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Language-Edu
Published by Universitas Islam Malang
ISSN : 23027819     EISSN : -     DOI : 10.33474
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Language-Edu: Journal of English Teaching and Learning. It welcomes submission of articles in the area of English language teaching and learning. The articles can be Empirical Studies, Literature Review, Theoretical Articles, Methodological Articles, Case Studies, and other types of article including brief reports, comments and replies on previously published articles, book reviews, and monographs.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 186 Documents
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Professional Identity Construction of an Indonesian English Teacher: A Narrative Inquiry Dea Analisti
Language-Edu Vol 10, No 2 (2021): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

This study draws on life-history interview data to explore professional identity construction of an Indonesian English teacher. Nested in a narrative inquiry approach, data were obtained from the interviews with the English teacher as the participant and analyzed through a framework that identified the emergence of salient themes. The findings showed that three factors influenced the teacher’s professional identity construction: 1) professional development activities that have been experienced by the teacher, 2) inspirational people or relationships with people that supported the development of his professional identity and 3) constraints form the institutional norms that hindered his professional identity development. Moreover, embracing the teacher identity shift and adapting the constraints from the school were two ways of the participant in constructing his professional identity. The discussion indicated that his professional identity construction was supported by teacher professional development programs and positive interactions since his teaching knowledge and beliefs continuously constructed and reconstructed and it was obstructed by the constraints from the school as the institutional realities that should be perceived. In short, his journey of professional identity construction is dynamic that changes across time and place and his experiences of foreign language learning illustrate the reconstruction of the “self” or himself.
THE USE OF REFLEXIVE METADISCOURSEBETWEEN ENGLISH AND INDONESIAN WRITERS IN ENGLISH JOURNAL ARTICLES Candra Ayu Putri Darma
Language-Edu Vol 10, No 7 (2021): batch 2 2021
Publisher : Graduate Program, University of Islam Malang

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Abstract

ABSTRACTFor second language writers to write English research articles (RAs), it seems really challenging for them to write academic articles by English. In order to make the good and understandable writing the use of metadiscourse is really important. Therefore, this study attempted to explore the comparison of using metadiscourse for two different authors, the English native and Indonesian authors in their RAs. This study focused on the introduction and discussion section only. It aimed to identify the differences between the authors and to investigate how they used metadiscourse in their texts.The subject of this study comprised in total, 10 introductions and 10 discussions from 10 journals which are 5 different articles for each English native journals and Indonesian journals. They are in the field of TESOL and applied linguistic. This study focused on Ädel (2006) reflexive metadiscourse model (i.e., personal and impersonal metadiscourse) as the analytical framework. This study found that the culture influenced the use between personal and impersonal metadiscourse. The English native authors used more personal metadiscousre. On the other side, the Indonesian authors seems comfortable to use impersonal one.Keywords: “impersonal metadiscourse”, “personal metadiscourse”, “reflexive approach of metadiscourse”
The Implementation of Extensive Reading and the Contribution to Students’ Independent Learning. indy putra darana hariyanto
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

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Abstract

This research concerns with the implementation of extensive reading and the contribution to students’ independent learning. In addition, the purposes of this research are to explore the implementation of extensive reading at SMP in Malang and to inspect the contribution of extensive reading to the development of the students’ independent learning at SMP in Malang. This research used descriptive qualitative design. This research aimed to define the contribution of extensive reading to the development of the students’ independent learning at SMP in Malang. Moreover, the instruments that used in this research were questionnaire and interview. Based on the result of data analysis, the researcher can conclude that all respondents implemented the extensive reading. In addition, the application of extensive reading at SMP in Malang should adjust the school situation because it should adjust the available time. There was not much time available to implement a well-scheduled extensive reading. In addition, the teacher tried to overcome this problem by providing time to implement extensive reading both using part of the class allocation time and at the inactive hour in class. Furthermore, there were nine categories of the questions developed into twenty-eight statements in the form of close-ended questionnaire to examine the contribution of extensive reading to the development of the students’ independent learning. All in all, from all statements could be concluded that the majority of the students agreed with the statements contained in the questionnaires. It can be concluded that, extensive reading has a contribution on students' independence learning at SMP in Malang.Keywords: Extensive reading, Independent learning
A SURVEY OF TEACHERS’ PERCEPTIONS ON PROBLEM BASED LEARNING USING ZOOM APP FOR STUDENTS’ SPEAKING SKILL DURING COVID-19 OUTBREAK Eko Subakti
Language-Edu Vol 10, No 8 (2021): Language Edu Vol 10 No. 8
Publisher : Graduate Program, University of Islam Malang

