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All Journal PROJECT (Professional Journal of English Education)
Indah Purnama Dewi
Universitas Singaperbangsa Karawang, Indonesia
Languange, Linguistic, Communication & Media

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EFL STUDENTS’ RESPONSES ON TECHNOLOGY-MEDIATED TASK-BASED LANGUAGE TEACHING IN SPEAKING CLASSROOM: A NARRATIVE INQUIRY Hilda Yulia Nurfadhilah; Indah Purnama Dewi; Evi Karlina Ambarwati
PROJECT (Professional Journal of English Education) Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, MARCH 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i2.p345-354

Abstract

The purpose of this study was to explore EFL students responses on Technology-Mediated Task-Based Language Teaching where English Foreign language students must complete the speaking instruction task to know whether EFL students had positive or negative response on technology-mediated TBLT in speaking classroom. A total of 5 senior high school students participated in this study and were assigned to create a video production in English using their cellphone camera about procedure text topics assigned by teacher. This study was using qualitative research with narrative inquiry, this research narrate trough oral and written, which are semi-structured interview as an oral narrative and students’ narrative frame as a form of written narrative. The finding showed that four out of five students had positive responses on technology-mediated TBLT in speaking classroom. It proven by the develop of students’ motivation or self-confidence on speaking and the number pf students’ vocabulary size. However, there was a student that response it negatively where the semi-structured interview showed that technology-mediated TBLT was inconvenient for her in speaking classroom, because of the external problem that she faced with the cellphone. Therefore, it can be said that the result of this study is EFL students had positive responses on technology-mediated TBLT in speaking classroom. Keywords:  Task-Based Language Teaching; Technology-Mediated Task-Based Language Teaching; Speaking Classroom 
EFL STUDENTS’ ENGAGEMENT IN MULTIMODAL LITERACY THROUGH DIGITAL STORYTELLING Amatul Olga Firdausya; Indah Purnama Dewi; Hilmansyah Saefullah
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p430-435

Abstract

Although many previous studies have examined student or multimodal engagement through digital storytelling. there is still a lack of studies on student engagement in multimodal literacy through digital storytelling. To fill this gap, this case study investigates the involvement of English as a Foreign Language (EFL) students in multimodal literacy through digital storytelling (DST). Taking data from interviews with three junior high school students, it was found that students participated and interacted with other people and the teacher during the activities. In addition, students get motivation in learning English through digital storytelling. Finally, students showed their enjoyment and interest in making digital storytelling activities. Keywords:  Student Engagement; Multimodal literacy; Digital Storytelling
Co-Authors Amatul Olga Firdausya Evi Karlina Ambarwati Hilda Yulia Nurfadhilah Hilmansyah Saefullah