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Getsempena English Education Journal
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 2355004X     EISSN : 25026801     DOI : https://doi.org/10.46244/geej.v7i1
Core Subject : Education,
Education
Getsempena English Education Journal (e-ISSN: 2502-6801 and p-ISSN 2355-004X) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files. Getsempena English Education Journal (GEEJ) is published twice a year, May and November.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 10 No. 1 (2023)" : 7 Documents clear
THE USE OF TED TALKS VIDEOS AS LEARNING MATERIALS IN AN INTERMEDIATE LISTENING CLASS IN A PRIVATE UNIVERSITY IN YOGYAKARTA Upa, Yunika; Muljiani, Retno
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.1772

Abstract

Listening has a crucial role in developing communication skills in English as Foreign Language (EFL) context. Facilitating EFL listening activities can be conducted by using various resources such as online video providers, interactive websites, and web-based podcasts.TED Talk is one of the online video series that can be used for undergraduate students to develop their listening comprehension in learning EFL. This study aimed to investigate the use of TED Talk videos in developing EFL listening comprehension and the benefits of listening to TED Talk videos. The study was conducted in an Intermediate Listening Class at a Private University in Yogyakarta. The research subjects were 27 students. The researchers collected data by distributing questionnaires and conducting in-depth interviews with the students. Purpose sampling was employed to result in 3 students. Four students with the highest and lowest results were chosen to be examined thoroughly. The result showed that TED Talk videos helped to develop EFL listening comprehension even though not significant. Listening to TED Talk videos can also motivate undergraduate students to learn English, and can enrich the students’ general knowledge.
ON BECOMING A PROFESSIONAL ENGLISH TEACHER : THE PROFESSIONAL IDENTITY CONSTRUCTION THROUGH EMOTIONS Syakira, Sitti; Abdullah, Fuad; Anwari, M. Rifqi Romdoni; Andriani, Agis; Hidayati, Arini Nurul; Anwar, Dede
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.1930

Abstract

In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.
A CRITICAL DISCOURSE ANALYSIS OF GENDER REPRESENTATIONS IN EFL TEXTBOOK OF SENIOR HIGH SCHOOL Andini, Tresna Nur; Hidayat, Didin Nuruddin; Husna, Nida; Alek, Alek
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.2041

Abstract

This present study investigates gender representation in an EFL textbook in Senior High Schools by using multimodal critical discourse analysis. The data is collected from the unit contents of the English Textbook by Kementerian Pendidikan dan Kebudayaan Republik Indonesia 2017, which is used for senior high school and vocational high school. The study uses qualitative with Fairclough's three-dimensional framework to analyze the data collected. The focus variables include the frequency of gender representation and women's and men's social and domestic roles. The finding revealed that the EFL textbook was biased, imbalanced, and unequal for the position of male and female; for the frequency of gender representation in pictorial, males dominated around 25.6%, and females were only 11.6%. Then for gender representation in the passage text, the male was dominated by 46.3% and female was 34.3%. Next, for gender representation in conversation text, the male-dominated was 51.8%, and the female was 38.8%. The last one is gender representation in exercise text, the male-dominated by 31.33%, and the female was 40.97%. For the category of gender's social and domestic role, it revealed that males tend to do a social role associated with higher education and knowledge. At the same time, female is related to the traditional view in society that is associated with social status and hype only. Therefore, the result showed that the gender representation in this textbook was not represented equally.
ANALYSIS OF THE MOST COMMON SPELLING ERRORS IN ENGLISH FOR SAUDI STUDENTS: A CASE STUDY OF FOUNDATION YEAR STUDENTS: MOST COMMON SPELLING ERRORS IN ENGLISH FOR SAUDI STUDENTS Almurashi, Safiah Hamed; Sultan, Najah Yousif
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.2081