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Abstract

Abstract                Online platform likes a zoom app can be a medium that help the learning process of English run easier in a long distant class. The aims of this study is to find out the teachers’ perceptions on problem-based learning using zoom app for students’ speaking skill during covid-19 outbreak. The research method was a survey, the population were the teachers of Junior High School and Senior High School around East Java and the data were taken from the teachers who had experiences in implementing problem based learning strategy for students’ speaking skill by practicing zoom app as the medium in distance class process. The researcher needed around forty teachers around East Java for taking a part in contributing the data in questionaire. The data were gathered from the questionnaire and then analyzed quantitatively then presented in the form of grafical and table. The result of the research, from 40 respondents, there were  50% of the respondents knew about the characteristics of PBL, 43.21 % of them felt easy and comfortable to apply zoom app as a distance teaching and learning process, especially for students’ speaking skill, 49.58% agreed that zoom app provided advantages for students’ speaking skill by using PBL strategy, 48.57% of them agreed that communication and interaction in speaking class by using PBL strategy via zoom app could run well and gave positive impact for students’ speaking skill, 46.43% respondents stated agree that the teachers felt satisfied in implementing PBL strategy for students’ speaking skill by using zoom app. By this research, it reveals that a big parts of the teachers give a good perception at implementation of Problem-Based Learning (PBL) strategy for students’ speaking skill by using zoom app during covid-19 outbreak. This strategy can be applied well in improving the students’ speaking skill as long as a distance class and in a covid-19 pandemic situation. Keywords: Teachers’ Perceptions’, Problem based learning strategy, Students’ speaking skill, Covid-19 outbreak
THE EFFECT OF USING COMPUTER-ASSISTED READING WITH INQUIRY BASED LEARNING ON STUDENT READING COMPREHENSION Zakiyuddin Zakiyuddin
Language-Edu Vol 11, No 2 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

This study aims to determine whether there is a difference between students who read using computer-assisted reading and those who do not. Students' reading ability may depend on what they do every day. There are some students who understand vocabulary better by listening than what is written. reading while listening may be another way to overcome students' reading comprehension, There are some students who will memorize vocabulary for a long time because the vocabulary is often found in several sentences, and Some students will also easily memorize a lot of vocabulary because of the use of online dictionaries. With this, the researcher used lexical-tutor where there are audio-assisted reading, concordance, and online dictionary. For the learning process, researchers use inquiry based learning which focuses on student activity. For data collection, the researcher gave a question sheet based on what had been studied previously. The teaching materials are taken from the corpus in the lexical-tutor application    Research subject are selected from the student's representative on the basis of the student's English language skills. In order to understand whether students have an impact on their reading understanding of second-grade students, researchers use one-on-one T-TT test samples, as well as independent sample tests, to see if students use survey-based computer-aided reading to understand scores that differ from non-users. Based on the results of this study, the results of the study were then analyzed with paired TT-Test specimens, resulting in a Sig(2-Tailed) value of 0.052 > 0.05, while the data analyzed by the independent specimen test resulted in 679 >0.05. It can be concluded that there is no effect and no difference between survey-based learning with computer-assisted reading and reading without computer-assisted reading. In terms of individual scores, the findings suggest little progress. The researchers' monitoring results showed that not all students enjoyed reading while listening to audio. It is my hope that through this study, future researchers will be able to examine the learning process and the techniques used. In addition, more researchers can also take advantage of this research in the form of offline classes.
THE EFFECT OF MNEMONIC LOCI TECHNIQUE ON STUDENTS’ VOCABULARY MEMORIZATION Iwan Kurniarahman
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

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Abstract

This current study reports the effect of mnemonic loci technique on students’ vocabulary memorization. Being designed in quasi-experimental, the study answered these two questions: (1) Is there any significant difference in short-term retention of vocabulary items between the students of the mnemonic loci technique and the students of the repetition technique?, and (2) Is there any significant difference in long-term retention of vocabulary items between the students of the mnemonic loci technique and students of the repetition technique? The samples were 50 students taken from two classes, i.e. class XI of Social Science (27 students in experimental group) and class XI of Natural Science (23 students in control group). Two posttests were administered to obtain the posttest data which were analyzed using Independent T-test. The immediate posttest revealed that the t-observed was 1.134. This t-observed had the Sig. (2-tailed) of .262 which was much higher than .05. Since the Sig. (2-tailed) was much higher than .05, it led to the conclusion that both groups showed the same performance. Further, the delayed posttest revealed that the t-observed was 2.551. This t-observed had the Sig. (2-tailed) of .014. Since the Sig. (2-tailed) was below .05, the experimental group outperformed the control group.
Using REWARD Strategy to Improve Students' Reading Comprehension at SMPN 1 Dringu Probolinggo Fitriyana Ika Yulianti
Language-Edu Vol 10, No 5 (2021): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

