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All Journal JELTEC: Journal of English Language Teaching, Literature and Culture Proceeding International Applied Business and Engineering Conference The Journal of English Literacy Education
Doris Sukma
Politeknik Negeri Bengkalis
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THE INFLUENCE OF SCREEN-BASED TEXT TOWARDSTUDENTS’ READING COMPREHENSION IN TOEFL PREDICTION TEST Pretti Ristra; Doris Sukma; Agnes Arum Budiana
International ABEC Vol. 2 (2022): Proceeding International Applied Business and Engineering Conference 2022
Publisher : International ABEC

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (738.525 KB)

Abstract

Students’ reading comprehension quality is highly influenced by some salient features such as method of instruction, media/technology used, class size, students’ prior ability, teaching materials, etc. This experimental study explores the influence of technology in teaching reading through the use of computer screen as opposed to conventional mean, i.e., the use of textbook in teaching reading comprehension for TOEFL test. While some argues that paper-based reading text is still relevant today, the use of technology like screen-based text is believed to help students to understand and comprehend reading text better due to some important reasons. The design of the study is experimental research which includes 117 students from some departments in Riau University. There are two groups of students involved in this study namely control (54 students) and experimental (63 students) group which receive different treatment in the process of teaching and learning within 7 meetings. Based on the result of the study, the students’ reading comprehension score in TOEFL after they were given the treatment shows that 36.320 mean score for the control group and 40.310 mean score for the experimental group. The value of Sig. (2-tailed) is 0.001 and it is smaller than the value of Alpha 0.05. Thus, it implies that H0 is rejected, and Ha is accepted. In other words, it can be said that there is a significance difference between students’ reading comprehension in experimental and control groups. Based on the statistical analysis of the data, it is found that students who are treated with screen-based text have better reading comprehension than those who used paper-based text. It can be concluded that screen-based text is effective enough to improve students’ reading comprehension in TOEFL prediction test.
TBLT Task and Framework: Insights from Indonesian Context Doris Sukma
Journal of English Language Teaching, Literature and Culture Vol. 3 No. 2 (2024): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v3i2.10897

Abstract

This study employs a document study to investigate the tasks and TBLT framework used in Indonesian English classrooms < em>Through a rigorous examination of existing literature and empirical research this study will elucidate how these practices contribute to the development of communicative competence a core tenet of the Merdeka Curriculum< em> < em>Several recent studies past five years on TBLT practices have been identified through a review of open access journals < em>The findings reveal a prevalence of authentic tasks consistent with expert recommendations but with varying levels of authenticity In addition implementing TBLT generally aligns with established principles particularly those proposed by Willis but only a few adaptations are made to suit local teaching and learning goals While these findings suggest a positive trend further analysis is needed to identify potential areas for improvement and inform future TBLT practices in Indonesian classrooms < em>< p>
Task-Based Teaching Practice Perceived by Civil Engineering Students: A Local EFL Context Doris Sukma; Lena Sastri; Agnes Arum Budiana
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i2.17

Abstract

Task-Based Language Teaching (TBLT) is one of the approaches that can significantly enhance students’ communicative language competence. Numerous studies on TBLT demonstrate favorable outcomes, and a notable number of educators affirm that TBLT is among the effective approaches they can employ. By the same token, many students view TBLT positively. However, a significant portion of recent research seems to concentrate exclusively on English students, while TBLT holds potential applicability for non-English students across various disciplines. These students exhibit distinct characteristics due to language exposure in the classroom. This study investigates non-English students' perception of TBLT practice, specifically civil engineering students at Politeknik Negeri Bengkalis. The purposive sampling technique was used, 47 students who learned English with the TBLT approach. This study utilized a perception questionnaire comprising 17 items. It covers three essential considerations in TBLT namely the nature of tasks (5 items), the difficulty level of tasks (6 items), and the teacher’s roles during the practice (6 items). The finding revealed that non-English students had a positive attitude towards TBLT, as they expressed strong agreement with the positive statements in all three constructs. This shows that TBLT is viewed favorably by English and non-English students alike, regardless of their characteristic differences.
Co-Authors Agnes Arum Budiana Lena Sastri Pretti Ristra