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PRE-SERVICE TEACHERS’ TEACHING PERFORMANCE IN TEACHING ENGLISH TO YOUNG LEARNERS: INSTRUMENTAL CASE STUDY APPROACH Debora Chaterin Simanjuntak
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 6, No 2 (2018): Volume 6, Issue 2, October 2018
Publisher : STKIP Siliwangi

The ultimate purpose of conducting this study is to explore teaching performance of pre-service in teaching English to young learners. This is an instrumental case study, using explanatory approach which scrutinize a particular case to gain insight to an issue or theory by involving sources of information to provide in-depth study. Furthermore the findings of this research is expected to underpin realistic aims and current curricular innovation for teaching English to young learners (TEYL). The findings of this study are classified into four aspects: Teaching Aim, Teaching Reflection, Teaching Approach, and Teaching Challenges. Pre-service teachers understood their purpose in teaching English young learners. Throughout the classroom observations and interviews, it was found that pre-service teachers provided relatable tasks for young learners; they focused on course objective; they established good bond with young learners before implementing the lessons. Their challenges in Teaching are to establish parent-teacher relationship and to identify learners’ learning skills. This study is expected to contribute insights to English language teaching area about Pre-service Teachers’ Teaching Performance in Teaching English to Young Learners by immersing into the world of teaching English to Young learners.

The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times Debora Chaterin Simanjuntak; Nelson Balisar Panjaitan
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2961

The onset of the COVID-19 pandemic has obliged universities worldwide to shift to other modalities such as e-learning. Lecturers feel obliged to motivate and aspire their students virtually. This study explores the perceptions and experience of English education lecturers on the inevitable surge of virtual teaching during the Pandemic. This study was a qualitative interview study utilized an interpretive description approach. The data were generated by interviewing 19 English education lecturers based on defined evaluation criteria and an online learning environment. Participants were given ten open-ended interview questions to find out how lecturers undertook online teaching during unprecedented times and perceived some changes in the teaching and learning process. The findings showed three themes emerged from lecturers’ perspectives during the shift to online learning; those themes are the need for iterative process, revamp delivery, and the need to advance technology infrastructure. In addition, there were two (themes that characterize the participants’ experiences in implementing online learning: Agility and adaptability, identification of the underlying needs. All themes in this study emerged from obtained sub-themes. These findings indicated that the inevitable surge of online learning shapes lecturers’ teaching skills and attitude in the process of shifting to other modalities.

STUDENTS' PERSPECTIVE AND EXPERIENCE ON THE USE OF ENGLISH AS MEDIUM OF INSTRUCTION IN INTRODUCTION TO BUSINESS CLASS: A QUALITATIVE INTERVIEW STUDY Novel Doloksaribu; Debora Chaterin Simanjuntak
PROJECT (Professional Journal of English Education) Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, MARCH 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i2.p230-243

As higher education institutions strive to become increasingly international, English-medium teaching has become a main concern to develop students’ English proficiency in preparing them for international competition. Therefore, this study aims to investigate students’ perceptions and experience on a program called PEBUC. It is a program devised by the Faculty of Economy at Universitas Advent Indonesia (UNAI) in which the concept is derived from English Medium Instruction (EMI). It is a qualitative interview study, used to assess people’s experience, perceptions, behaviors and other aspects. Semi-structured interview was implemented to 10 informants who had experienced taking the program. The findings of this study showed two themes emerged on how students perceived the program; those themes are Promote Thinking-learning system and Stimulate Learners’ Engagement. Furthermore, there are two themes that characterize the experience of informants on the program; which are, Enhance recognition of English Language and Self-regulated learning. Meanwhile regarding the needs of program development there are two themes emerged: Learning Resources and Analysis on Students’ Prerequisites. All themes emerged from obtained sub-themes.

Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability through Focus Group Discussion Tan Winona Vania Anabel; Debora Chaterin Simanjuntak
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4994

In the new normal era, the learning system has changed from online learning to hybrid learning. This learning system is widely applied in many universities. Thus surfacing students and lecturers’ voices is of absolute importance in obtaining preferences for best practices in English language teaching. In the EFL context, speaking fluency is one of the elements of speaking that have many difficulties to be mastered by students. This study was conducted to derive suggestions and preferences for best practices in hybrid learning systems for English-speaking ability through Focus Group Discussion (FGD) method. From the FGD, we draw transcripts, back-to-back translations, field notes and activity artefacts to demonstrate the process of the discussion. The information gathered was examined using thematic analysis and an interpretative description approach. The participants of this study were Non-English majors and English lecturers. The result revealed that college students faced speaking challenges during hybrid learning to hone their speaking fluency. Emerging themes were identified wherein in a hybrid learning system, the lecturer utilized multifaceted learning, digital resources and communication tools to improve students' speaking fluency. As for the implementation, technical support and mental readiness for hybrid learning are the reasons for the possibility of hybrid learning that affects students' speaking fluency.

PHOTOVOICE APPROACH AS INVESTIGATION TOOL TO IDENTIFY THE CAUSE OF DISENGAGEMENT OCCURRENCE AMONG APATHETIC ENGLISH LEARNERS DEBORA Chaterin Simanjuntak
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 8, No 1 (2020): Vol 8, No 1 (2020)
Publisher : Universitas Suryakancana

Student disengagement is an ongoing challenge in college education phenomena. Henceforth, this present article aims to identify the cause of disengagement among apathetic English learners. This study utilized descriptive qualitative research focusing on Photovoice approach, using camera as an investigation tool to identify the causes; it is a methodology that can be adapted to a variety of topics especially for educational setting. Research participants were chosen through purposive sampling; they were asked to take photographs and share their voices on photos they took to represent their current reasons of disengagement. The researcher analyzed the digital images and the accompanying narratives for themes to emerge. Through the analysis process, two main themes emerged from this study regarding reported sources which cause them to disengage form learning. They are: Negative Self-concept and Language Intricacy. The theme of Negative Self-concept contains two categories with four to five labels in each category. Meanwhile the theme of Language Intricacy contains three categories and each category has four labels. With regard to empower the apathetic learners, a theme occurred in the findings which is activity-based program. This theme has two categories and each category has four to five labelsu

The Effects of Vocabulary Mastery on English-Speaking Ability: A Meta-Analysis Study Helli Kristiana Br Bangun; Debora Chaterin Simanjuntak
Journal of Languages and Language Teaching Vol 10, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4995

The purpose of this meta-analysis is to analyse the effects of vocabulary mastery on English-speaking ability, which has been a extensively focused on English language teaching. A descriptive qualitative technique was utilized in this study. The data of this study consisted of 820 samples from 21 studies that focused on the correlation between students' sufficient academic vocabulary and English-speaking ability. The meta-analysis involves the studies conducted in Indonesia to draw deeper characteristics of the phenomena. The r and n were found in the data. n is the number of respondents, and r is the coefficient value. The researchers utilized five procedures to acquire the data: collecting studies or meta-analysis materials; calculating the effect size of each study; estimating the summary effect or mean effect size; analyzing the standard error; and evaluating publication bias. The data was analyzed with the help of JASP program. Because K = 21, 5K+10 Equals 115. The obtained fail-safe N value is 4727.000, with a significant target of 0.05 and p < 0.001. Because N > 5K+10 is a safe value, it is assumed that no publication bias exists in the Meta-Analysis study. In addition, the study's findings demonstrate that having an adequate academic vocabulary has a positive impact on English-speaking skills.

