application was utilized. Three students studying at a university in Gorontalo, Indonesia, agreed to participate voluntarily. The findings revealed that the students experienced different challenges during the IELTS speaking practices, which were grouped into five themes: (1) students prepared themselves in different ways, (2) students viewed IELTS differently, (3) students encountered some problems during the IELTS speaking practices, (4) students had issues in adjusting their answers to the test duration, and (5) students agreed that the IELTS test is important for their future. It was also found that the students still had challenges in practicing the IELTS speaking tests. For instance, they felt nervous, lacked English academic vocabulary, and even worried about using correct English grammar. The study recommends that students need to do more readings and spend a sufficient amount of time practicing with peers, so they could expand their knowledge and structure their responses well. In addition, lecturers can help students by giving authentic IELTS materials and visualizing the example of IELTS speaking tests in the classrooms.
Unveiling the sources of English speaking anxiety of a vocational school student: A narrative study Mentari Mentari; Abid Abid; Indri Wirahmi Bay
Jambura Journal of English Teaching and Literature Vol 4, No 1 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i1.21489

Abstract

The primary aim of this study is to explore the sources of English-speaking anxiety and ascertain the learners’ future expectations regarding his English language proficiency. The study was conducted at a vocational school in Central Sulawesi, Indonesia, using a narrative inquiry design. A 10th-grade student from the Hospitality and Tourism Industry class was purposively invited to participate voluntarily. Data was collected through semi-structured interview and analyzed thematically. The findings revealed that sources of the student’ anxiety when speaking English included a lack of English vocabulary capacity and a lack of exposure to English as oral communication. Furthermore, the findings show that the student’s future expectation of learning English as a foreign language in the classroom include becoming familiar with speaking English and to be able to talk to foreign guests without being nervous. This study highlights the need for further investigations into effective strategies to facilitate students’ efforts in speaking English comfortably.
Utilising YouTube to Facilitate English Speaking Skills Improvement among EFL Learners Melisa Melisa; Abid Abid; Farid Muhamad
Jambura Journal of English Teaching and Literature Vol 4, No 2 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i2.24446

Abstract

This study aimed to explore how students utilize YouTube as a virtual platform for developing English- speaking skills. A qualitative approached was used to capture the experiences of three participants in English Department discussing how YouTube improved their English-speaking skills. To analyse data, a thematic analysis was employed. The findings revealed three major themes, namely employing self- directed learning approach, engaging with videos for active learning, and receiving diverse content exposure for language enrichment. These shed light on the many ways that YouTube helps students improve their English speaking skills and advance our understanding of how students use the platform for foreign language learning.
Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy Utari Apriliyani Dumbela; Moon Hidayati Otoluwa; Abid Abid
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.21517

Abstract

The study reported in this article aims to investigate whether the use of the Direct Reading Thinking Activity (DRTA) strategy can help students find ways to enhance their English reading comprehension of narrative texts at a vocational senior high school in the Province of Gorontalo. The study focused on first-grade students, particularly in class X TKJ. A quantitative method was employed, utilizing a one-group pre-test post-test design to determine the significant difference in students’ comprehension before and after being taught using the strategy. The results indicate that the use of the Direct Reading Thinking Activity (DRTA) strategy help enhances students’ reading comprehension of English narrative texts. This was evidenced by a significant difference between the mean scores of the pre-test (8.7) and post-test (18.48). The t-test result indicated that T-test was higher than T-list: 13.91 > 2.056, with a significance level (α) of 0.05 = 2.056. Thus, H1 was accepted since L0 < L-list (0.100 < 0.173). Moreover, the use of this strategy facilitated students in maintaining focus, fostering critical thinking, active engagement in the learning process, enhancing comprehension of reading components, and understanding reading texts more easily.
Co-Authors Citra Aditya Kusuma Elsje Louise Sambouw Farid Muhamad Fifian Violina Uloli Fitriyanti Taib Hassanudin Fatsah Indri Wirahmi Bay Ismail Koerniawan Mohammad Karmila Machmud Melisa Melisa Mentari Mentari Moon Hidayati Otoluwa Muliana Wahyuni Halid Nurhardiyanti Adam Nurmin Samola Usman Pakaya Utari Apriliyani Dumbela Yusna Bantulu