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All Journal Parole: Journal of Linguistics and Education LET: Linguistics, Literature and English Teaching Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Journal of English Education, Literature and Linguistics Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of English Teaching and Applied Linguistics (JETAL) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat ENLIT International Journal of Research in Vocational Studies (IJRVOCAS) International Journal of Southeast Asian Studies (IJSAS)
Yusuf Al Arief
Universitas Lambung Mangkurat
Aerospace Engineering Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mechanical Engineering Social Sciences Other

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Technology-Assisted Project-Based Language Learning on Wetland Concern Rina Listia; Yusuf Al Arief; Dzahabiyah Alfia Zahra; Kimilia Azzahra; Rizky Amelia
LET: Linguistics, Literature and English Teaching Journal Vol. 12 No. 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7257

Abstract

In the midst of independent learning, the implementation of project-based learning method is inseparable. By employing a quasi-experimental study involving English Department students in an experimental class and a control class, this study investigated the effectiveness of Technology-Assisted Project-Based Language Learning with wetland-based concern. The data was collected from the presentation project score and a questionnaire given to the students. The collected data was then analyzed by using Mann-Whitney test and descriptive statistics. Focusing on the two-fold foci, the results showed significant result where the students in the experimental class performed better than those in the control class. Collaboration, motivation, authenticity and students’ mastery to the technology that is Storyjumper impacted to the significant result in this study as confirmed in the questionnaire results. Students perceived positively to the implementation of technology-assisted project based language learning in wetland concern. The result of this research study is expected to be used in teaching and learning in the field of learning English as a foreign language and to encourage students to apply technological innovations in the field of learning English in a wetland environment.
The Use of Linguistic jokes in EFL Classroom Yusuf Al Arief
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1000

Abstract

Humor is widely recognized as an effective method for promoting language acquisition and enhancing language skills. Using humor in language training can help students feel more at ease, reduce tension, and encourage good emotions, all of which have a favorable effect on their motivation and engagement. In language-learning environments, linguistic jokes are one sort of humor that has not been well investigated. This study uses descriptive qualitative methodologies to investigate the advantages of linguistic jokes in the English as a foreign language (EFL) classroom. Data were gathered for the study from interviews, focus groups, and classroom observations involving EFL students. The results show that language learners gain from using linguistic jokes in EFL classes in several ways, including greater motivation, increased engagement, improved communication skills, and decreased anxiety. The study also emphasizes how humour can improve the learning environment by encouraging greater participation and a sense of belonging among students. The qualitative data show that learners have good attitudes toward using humour in language acquisition, which lends credence to these findings. The study proposes that EFL teachers utilize humour as a teaching method to facilitate language learning and develop language skills. It also finds that including linguistic jokes in EFL classrooms can benefit language learners in various ways.
Co-Authors Abdul Muth'im Dwi Astuti Muslimawati Dzahabiyah Alfia Zahra Eka Puteri Elyani Inayati Fitriyah Asrimawati Jumariati Jumariati Kimilia Azzahra Muhammad Nuril Anwar Nor Jannah Rina Listia Rizky Amelia Rizky Amelia Siti Alpiyah Damayanti Siti Haniifah Husnul Khotimah