Abstract

Most second language learners of English, including Saudi learners at universities, face some challenges with English writing, especially in spelling. These difficulties are attributed to several causes, such as the differences between English and Arabic .The purpose of the present study is to investigate the most spelling errors made by the first year Saudi female students . Also, to define the main factors behind the weakness of students' spelling. Additionally, to suggest some effective teaching approaches to improve spelling instruction. This study adopted Cook's classification of errors, which categorized errors into four categories: substitution, insertion, omission, and transposition. Participants of this study are 80 female students and ten English language teachers. The data was collected through writing a task and a survey. The analysis of errors revealed that errors of omission were the highest proportion of errors with a percentage of (41.55%), whereas substitution spelling errors occur as the lowest frequency with a percentage of (24.65%). Followed by insertion errors with a percentage of (19.72%). The lowest percentage of errors were related to errors of transposition with the proportion of (14.08%). The major cause of the students' spelling errors was the linguistic differences between English and Arabic.
TEACHING MATERIALS FOR BAHASA INDONESIA READING SKILLS BASED ON LOCAL WISDOM WITH A QUANTUM APPROACH: Research & Development on Teaching Materials for Grade IV Elementary Schools Saota, Erlina; Rasyid, Yumna; Pujiati, Hanip
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.2095

Abstract

This study aimed at developing teaching materials for Bahasa Indonesia reading skills for Grade IV Elementary School students based on local wisdom using a Quantum approach in South Nias District. By applying Borg and Gall's R&D design, this study involved 92 random samples of students. Data was collected through questionnaires and tests. The results of the study using the t-test obtained tcount of 23.40 higher than ttable of 2.63. In other words, there was a significant difference after using the developed teaching material product. It can be concluded that the developed teaching materials for Bahasa Indonesia reading skills based on local wisdom with a Quantum approach was very effective for teaching reading in grade IV, Public Elementary School, South Nias District. The implications of this study regarding reading achievement, local wisdom, and teacher's strategies are also discussed.
THE BLENDED LEARNING: THE TENTH GRADERS’ PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSON AT SMAN 4 TARAKAN Muliawaty, Wandha; Errie Diru, Achmad; arifin, arifin; Ulfaika, Romlah
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.2113

Abstract

The objective of this research is to obtain perceptions from the tenth-grade students of SMAN 4 Tarakan which is undergoing blended learning. This study used a quantitative approach with a survey method. The subject of the research was 36 students of X-4 at SMAN 4 Tarakan. The data collected was a closed questioner using Likert scale. The results showed that more students admit that they are more motivated and perform better when taking EFL class that are conducted face-to-face. This is in line with the results of the study which showed that in terms of motivation, students were categorized as very motivated when doing face-to-face learning for the EFL class. In addition, students are also categorized as very good in terms of achievements when participating in EFL class which are conducted face-to-face. So it can be concluded that students prefer and need face-to-face learning more than online learning in English class.
THE INTERPLAY BETWEEN BLENDED LEARNING AND STUDENTS' LEARNING MOTIVATION AND ACHIEVEMENT Bactiar, Bactiar; Kaspirawati, Yuni; Juhana, Juhana
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.2143

Abstract

This study aims to investigate the correlations between students’ perceptions on blended learning implemented in English teaching during the adaptation to the new normal, students’ motivations in learning English and students’ achievements in English subject. The participants of this study are 237 11th grade students of SMAN 1 Sukaresmi who had experienced blended learning method more than one year. This study uses the questionnaire adapted from model of Birbal et al. and Gardner’s Attitude/Motivation Test Battery, and IBM SPSS Statistic 27 to calculate the data. There is significant and positive correlation between students’ perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal and students’ achievements in English subject, between students’ motivations in learning English and students’ achievements in English subject, and between students’ perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal and students’ motivations in learning English. Partially, no influence is exerted by students' perceptions on blended learning implemented in English teaching at SMAN 1 Sukaresmi during the adaptation to the new normal on students' achievements in English subject. Meanwhile, the considerable influences are exerted by students' motivations in learning English on students' achievements in English subject. However, when they are together, they will have an effect of 21.1% on students' achievements.

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