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All Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR) Journal of Elementary and Secondary School (JESS)
Aris Pet Angeli Suarez
Saint Columban College
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Describing the Educational Journey of Bachelor of Secondary Education Major in English Students Trishia Cesar Patalinghug; Rud Ghyne Montealto; Aris Pet Angeli Suarez; Genesis Naparan
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3249

Abstract

This qualitative study explores the educational experiences of Bachelor of Secondary Education (BSED) students majoring in English, focusing on their motivations, expectations, challenges, and coping strategies. This study addresses the phenomenon of students dealing with challenging educational programs while desiring to develop the abilities essential for effective teaching. This section aims to understand the factors influencing their decision to pursue this program, the skills they develop, and how they overcome academic and personal obstacles. Semi-structured interviews were conducted with 14 BSED English students, two English teachers, and two peers. Using thematic analysis, recurring themes and patterns were identified. Results reveal that students were driven by job opportunities, family and social influences, and personal interests. They expect to improve their speaking skills, language proficiency, and teaching strategies. Challenges include low self-esteem, teacher incompetence, and academic difficulties, while coping mechanisms involve using online resources, seeking support, and practicing self-directed learning. This study emphasizes the importance of personal and academic support systems in fostering student resilience and offers recommendations for aspiring students, such as cultivating a passion for teaching, engaging in collaborative learning, and adopting strategic reviewing.
Dealing with the Vocabulary Difficulties of BSED English Students in Reading Literary Texts Alexa Claro; Dion Paolo Lamosao; Glaidyn Abijay; Aris Pet Angeli Suarez; Genesis Naparan
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3320

Abstract

Vocabulary Difficulties are words that BSED English students commonly encounter when reading literary texts, particularly in literature subjects. These difficulties can significantly impede students' comprehension and interpretation of various scholarly works. This study employs the Merriam Case Study Model from 1998 since it aims to provide a contextualized understanding of the vocabulary difficulties faced by BSED English students in reading literary texts. This research employed a triangulation method to collect data from fifteen fourth-year BSED English students, as well as from two peers and two English teachers, using a semi-structured interview guide. The findings highlight the students' perceptions regarding the importance of vocabulary in their reading experiences. Key findings revealed that vocabulary mastery facilitates interpretation, evokes epistemic emotions, and fosters audience engagement. However, students reported several vocabulary difficulties, including encountering unfamiliar words, misusing words, and spelling problems. To address these vocabulary difficulties, BSED English students employed various strategies, such as searching for information, expanding vocabulary through reading, note-taking words, utilizing AI tools, and identifying context clues. Additionally, students expressed intentions or plans to improve their vocabulary by maintaining vocabulary-building notes, reading engagement, participating in English-speaking practices, and immersing in gamification. In conclusion, this study is significant to the body of knowledge and in theoretical and practical methods for both BSED English learners and literature teachers. The study presents several recommendations to enhance teaching and learning strategies within literature courses to better support students in dealing with vocabulary difficulties in literature classes.
Exploring the Reading Strategies of Performing Humanities and Social Sciences of Senior High School Students Bon Christian Lloyd Comique; Justine Joy Rojo; Angel Shane Suan; Aris Pet Angeli Suarez; Genesis Naparan
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3319

Abstract

This study explores the reading strategies employed by performing Humanities and Social Sciences (HUMSS) students. It examines their reading material preferences, reading motivations, reading strategies, challenges encountered, and coping strategies developed. The research acknowledges the potential of reading materials to enhance academic development and gain confidence, belonging, and knowledge acquisition. However, it also recognizes that motivational factors can be accompanied by challenges such as difficulty concentrating and procrastination. A Qualitative Merriam Case Study method was used to investigate the reading strategies of 15 performing HUMSS students, supplemented by interviews with 2 peers for triangulation. Data collected from these interviews were analyzed and categorized to identify recurring themes and patterns. The findings reveal that performing HUMSS students are motivated by both internal and external rewards, information prioritization, and peer influence. These students face challenges such as difficulty in concentration, reading, and procrastination. To address these challenges, they employ self-guided or independent reading strategies and collaborative strategies. The study concludes that performing HUMSS students demonstrate flexibility and adaptability in their reading approaches, adjusting their strategies to overcome challenges. This suggests that a combination of independent and collaborative techniques is effective in maintaining reading engagement and comprehension among students.
Co-Authors Alexa Claro Angel Shane Suan Bon Christian Lloyd Comique Dion Paolo Lamosao Genesis Naparan Glaidyn Abijay Justine Joy Rojo Rud Ghyne Montealto Trishia Cesar Patalinghug