Scope: Journal of English Language Teaching
Scope: Journal of English Language focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of Curriculum, Technology, Media, and Innovation in Learning, Instructional Design, Educational Management, and Psychology of Education of English.
Articles
296 Documents
<![CDATA[Process Switching and Its Meaning towards Transgender Identity: An SFL Perspective ]]>
<![CDATA[Marsandi Manar]]>;
<![CDATA[Sri Mulyati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.13837
<![CDATA[This SFL study attempts to scrutinise the process-type switching and its underlying meanings in the cyber-based interactive responses towards an issue of transgender. The issue is confined to the suspected genital reconstruction surgery of an Indonesian celebrity that becomes viral and triggers public debate on social media. 254 Indonesian clauses of interactive comments addressing the issue of transgender identity on a YouTube video of more than 2 million views were analysed. Prompting and replying responses were investigated for their categorization of process types by employing the tables of analysis adapted from the experiential meaning framework of Halliday and Matthiessen (2004). The analysis reveals some occurrences of process type switching in the interactive responses among responders in addressing the Indonesian sensitive and viral issue of transgender identity. In responding to the prompting comments, responders tended to employ relational and material clauses to establish values, evidences, and impacts in objective ways while they also used mental and verbal processes to affect one another in subjective ways. This Hallidayan study hints that the process switching among responders in addressing the issue of transgender is associated with the strategies for maintaining and spreading their ideology by confirming, strengthening, adding, and even arguing.]]>
<![CDATA[The Need to Teach Grammar in IELTS Listening Class ]]>
<![CDATA[Rahmarni Sawitri]]>;
<![CDATA[Riyanto Riyanto]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.9978
<![CDATA[The aim of this research is to examine the effect of grammar mastery on listening skills. Does someone’s mastery of grammar affect his listening skills? If it does, to what extent? To answer these questions, data, in a form of test answers were collected from students taking the IELTS Preparatory Class. The Listening section in IELTS consists of several types of questions including gap completion, matching and multiple choice questions. The focus of this research is on the gap completion questions as these types of questions require test takers to write down words/phrases/numbers as the answers; therefore, grammar mistakes are noticeable if there are any. Many students find the gap completion section quite challenging as they have to complete the blanks with a word or phrase used in a conversation accurately in terms of both spelling and grammar. Consequently, being able to get the right word or phrase to answer the question is important. The researchers tried to examine whether knowing some grammar can improve test takers’ possibility of getting correct answers. The finding show that students’ mastery of grammar, to some extent, has an effect on their listening skills. Knowing some grammar can help students get grammatically correct answers. As grammar is not a learning focus in most IELTS Preparatory classes, it is recommended that teachers select what grammar points should be addressed, to a certain degree, in order to improve test takers’ listening comprehension and accuracy.]]>
<![CDATA[Psychological Approach in Personality Development of Theodore Decker’s Character in “The Goldfinch” ]]>
<![CDATA[Ayu Bandu Retnomurti]]>;
<![CDATA[Nurmala Hendrawaty]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.12825
<![CDATA[The research aims to describe the personality and the personality development of Theodore Decker through psychosocial development perspectives in the main character of The Goldfinch novel. His personality becomes an example of how family and social environment contribute to the development of one’s personality. The research method used in understanding and in analysing the novel was descriptive qualitative. The research results are: According to Erik Erikson’s eight stages in psychosocial development theory, Theo has passed four major stages they are the stages of initiative vs guilt (14%), industry vs inferiority (14%), identity vs role confusion (46%), and intimacy vs isolation (29%). Theo struggles to pass the stage of identity vs role confusion. It has led him to the situation where he faces difficulties on understanding his identity and role within society. Theo is grown up as a person with less empathy for others, struggles with his drug addiction, and has trouble making commitments; Erik Erikson’s psychosocial development of the personality emphasizes the social influences in the development of the ego. Erikson’s theory of psychosocial development has eight distinct stages. Completing each step results in a healthy personality and the acquisition of the ego to resolve subsequent crises. Conversely, failure to complete a set will lead to ability reduction in completing further stages and an unhealthier personality and sense of self. Instead of focusing on sexual development, this theory is interesting in how children socialize and how social environment affects their senses.]]>
<![CDATA[EFL University Students’ Difficulties in the Essay Writing Process ]]>
<![CDATA[Maslihatul Bisriyah]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.13793
<![CDATA[Research on foreign language writing has shown that most EFL students faced some difficulties to produce a good composition in English. However, attention has mainly been directed to explore errors found on students’ written work. Little is known about what difficulties students have in the writing process. The present study investigates difficulties students faced in the six steps of writing process, namely choosing a topic, gathering ideas, outlining or organizing ideas, writing the first draft, reviewing the content and structure, as well as revising and making final correction. This study applied a qualitative method by using questionnaire and interview to collect the data. The subjects were English Language Education students who were taking an Essay Writing course in the third semester. The findings indicate that students face difficulties in all steps of essay writing process. Among those six steps, outlining and gathering ideas are claimed as the most effortful steps students have to pass. Writing the first draft and revising are the next two steps considered as challenging. Lastly, choosing a topic and reviewing content and structure are also demanding for small part of students. The difficulties students have and suggestions they propose are presented in this study. Those could be a basis for doing some improvements at institutional as well as individual level.]]>
<![CDATA[Teacher Questioning Strategies Employed in Speaking Classes in EFL Setting: A Study of Classroom Interaction ]]>
<![CDATA[Risna Saswati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.13570
