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Edulangue
Published by Universitas Islam Negeri Mataram
ISSN : 26228777     EISSN : 26228777     DOI : https://doi.org/10.20414/edulangue.v4i1.3454
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edulangue aims to facilitate the dissemination of theoretically and practically grounded knowledge in the area of English language pedagogy, which comprises English language teaching and learning and assessment. It does not welcome any contribution pertinent to the realm of Linguistics and Literature. The Journal receives manuscripts with the following foci: • English language teaching and learning • English Language assessment • English language curriculum and material development
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 89 Documents
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Literacy Strategies: Building Elementary Students’ Character Education and English Competence in Face-To-Face and Online Classroom Wiwik Mardiana
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3189

Abstract

This study explored the implementation of literacy practice in both face-to-face and online classroom supporting students’ character education and their English competence. It also described the challenges and problems in applying literacy practice in both face-to-face and online classroom. Two teachers from an Islamic privately owned Elementary school were chosen as the participants. Drawing on the observation and interview, it was found that there were two stages of teachers’ literacy practice, i.e. habituation and learning stage in both face-to-face and online classroom. However, the discrepancy existed in habituation stage in online classroom. The strategies in each stage were equipped with islamic literacy recources, approach, activities, and learning cycles. Another finding also unveiled that the teachers encountered challenges related to the transformation of face-to-face to online learning. This research encapsulates that literacy practice is vital for young learners as it promotes students’ character building and English competence.
Dwelling Into the Realm of Self-Regulated Learning within Students Stories in Extensive Reading Activities Bimo Teguh Prasetyanto; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3256

Abstract

This research aimed to discover students’ choice of actions of self-regulated learning in doing Extensive Reading (ER) activities. It also attempted to describe students’ experiences from their perspective on their self-regulated learning capability. Three students in English Education Department aged early 20s who had finished their ER course were interviewed, and their narratives were taken as the data of the research. Their stories were garnered to provide insights on how they regulated themselves in the ER activities and how they perceiveed their the experiences. The findings of this study showed that students with different levels of self-regulated learning capability chose different actions in response to the ER activities. Overlaps and development of action choices could occur among students despite their unique and different self-regulated learning capabilities. The last phase of self-regulated learning also had crucial effects on the students’ self-regulated learning capability.
Exploring EFL Teachers’ Beliefs on the Implementation of Learner Autonomy in Online Classrooms: Learner Autonomy, Teachers’ Beliefs, Online Classrooms, Technology Yayu Nopriani Martha; Gin Gin Gustine; Ahmad Bukhori Muslim
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3454

Abstract

Learner Autonomy is a dynamic process in which learners take an active role and are responsible for their learning. Nowadays, teachers and learners are using technology in online classrooms due to the pandemic situation during which learner autonomy can play critical roles. However, studies investigating teachers’ beliefs in fostering learner autonomy by utilizing technology in online classrooms remain sparse. To fill this gap, this qualitative study explored the teachers' beliefs in fostering learner autonomy by using technology in online classrooms. Drawing on the data garnered from online questionnaires and open-ended questions that involved 48 English teachers from various levels of education in Central Kalimantan with different teaching experience and education degrees, it was found that the teachers deployed various technological tools, which helped them foster learner autonomy in online classrooms.
Effects of Digital Storytelling-Aided Instruction on Students' Narrative Writing and Speaking Skills Eva Riani; Husnawadi Husnawadi; Syarifudin Syarifudin
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3506

Abstract

Although Digital Storytelling (DST) has been widely and recently applied and studied in ELT classrooms, little research has documented its efficacy towards narrative writing and speaking skills. For this reason, this quasi-experimental research aimed to investigate its effects when used as a medium of learning on students' narrative writing and speaking skills at an Indonesian privately owned Islamic school. A total of 42 participants were divided into two groups: experimental and control groups. The data collected through pre-and post-writing and oral tests were analyzed using the independent t-test formula in SPSS 20. The statistical evidence showed that the students in the experimental groups significantly outperformed their counterparts in the control group in terms of narrative writing skills given t(19) -12.02, p= 0.000. However, another statistical evidence indicated that the narrative speaking skills of both groups were not significantly different given t(19)-2.02 and p-value= 0.057. This study further discusses its limitations and implications for the effective deployment of DST in EFL classrooms.
Implementing Digital Storytelling-based Tasks for the Teaching of Narrative Writing Skills Hilwa Alfiani Fitri; Husnawadi Husnawadi; Ika Harianingsih
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.3980

Abstract

Although the myriad study has been done for documenting the educational values of digital storytelling (DST) on EFL learners’ language mastery, the majority of the research does not depict students’ daily life tasks. To fill this void, this mixed-method research involving 24 EFL students explored the implementation of DST-based tasks for the teaching of narrative writing skills. Lied in TBLT methodology instruction of Anwar (2016) also task theory by Nunann (2004), this study aimed to examine the effect of DST-based task on students’ narrative writing skills and their perceptions about its implementation. The statistical evidence indicated a significant difference in the students writing scores for the pre-test score (M=53.54, SD=10.05) and students' narrative writing post-test (M=66.21, SD=12.56). Conditions where; t (23) - 6.545, p= 0.000. The qualitative finding also uncovered students' perceptions of digital storytelling-based task implementation; it found that digital storytelling-based tasks could promote students writing skills, their learning motivations, as well as their language development for several skills such as listening and their vocabulary enhancement. Implications and recommendations for future studies are discussed.
/a?/ Recognition: Maximizing English Sounds and Spelling Exercises in Pronunciation Class Ana Ahsana El-Sulukiyyah; Dewi Masitho Istiqomah
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4150

