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All Journal Pioneer: Journal of Language and Literature TELL - US JOURNAL
Syahroni, Ali Imron
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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HOW IS HOT-SEAT GAME IN THE EFL STUDENTS’ PERCEPTION IN LEARNING ENGLISH SPEAKING SKILL? Syahroni, Ali Imron; Wahono, Suparwoto Sapto
TELL - US JOURNAL Vol 10, No 1 (2024): March 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v1i1.7889

Abstract

English is a subject that not all students like. Teachers need media to make students enjoy learning English. One of media is Hot Seat game. Hot seat game is a game that is played in groups with the aim of honing their speaking skills and their vocabulary. In playing Hot Seat game they will naturally add their vocabularies in English, which helps in speaking skills. There were two research objectives on this research, namely: 1) to describe the students’ perception of hot seat game to stimulate them in learning English. 2) To describe the students' understanding of the use of the hot seat game in learning speaking skills. This research used descriptive research by qualitative approach. The subjects were 20 students from class XI SMA Istiqlal. The data was collected by observation, and interview. The data were analyzed by using technique which consisted of data collection, data condensation, data display and conclusion drawing. To check the validity of data, writer used source and method triangulation. There were two findings in this study namely 1) Students felt happy when the class implemented hot seat games. 2) Students were satisfied that by using hot seat they added new vocabulary for English Speaking skill. In speaking skills, the students have to be able to choose the right word, pronunciation, intonation, and sentence construction.
Teachers' Challenges and Strategies of Project-Based Learning Due to Limited Time for Mentoring Speaking Ability Syahroni, Ali Imron
Pioneer: Journal of Language and Literature Vol 17 No 1 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i1.6099

Abstract

The Project-Based Learning (PjBL) is a learning approach that focuses on students, where students are given more freedom in completing projects. However, the implementation of this method provides mixed perceptions among teachers. Some teachers face challenges in the form of limited assistance to students during the project completion process. In contrast, others perceive the method as supportive or challenging. This research explores teachers’ challenges with the Istiqlal English Course (IEC) in Probolinggo and the strategies used in implementing Project-Based Learning (PjBL), especially in teaching speaking skills. This research uses a qualitative approach with a case study design, involving two main instruments: observation and one-on-one interviews. Moreover, the results state four challenges: Vocabulary limitations, students’ time, motivation, difficulty in assessing individuals, and intensive monitoring. The strategies are: building student courage, observing participation, setting time limits, using a detailed plan, and combining PjBL and traditional methods. Based on these findings, it is recommended that teacher training programs include practical guidance on time management and student assessment within a Project-Based Learning (PjBL) framework to support more effective implementation in speaking instruction in English as a foreign language (EFL) classrooms.
Co-Authors Suparwoto Sapto Wahono