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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Journal of Teaching and Learning English Issues Journal of English Teaching and Learning Issues JELTEC: Journal of English Language Teaching, Literature and Culture
Sovann, Ly
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Perceptions of Literary Texts, Challenges in Learning, and Learning Strategies Soy, Seth; Maisarah, Ira; Sovann, Ly
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19925

Abstract

Students’ perceptions are very crucial for improving the quality of teaching and learning. However, the study of students’ perceptions of learning literature is very limited. Therefore, this study aims to explore EFL students’ perceptions of literary texts, challenges in learning literature, and out-of-class learning strategies. The study applied the descriptive quantitative method. The stratified random sampling technique was also employed. The samples (n = 122) were the EFL students at the National University of Battambang. The online survey questionnaire was used as the research instrument with the Likert scale of four choices (strongly disagree, disagree, agree, and strongly agree). The data was analyzed automatically by Google Forms. Three main results were revealed. First, the majority of students have positive perceptions of the literary text used in their class (76,61%), although some viewed vocabulary and grammatical structures as complicated elements. Second, although most of the students do not face many challenges in learning literature (62,38%), a large number of students believed that text difficulty, workload from other classes, and poor English proficiency cause difficulties for them. Third, despite the majority of students having better learning strategies (72.02%), a specific learning schedule, task completion before class, and learning discussion between peers are the learning activities that the rest of the students failed to implement. In conclusion, the literary texts are appropriate despite a few problematic aspects that might be accordingly adapted. Also, the teachers should pay attention to learners’ challenges and suggest better learning strategies to them.
Students’ Perceptions of Literary Texts, Challenges in Learning, and Learning Strategies Soy, Seth; Maisarah, Ira; Sovann, Ly
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19925

Abstract

Students’ perceptions are very crucial for improving the quality of teaching and learning. However, the study of students’ perceptions of learning literature is very limited. Therefore, this study aims to explore EFL students’ perceptions of literary texts, challenges in learning literature, and out-of-class learning strategies. The study applied the descriptive quantitative method. The stratified random sampling technique was also employed. The samples (n = 122) were the EFL students at the National University of Battambang. The online survey questionnaire was used as the research instrument with the Likert scale of four choices (strongly disagree, disagree, agree, and strongly agree). The data was analyzed automatically by Google Forms. Three main results were revealed. First, the majority of students have positive perceptions of the literary text used in their class (76,61%), although some viewed vocabulary and grammatical structures as complicated elements. Second, although most of the students do not face many challenges in learning literature (62,38%), a large number of students believed that text difficulty, workload from other classes, and poor English proficiency cause difficulties for them. Third, despite the majority of students having better learning strategies (72.02%), a specific learning schedule, task completion before class, and learning discussion between peers are the learning activities that the rest of the students failed to implement. In conclusion, the literary texts are appropriate despite a few problematic aspects that might be accordingly adapted. Also, the teachers should pay attention to learners’ challenges and suggest better learning strategies to them.
An Analysis of Students’ Video Assignments: A Case of EFL Students at a Public University Cholny, Rath; Sovann, Ly; Yikpoa, Hang; Sreynich, Rath; Rynna, Vann
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.v3i2.9925

Abstract

Video assignments become an increasingly popular tool in education nowadays. It offers students a dynamic and engaging way to demonstrate their understanding and performance. This research focuses on the students' analysis of EFL students' video assignments. The aims of this research are to find out how much the students understand assignment and how well they manage the contents of their videos. Qualitative research and video analysis framework were used in this study to collect and analyse the data of the EFL students who study in their third year at the research site. The eight videos were adopted from the EFL students to analyse and collect the data. The study found three elements of videos structure such as introduction, body, and conclusion of the videos.  EFL students greeted audiences, introduced topic, structure, expectation and engaged interests in the introduction part of the video. During the videos, students mostly used body languages, facial expression, voice of tone, pronunciation and topic comprehension. However, students missed using some contents in the conclusion of the videos comprising quotation, recommendation, and asking for giving comments from audiences for the improvement of their videos. Additionally, this study may serve as a reference or motivation for further research in the same area. This research suggests future researchers to focus on vid1eo analysis in different context, participants, and analytical framework to minimize the research gaps. Classroom teachers should use these results to improve the quality of video assignments in their class.
Rhetorical Structure of Method Section: A Comparative Study on Research Articles Written by Cambodian Authors Published in National and International Journals Sovann, Ly; Safnil, Safnil; Syafryadin, Syafryadin
English Education: Jurnal Tadris Bahasa Inggris Vol 15 No 1 (2022): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v15i1.12072

Abstract

Method section of research articles defined as a crucial part among several sections. This study employed an analytical framework of method sections by adopting from Zhang and Wannaruk (2016) adjusting from Pho's (2008a). There were 15 research articles published in International Journal and 15 others published in Cambodian National Journal selected as the sample for the study. Three vital research questions were established to investigate this analysis comprising (1) to find out on moves structure in Method sections of RAs written by Cambodian authors published in national journal; (2) the same moves structure in Method section of RAs published in international journals; and (3) the differences of both move structure in Method sections of RAs in national and international journals. Three moves in method section were used in the study such as: Move1 on Describing Research Design; Move2 on Describing Data Collection procedures; and Move3 on Describing Data Analysis. The results stated that all these three moves were found as conventional moves in International Journal while optional moves were found in National Journal. Almost the same results on steps in move2 from the analysis except step2 which was found as obligatory in the International Journal. One step in move3 and five steps in move2 were found as the same status. There were only three optional steps found in International while there were five steps and three moves were found as optional steps and moves. This analysis suggested that Cambodian National Journal should provide clear distinction in writing method sections by introducing specific model of moves and steps to write a qualify method for a research. Future researcher should study rhetorical analysis of move structure in method section in the same filed but the samples should be selected from new published research articles and increased the number of research articles for the analysis.
An Analysis ofStudents’ Video Assignments: A Case of EFL Students ata Public University Cholny, Rath; Sovann, Ly; Yikpoa, Hang; Sreynich, Rath; Rynna, Vann
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.v3i2.9925

Abstract

Video assignments become an increasingly popular tool in education nowadays. It offers students a dynamic and engaging way to demonstrate their understanding and performance. This research focuses on the students' analysis of EFL students' video assignments. The aims of this research are to find out how much the students understand assignment and how well they manage the contents of their videos. Qualitative research and video analysis framework were used in this study to collect and analyse the data of the EFL students who study in their third year at the research site. The eight videos were adopted from the EFL students to analyse and collect the data. The study found three elements of videos structure such as introduction, body, and conclusion of the videos.  EFL students greeted audiences, introduced topic, structure, expectation and engaged interests in the introduction part of the video. During the videos, students mostly used body languages, facial expression, voice of tone, pronunciation and topic comprehension. However, students missed using some contents in the conclusion of the videos comprising quotation, recommendation, and asking for giving comments from audiences for the improvement of their videos. Additionally, this study may serve as a reference or motivation for further research in the same area. This research suggests future researchers to focus on vid1eo analysis in different context, participants, and analytical framework to minimize the research gaps. Classroom teachers should use these results to improve the quality of video assignments in their class.
Co-Authors Cholny, Rath Ira Maisarah Rynna, Vann Safnil, Safnil Soy, Seth Sreynich, Rath Syafryadin, Syafryadin Yikpoa, Hang