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Scope: Journal of English Language Teaching
Published by Universitas Indraprasta PGRI
ISSN : 25410326     EISSN : 25410334     DOI : http://dx.doi.org/10.30998/scope.v4i01.4408
Core Subject : Education, Art, Social,
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other
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.
Arjuna Subject : Umum - Umum
Articles 296 Documents
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Linguistic Landscape Projects as English Teaching and Learning Resources: A Review Anna Marietta da Silva
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.15970

Abstract

As the interest for linguistic landscape research has grown a lot in the past few decades, and so is the enthusiasm for taking advantage of linguistic landscape in language and subject-content classrooms. This paper aims at providing informative and valuable summary of works that have promoted the linguistic landscape as one of the English teaching and learning resources. Hence, it includes only papers that have specifically focused on advocating the benefits of linguistic landscape for English teaching and learning within the last ten years. The review is divided into several sections that explain the targeted participants, goal, method, advantages and several critical notes concerning the implementation of linguistic landscape projects. Suggestions for future review and studies on linguistic landscape are also provided.
EFL Learners’ Reading Comprehension Level: What Do They Portray? Nyimas Triyana Safitri; Melati Melati
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.16359

Abstract

Levelling reading comprehension may help students learning and teacher course designing. This study attempts to portray the level of EFL reading comprehension in a public university in Jambi, Indonesia. The participants were 78 EFL learners who were registered in the academic year 2020-2021. The data were collected through administering a set of adapted reading test and calculated based on the indicator of the scoring system and criteria. These data were classified into each level of reading comprehension which is described in the form of percentage and presented through diagram and chart. The major findings of this study reveal that. 1) there were 77 or (99%) participants can complete most of the literal test items and they just achieved literal level of comprehension of reading skill. 2) there were 24 or (31%) participants were able to answer all inferential test items successfully and they just reach inferential level of reading comprehension. 3) there were 19 or (24%) participants can give their answer critically and they just obtained a critical level of reading comprehension. It is interpreted that numerous students were still in the position of the literal level which is regarded as a very low or basic level of reading comprehension. So, it is strongly recommended that EFL learners at Universitas Jambi require an intensive practice of reading to achieve a highest level of reading comprehension.
Scrutinizing Mentor Text in Virtual EFL Writing Course: A Text Modeling Approach during ERT in Indonesia Hanna Sundari; Rina Husnaini Febriyanti
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.16364

Abstract

Writing English argumentative essays has brought suffering and constraints for EFL university students since it requires relevant argumentativeness and knowledge of text genre knowledge and grammar and vocabulary mastery. Mentor text can be an effective scaffold for them to understand the essay. Little is known about university students' perspectives on writing an argumentative essay and the mentor texts given to them. To fill the void, this present study was carried out in a qualitative framework. Twenty-nine university students who attended and were exposed to four selected mentor texts during the virtual writing course voluntarily took part in this study by filling out the online questionnaire. The findings show that the students experienced and felt various positive and negative emotional expressions, such as challenge, difficulty, and enjoyment. The students perceived that the selected mentor texts were beneficial and very helpful for learning, understanding, and producing argumentative essays. Those mentor texts contain clear structure, effective thesis, and good writer's delivery so that the students can easily emulate and adapt them into their writing. 
The Stories of Three EFL College Students in East Java Universities amid the Covid-19: EFL Online Learning Process Abdul Aziz; Haris Sugianto
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.15843