REWARD strategy stands for” Read, Watch, Review, and Do”, This strategy is made by the teacher-researcher as the result of the investigation during the home learning as the effects of Covid19 pandemic era at the academic year 2020/2021.  This research used class action research with one cycle. The objective of the research was to find out whether the REWARD strategy is effective in improving students’ achievement in reading comprehension  through blended learning. The participants of the research were 32 students of the ninth grade students of IX G of SMPN 1 Dringu Probolinggo.  In  collecting the data, teacher-researcher has collaborated with her colleague to complete the instruments of research, as follows: students’ reading comprehension test, field note, observation checklist, and questionnare. As the learning process of reading comprehension, the activity is divided into three phases; pre-reading, whilst reading, and post-reading that held in Blended Learning Classroom.  Those phases are dealed with the REWARD strategy for achieving the best result. Firstly, pre-reading is conducted through reading material by online ( Google Classroom), then whilst reading collaborated by watching video and reviewing the lesson by offline ( Classical Classroom), and postreading phase was done by doing assignments through online ( Google Form).The finding result showed  that the use of REWARD strategy was effective. there were 32 students who reached  the KKM point (100%) ,but  8 students shows the lower score than the preliminary test, 12 students achieves the same score with the preliminary quiz, 12 students get the higher score than the preliminary quiz. It is added by the participation of students through online and offline classroom. 84 % of students used the activities in meeting one of the process, 86% in meeting two, 88% in meeting three, and 92% in the final meeting. As a result, 87,5%  of students used the activities while reading. Based on the research, it is claimed that REWARD strategy is effective in improving students’ achievement in reading comprehension escpecially and more often it can be used by nonenglish teacher  in handling blended learning classroom as the need of this digital era.
TImproving Students’ Pronunciation Using Auto Speech Recognition Software to the Tenth Grade Language Major Students at SMAN 1 Lawang Muhammad Subkhan
Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2
Publisher : Graduate Program, University of Islam Malang

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Abstract

Clear pronunciation is important in order to communicate well in English. Unfortunately, the ten grader students of language major at SMAN 1 Lawang find difficulties to pronounce English words in classroom activity. This research is classroom action research because the aim is to figure out a solution to solve the pronunciation problem experienced by ten grader students of language major at SMAN 1 Lawang with the help of proper teaching media. The technology of auto speech recognition is the most suitable program for pronunciation improvements. This research is using one of the auto speech recognition which namely “Speech Text & Text Speech in All Languages” developed by SoftWiz. This research applied audio feedback activity with several adjustments. The adjustments were the use of auto speech recognition program that operated using android mobile phone and the use of google voice to replace the tape recorder voice. This research involved 31 ten grade students of language major. The result was a consistent improvement of students’ pronunciation in every session which was proven by the consistent class’s average score improvement, therefore, it proves that the strategy was arguably successful to be a solution of the students’ pronunciation problem.Keywords: Pronunciation, Audio Feedback, Auto Speech Recognition
A STUDY OF THE DIFFERENCES IN LEARNING MOTIVATION BETWEEN MALE AND FEMALE LEARNERS IN INTENSIVE ENGLISH COURSES Mardiansyah Mardiansyah
Language-Edu Vol 10, No 2 (2021): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

Motivation alludes to the mix of exertion and desire to accomplish the objective of learning the language to great perspectives toward learning the language. The reason for this examination are; first, to analyze the differences in motivation between male and female learners. Second, to analyze the correlation between motivation and proficiency of the learner learning English in intensive courses. This research is a quantitative research which require numerical data. The population in this study were 140 respondents learning English in intensive courses. The researcher conducted this research by online because of covid 19. The data questionnaire are collected by Google form. The data obtained were analyzed by SPSS using independent t-test formula. It showed that male learners have better motivation than female learners in learning  English in intensive courses. Male learners tend to get over female on different measures like instrument orientation on the one side and international oriented and self-regulation on the other side. Also, it revealed that motivation was strongly affect learners achievement. It said that the correlation coefficient is 0.350 in which indicated that the correlation was weak between two variable.
Developing Pop-Up Book to Teach Vocabulary Yusroh Yusroh
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

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Abstract

This Research and Development was a research conducted developing pop-up book to teach vocabulary for first grade of SMPN 2 Wagir Malang. It applied R&D cycles which were presented by Borg and Gall (1979). The steps were: (1) need analysis, (2) material development, (3) product development, (4) expert validation, (5) product revision (6) try out, (7) field test, and (8) final product. Its sources of data were the students, English teacher, and pop-up book. Its instruments were interview guide, questionnaire and observation notes. The product was developed based on the result of the need analysis. Then, the try out was held in order to know students respond of the product. After doing the try out the researcher conducted the field test. The expert argued that the pop-up book included a good pop-up book and the expert gave some suggestions to revise the pop-up book. The pop-up book was tried out to know its acceptability. The result of try out was the pop-up book was good and attractive but the pop-up book needs more variation in term of the type of the picture, exercise and more challenging topic and the object need more pictures and sentences. The result of the field test was pop-up book was acceptable and no need revision. It was hoped that this pop-up book can be used to be sources of media in teaching English especially to teach vocabulary.

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