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This Author published in this journals
All Journal Journal of English Language Teaching Innovations and Materials (Jeltim)
Bilal Qureshi
Seokyeong University
Education Languange, Linguistic, Communication & Media Other

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Virtual classroom management solutions for COVID–19 related anxiety issues Bilal Qureshi; Peter Frost; Benjamin Spink
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v4i1.52801

Abstract

The COVID-19 pandemic has brought immeasurable changes in almost every aspect of our lives and education is no exception. Following social distancing policies, the vast majority of educational institutions across the globe have shifted their academic structure from traditional face-to-face classes to online classes through a video conferencing software ‘Zoom’ as a synchronous method of instructions. Besides the fact that a complete diversion of classes toward online education has brought hope to many students to continue their education amid this time of the pandemic, there are many drawbacks to online learning, including online learning anxiety, that keep many students from achieving their learning goals. This study is designed to investigate Korean university students’ attitude toward online learning in general and their feelings of anxiety (if any) in particular when using video conferencing software ‘Zoom’. This mixed method study was conducted in two universities in Korea. Participants (n=132) were both male (n=61, 46.2%) and female (n=71, 53.8%) undergraduate students enrolled in the English linguistics department. The hypothesis stated that students with different socio-economic backgrounds have different attitudes towards online learning, which affects their feelings of anxiety for online learning. Quantitative data was collected in the form of survey questions, and interviews were conducted with randomly selected students (n=13) to obtain qualitative data. The findings suggest a few pedagogical implications for both teachers and students that include interventions and support by the experts to feel less isolated in online classes, and provision of a more user-friendly platform to be connected with teachers and peers.
Designing irregular verb game as teaching tool for learning irregular verbs Ari Rifaldi; Bilal Qureshi; Eni Rosnija
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 4, No 1 (2022): April 2022
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v4i1.51823

Abstract

This research aimed to validate the authenticity and usefulness of Irregular Verb Game as a teaching tool in learning past tense irregular verbs in English language class. This research involved an English teacher and students of grade eight at SMPN 3 Salatiga, Kabupaten Sambas. The research method was development which consists of three phases: analyzing, designing, and developing. For the analysis phase, the researcher used interview sheets to obtain the data that highlights teacher and students’ needs in teaching and learning. The design phase focused on designing the contents and layout of the product. The development phase generated the product, tried it out, and got teacher’s validation by using assessment rubric. The first part of the result of this research was a complete design of the product. The layout of the design had 3 main parts: intro, inside house, and outside house. The contents included a visual dictionary, pronunciation function, and simple quizzes. The second part of the result was the teacher’s validation for the product. The percentage of teachers’ validation for the product’s effectiveness was 94.44%. Based on this data, the researchers ensured that Irregular Verb Game can be used as a teaching tool to teach irregular verbs in the form of past tense for eighth grade students of Junior High School.
Co-Authors Ari Rifaldi Benjamin Spink Eni Rosnija Peter Frost