Abstract

The Covid-19 pandemic has also been felt by the world of education, especially in Indonesia. All parties involved in schooling are unprepared to handle this rapid outbreak. Distance learning in the network (online) is a new thing for both teachers and students themselves. Through the use of online applications, university lecturers in Indonesia continue to carry out their teaching duties by interacting online with students. The interactions are by uploading lecture material into the online application, giving assignments, online discussions, and reviewing the learning process. This research presents the results of an interview study with three English language education students from university in Indonesia about how their perceptions of their online learning experiences during the Covid-19 pandemic. This research presented as an inquiry case study that looks at how participants position themselves in connection to the phenomena. The results of this research show that online learning carried out in an effort to prevent the spread of Covid-19 is good to do as an alternative during social distancing. The Covid-19 outbreak makes us have to limit social interaction to break the chain of transmission. In addition to the learning process and maintaining the interaction between lectures and students, online learning is a good idea because it gives students new knowledge and experience about technology, particularly online learning applications. Technology has been crucial in the teaching of English since it makes the creation and the use of electronic learning tools considerably simpler where students can get to know various online applications and how to use them. However, there are some issues that need to receive special attention, such as the instability of the internet network and economic factors. The result of this research will become as an input11 for lecturers and institutions in carrying out this online learning process so that it continues to run optimally.
Building Self-Confidence in English Public Speaking through YouTube? Why Not? Sri Wahyuningsih; Isna Silfiya Ni'mah
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.16198

Abstract

Self-confidence plays a pivotal role in public speaking, especially in English. Therefore, building students’ self-confidence is needed by using media including YouTube. The present study aims to elaborate on the role of YouTube in developing students’ self-confidence in English public speaking viewed from the student’s perspective. Further, some strategies used in developing students’ self-confidence are discussed. Using a qualitative method, the data of this study were gathered through a semi-structured interview with six students from the English Education Department of an Indonesian Islamic university. The findings reveal that most students have positive responses towards the use of YouTube as a medium to develop their self-confidence in English public speaking. In addition, they reported that YouTube plays a very crucial role in the development of their confidence in English public speaking. Importantly, they can comprehend the material more quickly, and develop their interest and motivation to learn. Finally, this study promotes the need for socialization from educational institutions in the development of English public speaking and the need to integrate the content of English public speaking with media and technology to enhance students’ learning success.
EFL Learners’ Perspective on Corrective Feedback Muhammad Fahruddin Aziz; Herlandri Eka Jayaputri
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.14806

Abstract

The present research is designed to investigate the attitudes of EFL Learner concerning corrective feedback. This research additionally analyses students’ characteristics that tend to receive offline or online corrective feedback and analyses the approach of sending feedback adjusted to learners’ exact needs. 75 research respondents were enrolled from Biak’s High School of Law, Papua. The researchers handed out questionnaires directly to the 5th and 7th semester students during lectures. There were eight questions provided for students to choose regarding corrective feedback. The findings of this research indicate that online or offline corrective feedback is very important for students because it can help students determine the correct linguistic form. Most students feel that corrective feedback is quite helpful for them because it can encourage students’ desire to learn. In addition, they also feel that corrective feedback can improve the learning process. However, some students feel that they are not serious enough when receiving teacher’s feedback because they have not been able to realize which ones can hinder or improve the language learning process. It seems clear that most students like feedback both offline and online. Thus, the results of this research generally confirm that students feel corrective feedback provides benefits in improving the learning process. 
Teaching English Grammar and Maintaining Students’ Learning Motivation through Humour Stories Asfi Aniuranti; M. Happy Nur Tsani; Yasinta Wulandari
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.14770

Abstract

English structure is one of the principal elements considered problematic by many students. Therefore, every teacher is always encouraged to use the effective teaching ways. One of the proposed ways in teaching English grammar is using media like humour stories. As suggested teaching media, humour stories require an examination. Therefore, this research attempts at finding out the effectiveness of humour stories to teach grammar and maintaining students’ learning motivation. The method employed was quasi-experimental research. The instruments used were a test, questionnaire, and field note. The participants of this study were two classes of English Language Teaching Department. The students learnt some grammar topics such as past simple, present perfect, passive voice of past tense, passive voice of present perfect, passive voice of present simple, passive voice of present continuous, passive voice of present future, relative clause, and noun clause. The results reveal that humour is an effective teaching media for grammar. The significance of 2-tailed (0.035) was lower than 0.05. There is a significant difference between control and experimental group. Furthermore, the result of the questionnaire shows that the usage of humour positively influenced the learners’ motivation. The observation results also reveal that the teaching atmosphere in the experimental class is getting better in each meeting. 
Utilizing Edmudo to Teach Writing with GBA in The Blended Learning Platform Rendhi Fatrisna Yuniar
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.14879