<![CDATA[This study investigates the employment of teachers questioning strategies in Speaking classes in an EFL setting. This study intends to find out how the teachers employ those questioning strategies as well as to investigate whether the type of questioning strategies and the way teachers apply those types of questioning strategies assist learners in engaging in classroom interaction. The participants were teachers teaching Speaking classes and learners attending the classes. This study employed descriptive qualitative research using videotaped class observations and transcription as the techniques of data collection. The teachers’ questioning strategies and learners’ responses are highlighted and analyzed. The referential and follow-up questions were applied in the while-speaking stage to gain information from the learners and the class. The questions were addressed to the class and individuals to assist learners getting involved in the interaction. The display and follow-up questions were addressed more in a post-speaking stage, used for an assessment for today’s lesson. The results reveal that teachers mostly use display questions in the pre-speaking stage to introduce the new lesson, set the class mood, as the motivating strategies, and attract the class’s attention to the new lesson. The type of questions employed by the teachers are effective to make the learners involved in classroom interaction must be based on the needs and time. The way teachers address questions should be started in the class, in small groups, and with individuals. Teacher wait-time is one of the facilities for teachers are expected to provide learners as a learning opportunity.]]>
<![CDATA[Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency ]]>
<![CDATA[Dias Fatatin Birrina]]>;
<![CDATA[Ive Emaliana]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.13854
<![CDATA[While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.]]>
<![CDATA[The Socialization of Android as Online Learning Media: A Systematic Review ]]>
<![CDATA[Nurmala Hendrawaty]]>;
<![CDATA[Muli Yani]]>;
<![CDATA[Dian Suherman]]>;
<![CDATA[Casmiati Casmiati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.14291
<![CDATA[The COVID-19 pandemic has changed the learning process from face-to-face to online. The socialization of Android as online learning media has been increasing during the pandemic. The implementation of educational technology makes Android an innovative and effective online learning media so that teachers and students can access it anywhere and anytime. Therefore, the research aims to socialize the use of Android phones as online learning media. The selections of works of literature are from several databases, including Garuda, Science Direct, Google Scholar, Research Gate, Web of Science, and Crossref. There are 30 articles selected and reviewed through a systematic review used as the research methodology. The journals were analyzed using a content analysis method; the diagrams and tables presented the data. The findings reveal that the Android application is user-friendly, innovative, and adaptive to the teaching and learning process; however, it faces challenges because a few students need help with the unstable signal, internet data and unsupported mobile phones. Nevertheless, Android is an applicable and effective online learning media for teachers and students. ]]>
<![CDATA[Exploring Challenges EFL Pre-Service Teachers Experience in Teaching Practicum: A Transformative Learning Perspective ]]>
<![CDATA[Feni Maharani]]>;
<![CDATA[Rahmah Fithriani]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16305
<![CDATA[This study examines pre-service teachers' experience, especially on challenges they face through transformative learning. Qualitative descriptive research was utilized as a research methodology to explore the teachers’ experience during teaching practicum. Five seventh semester students of English education department were invited to be the participants of the study. The data were collected through reflective notes and in-depth interviews and then analyzed thematically. The results show that the pre-service teachers confront several obstacles throughout their teaching practicum. According to the data, the obstacles pre-service experienced were a Tension between vision and reality, teaching practicum, which is accompanied by class lectures, classroom management, and lack of supervision. The obstacles are then explored via transformational learning, which enables teachers to overcome them, particularly in classroom management, enhancing their capacity to choose teaching techniques depending on the needs and skills of students. This study is hoped the difficulties during teaching practicum faced by pre-service teachers can be reduced so that the objectives of teaching practicum can be achieved properly.]]>
<![CDATA[Teachers’ Perceptions of Utilizing Quizizz Application in ELT for Young Learners ]]>
<![CDATA[Siti Handayani Harahap]]>;
<![CDATA[Farida Repelita Waty Kembaren]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16224
<![CDATA[At the current, the usage of learning media is crucial in the sphere of education. Media integration has been used in the classroom by both students and teachers. To keep up with the digital shift in society, teachers must include technology in their lesson plans. For the instructor to establish an engaging teaching and learning process, using technology in the process becomes crucial and necessary. Quizizz has also developed into one of the web tools that instructors utilize in ELT classrooms. This study looks into how English teachers feel about utilizing Quizizz in their classes. A case study was chosen as the research design in this qualitative study. The researchers conducted semi-structured interviews with ten English teachers for prime schools in Medan and distributed the Likert scale questionnaire to get the data. This study found the perceptions of English teachers in utilizing the Quizizz application for young learners. The study investigated English teachers’ perceptions of the effectiveness, feasibility, the difficulty of utilizing Quizizz, how Quizizz can motivate the students, and the willingness of the teachers to continue using Quizizz in the English classroom. Briefly, the teachers perceive that Quizizz has benefits in teaching English even Quizizz has drawbacks too.]]>
<![CDATA[Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions ]]>
<![CDATA[Mufida Syahnaz]]>;
<![CDATA[Rahmah Fithriani]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.14882
<![CDATA[This study aims to investigate students’ perception of QuillBot utilization in an EFL academic writingcourse. This phenomenological case study involved 20 sixth-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire. The results of the data analysis reveal that the students exhibited positive responses toward the utilization of QuillBot in academic writing. Furthermore, they also find QuillBot beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some difficulties encountered in writing academic papers, and consequently improve their writing products.This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly QuillBot. ]]>