Abstract

Pronunciation is an essential part of language learning. We need to possess intelligible pronunciation to communicate effectively. The study of pronunciation sometimes becomes fatigued and challenging for teachers. They should not employ a repeat after me technique but include senses, sights, or even move to teach pronunciation. Sounds and spelling exercises could be helpful for effective pronunciation practice because they relate to phonemic awareness or sound recognition. This descriptive qualitative research used sounds and spelling exercises in pronunciation practices involving 42 students, focusing on/a?/ recognition at an Indonesian English Education Study Program. Students were given the exercises of sounds and spelling and then observed the progress of pronunciation ability. The results showed that this exercise could help students remedy their pronunciation, especially in /a?/ sounds. The significant improvement indicated the effectiveness of the practice because it is related to phonemic awareness, which allowed them to distinguish the sounds and the letters. As students knew and could predict the sounds in the written words, they precisely corrected their pronunciation, especially in words consisting of /a?/ sounds.
A Pre-Service Teacher's Voice on the Challenges of Google Docs-Based Collaborative Writing Ilaisya Zanua Terry; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4152

Abstract

The present study recollected a pre-service teacher’s experience in bringing a Web 2.0 tool, Google Docs, for the first time to teach eight junior high school students to write a descriptive text collaboratively in an online environment with the objective of digging in its challenges and eventually reported them in the form of an autobiographical narrative research. Self-study was adopted to gain better understanding about ourselves as educators. The author of this study was a pre-service teacher who is also an English tutor. She is a native speaker of Indonesia and a non-native speaker of English. The data was drawn from various sources to address the trustworthiness of this study. The main data was taken from journal entries the author kept for a period of two months when planning, implementing, and evaluating Google Docs-Based collaborative writing (CW). The other data was derived from artefacts that the pre-service teacher collected during the online teaching and learning process such as a video recording when she explained the lesson, screenshots of casual chatting between her and her students, screenshots of students’ collaborative writing process on Google Docs, and students’ works. The data was examined to identify recurring and salient themes. The results revealed seven challenges found by a pre-service teacher when teaching with Google Docs-based collaborative writing.
From a Pre-Service to an In-Service Tertiary EFL Teacher: An Autobiographical Narrative Inquiry Arief Eko Priyo Atmojo
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4159

Abstract

This autobiographical narrative inquiry study sheds some light on my career trajectory from a pre-service EFL teacher to an in-service tertiary EFL teacher. The data were garnered from written reflections on my lived experiences during initial teacher education program and seven years after graduation from initial teacher education program (2011-2021). Thematic coding was employed to analyze the data. The findings signified my career dynamics as a novice EFL teacher. It was challenging to find a permanent job as a teacher or lecturer. It was important for teachers to continuously develop themselves professionally through taking further formal education and training. The initial teacher education program enabled me to shape my character, personality, and identity as a teacher through formal classes and extra-curricular activities; and developed my professionalism through community, organization, competition, workshop, seminar, scientific work, and others. It was true that decisional capital played an essential role in teaching profession. It also indicated that struggle, patience, and endurance were important to endure in this teaching profession. This study signifies that an early career teacher must have other sources of income apart from their teaching profession, while waiting for a better and permanent teaching job. Future studies on the career trajectory of novice EFL teachers are still encouraged, particularly beyond the Indonesian context. Various research methods and designs may be applied to further study this issue.
A Sociolinguistics of Mobility, Mundane Translinguistic Practices and Speakers’ Resourcefulness: Implications for ELT Setiono Sugiharto
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4289

Abstract

The idea of language deterritorialization has radically revolutionized the way we perceive, use and teach the entity we call language. Language has become porous and borderless, making its users capable of crossing borders at ease. Furthermore, language users can adeptly and creatively shuttle and mesh different linguistic resources either to index their new identities or to accomplish their communicative goals. Driven by the concept of mobility typified by the movement of people, ideas and objects from one real geographical or symbolic social space to other spaces, language is not only borrowed, but is also blended, remade, repurposed and even localized. Drawing upon the notion of ‘a sociolinguistic of mobility’, this article will illustrate the mundane sociolinguistic phenomena in diverse settings as exemplary instances of translinguistic practices, and then show that the quotidian linguistic practices in these settings reflect speakers’ resourcefulness. The article ends by discussing some implications of mobility for teaching English in a local context.
Exploring Student’s Learning Enjoyment and Vocabulary Mastery in Digital Game-Based Learning Experience: A Narrative Inquiry Anisa Pratiwi; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.4743

Abstract

Digital Game-Based Learning has gained numerous attentions among researchers and educators for its fun-learning concept that promotes learners’ enjoyment. The present study explicates two things: the learning enjoyment reported by EFL learners based on Fu et al., (2009) ’s EGameFlow and the impacts on EFL learners’ vocabulary mastery based on Nation’s (2001) concept, while playing games. This study involved an Indonesian EFL learner who is also an active digital game player. Narrative Inquiry methods were applied to present the findings. Thus, observations, learner’s reflection diary, interviews, and artifacts are involved in the data analysis. The results showed that 6 out of 8 dimensions of EGameFlow emerged, and vocabulary mastery was achieved through Nation’s (2001) concept—along with 78 new words and phrases learned. Furthermore, by looking deep into the participant’s stories, the findings also generate meaningful implications for vocabulary learning and learning enjoyment in digital game-based learning.

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