Abstract

This conceptual paper provides a future study based on a strategy of utilizing Edmodo to teach writing with a genre based approach (GBA) in the blended learning platform. Innovation in English teaching and learning process, especially in writing skills in this rapid growth technology era becomes challenge for teachers. Lack of time allocation, students’ writing skill, and the attention of writing significance become the obstacles in teaching and learning process. However, teaching writing needs appropriate approach in order to have good capability in writing skills. This paper went on to analyze suitable approach in teaching writing. This paper consists of the stages of genre-based approach namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joining Construction of the Text (JCOT), and Independent Construction of the Text (ICOT) will be implemented through face to face activity and online by taking the advantage of Edmodo. The classroom activity was conducted to provide students with the basic concept of writing while the online activity was carried out in addressing the issues of limited time allotment for English writing, lack of students writing skill, and writing process significance in learning English. The conceptual paper signifies to supplement literatures for academics as reference for their research. The result of this future research may provide information about utilizing Edmodo to teach writing with a genre based approach. It will also be relevant to teachers who have difficulty in teaching writing.
The Influence of Picture Strip Story towards Students’ Speaking Skill Khaulia Hanifa; Ilzamudin Ma’mur; Anita Anita
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.15030

Abstract

This research is aimed to find out the influence of picture strip story towards student’s speaking skill at the second grade students of SMP Negeri 1 Cisoka Kab. Tangerang. The purposes of the research are: 1) to identify students’ speaking skill at the second grade student in SMP Negeri 1 Cisoka; 2) to define the appropriate technique to influence students’ speaking skill at SMP Negeri 1 Cisoka; and 3) to identify the effectiveness of picture strip story on students’ speaking skill at the second grade students in SMP Negeri 1 Cisoka. This research used a quantitative method with quasi experiment design, with 73 students as samples and divided into two classes, namely the control class and the experiment class. The results show the mean of posttest the experiment class is higher than control class 63, 3. Based on the statistical calculation the value of t_o (5, 77), and df (71) in significance 5% (t_table= 2, 38) and significance 1% (t_table = 1, 66). From comparing the t_o and t_table  the result is  t_o > t_table= 5, 77 > 1, 66 and to > t_table= 5, 77 > 2, 38. It means that  t_observation (t_o) is higher than  t_table (t_t), so Null Hypothesis (H_o) is rejected and Alternative Hypothesis (H_a) is accepted. It can be concluded that picture story can influence students’ speaking skills by improving several aspects including students’ fluency, vocabulary, pronunciation, grammar, and comprehension. 
Students’ Preferences on the Lecturers’ Written Corrective Feedback (WCF) on Their Writing Tasks: A Study at the English Language Education Study Program (ELESP), Faculty of Education, Universitas Jambi Adrefiza Adrefiza; Habizar Habizar
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.14764

Abstract

This study analyzes students’ preferences on the lecturer’s written corrective feedback (WCF) on their writing tasks. It looks at how the students want WCF to be written, delivered, and focused on to fulfill the students’ expectations. It also analyzes the students’ preferences on the use of English or Bahasa Indonesia in the WCF to accommodate their learning needs and styles. Through an internet survey delivered to 100 students’ emails, using 5 levels of Likert scales on preferences range, the results show that the students’ preferences varied in terms of types, focuses, and ways the WCF are provided and delivered. It is an evident that many students want the lecturers to provide the correct forms of the errors, to mark and to underline the errors with corrections, and to provide explanations for every single error in their writing tasks. A significant number of the students have a low preference for the use of indirect feedback through cues and prompts. Another interesting result is the fact that many students prefer WCF to be written in Bahasa Indonesia rather than in English. It is recommended that the lecturers flexibly provide WCF according to students’ preferences and expectations to increase their writing skills. 

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