The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times Debora Chaterin Simanjuntak; Nelson Balisar Panjaitan
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2961

The onset of the COVID-19 pandemic has obliged universities worldwide to shift to other modalities such as e-learning. Lecturers feel obliged to motivate and aspire their students virtually. This study explores the perceptions and experience of English education lecturers on the inevitable surge of virtual teaching during the Pandemic. This study was a qualitative interview study utilized an interpretive description approach. The data were generated by interviewing 19 English education lecturers based on defined evaluation criteria and an online learning environment. Participants were given ten open-ended interview questions to find out how lecturers undertook online teaching during unprecedented times and perceived some changes in the teaching and learning process. The findings showed three themes emerged from lecturers’ perspectives during the shift to online learning; those themes are the need for iterative process, revamp delivery, and the need to advance technology infrastructure. In addition, there were two (themes that characterize the participants’ experiences in implementing online learning: Agility and adaptability, identification of the underlying needs. All themes in this study emerged from obtained sub-themes. These findings indicated that the inevitable surge of online learning shapes lecturers’ teaching skills and attitude in the process of shifting to other modalities.

EXPLORING THE EXPERIENCE OF EFL STUDENTS ENGAGED IN ASYNCHRONOUS E-LEARNING Isabella Gloria Hariadi; Debora Chaterin Simanjuntak
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Asynchronous e-learning is receiving growing attention because it encompasses learner-oriented approach which emphasizes on the development of learners' knowledge and skills. Henceforth it is imperative to explore students experience on asynchronous e-learning. This study aims to delineate the experience of senior high school students in learning English through asynchronous e-learning. This is a qualitative descriptive study in nature and the data collected were analysed using thematic analysis by incorporating interpretive description approach. The participants of study were senior high school students from Lemahwungkuk sub-district, Cirebon, Indonesia. The results revealed that in undergoing asynchronous e-learning, the participants have to implement self-access learning and additionally they have to adapt with technology setting which may appear to be challenging due to limited technical support they have; moreover they still have to discover the knowledge by themselves inasmuch as they experience limited interaction with their English teachers throughout the process of learning.

Digital Storytelling as an Alternative Teaching Technique to Develop Vocabulary Knowledge of EFL Learners Desty Laura Br Sembiring; Debora Chaterin Simajuntak
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7523

Developing vocabulary is crucial because it allows a student to be proficient in four areas (listening, speaking, reading, and writing). Students will not significantly improve their English language abilities if they lack the necessary vocabulary. The purpose of this study is to determine whether digital storytelling (DST) can replace traditional classroom instruction as a means of enhancing vocabulary knowledge. The study was carried out by utilizing a comparative research design. The participants aged from 13 to 14 years old and took grades 7 A and B of SMP N 3 Parongpong Junior High School. Pre-test, treatments, and post-tests were used to gather study data. From the results of the pre-test, it can be seen the participants' initial abilities were in a bad category with a score of less than 69. According to the initial results, this study aimed to show that the research had a significant impact on students' post-test performance as compared to their pre-test performance. The study's findings indicated that using digital storytelling helps learners in the experimental class grow their vocabulary knowledge and establish it. Throughout the treatment, learners who were taught using DST outperformed those who were not taught using DST. Furthermore, it was observed that the group with DST had a positive opinion on the utilization of digital storytelling in the classroom. The results also show how well digital storytelling involves students in the learning process.

EFL Teachers’ Perceptions of Kahoot as an Online Learning Platform in Promoting Basic English Vocabulary Ketlin Melisa Situmorang; Debora Chaterin Simajuntak
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7525

This study aims to investigate teachers’ perceptions of the effectiveness of using the Kahoot application in enhancing students' vocabulary knowledge and increasing learning engagement. The research employed a qualitative research design, specifically utilizing a narrative inquiry approach to collect data. The study's participants were teachers with prior experience using the Kahoot application. Data were gathered through the use of storytelling, where the researchers listened to and transcribed the participants' accounts of their experiences. The findings suggest that the Kahoot application is a valuable tool for teaching vocabulary to English language learners. Teachers can leverage Kahoot to promote dynamic engagement in the learning process, which, in turn, motivates students to participate eagerly. Kahoot's enjoyable assessment features provide teachers with a platform to facilitate vocabulary learning in a more effective manner. The participants' experiences indicate that the majority of students respond positively to the use of Kahoot to enhance their vocabulary knowledge and express an interest in continuing to learn using this application.

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