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Ani Wahyu Rachmawati
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Magister Program of English Education, Fakultas Keguruan dan Ilmu pendidikan, Universitas Mulawarman ,Gedung E1/B Lt. 2,Muara Pahu Kampus Gunung Kelua, Samarinda, Indonesia
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Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Published by Research Synergy Foundation
ISSN : 27764184     EISSN : 27764524     DOI : https://doi.org/10.31098/jefltr.v2i2
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
The scope mainly focuses on but not limited to: English language, theoretical, descriptive and applied English linguistics, language learning and teaching, structure and development of English across the globe, comparative linguistics, sociolinguistics, psycholinguistics, anthropological linguistics, computational linguistics, discourse analysis, English language for specific purposes, translation, English Language Teaching, Linguistics and Literature. It provides teachers, linguists, and other relevant researchers throughout the world with the opportunity for the exchange and dissemination of theoretical and practice-oriented papers dealing with advances in English Teaching, Linguistics and Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2022): March Volume" : 6 Documents clear
Teachers, Parents and Educationalists' Perceptions towards Introducing English at Early Stage in Libyan Schools: An Explanatory Study Mohammed Ramadan
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.409 KB) | DOI: 10.31098/jefltr.v2i1.723

Abstract

This study has sought to explore the teachers, parents, and educationalists' understudy perceptions towards the introduction of English language at an early stage in Libyan schools and their possible reasons for supporting/opposing this idea. For this purpose the study employed a quantitative research design with a close- ended questionnaire in order to obtain the essential data for the study. Data was then analyzed manually and the main findings indicated that the study's participants generally agree with the idea of introducing English at an early stage because they believe that teaching English at such stage can a) make pupils very proficient in English, b) develop pupils' cognitive abilities, c) lead pupils to a better academic performance in their education; d) increase pupils motivation for learning in the future. On the other hand, those who opposed introducing English did so because they thought it may a) negatively influence the pupils’ acquisition of their mother language, Arabic; b) increase the burden on pupils; c) invade pupils’ native culture. Keywords: perception, early stage, introducing English, Libyan schools
Language Learning Strategies, Gender, and Motivation in Foreign Language Context Yuniah Budiarti
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.928 KB) | DOI: 10.31098/jefltr.v2i1.780

Abstract

How the students deal with their learning strategies has been investigated in the last few decades. The main points in this article focused on the profile of learning strategies used by the students of SMA N 16 Samarinda in the academic year 2020/ 2021 from the tenth to twelfth grade in learning English as a foreign language, gender, and motivation types. This study is quantitative research. The data was taken from two main questionnaires: SILL and motivation questionnaire. In analyzing the data, SPSS version 26 was used in this study. The number of participants was 99 students that consisting of 41 males and 58 females. The finding in this study found that the participants mostly used metacognitive strategies in their language learning and cognitive strategies were the least used. There was no significant difference between LLS usage with gender. Students’ intrinsic and intrinsic motivation play a significant role in their interest in learning English as a foreign language.
Implementing Self-created Media in Online Teaching by English Pre-service Teacher of English Language Education at Mulawarman University Widia Anggraeny Suharno
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.702 KB) | DOI: 10.31098/jefltr.v2i1.820

Abstract

English pre-service teachers at Mulawarman University had to implement instructional media in online teaching practice. As a result, the researcher was keen on researching the pre-service teacher's experience, difficulties, and the way the-preservice teacher overcame the difficulties in implementing self-created media in online teaching practice. The purposes of this study were (1) To explore the way English pre-service teacher implemented self-created media in online teaching practice; (2) To know difficulties faced by English pre-service teacher in online teaching practice; (3) To examine the way English pre-service teacher overcame the difficulties in online teaching practice. The design of the study was a qualitative research approach. The research participant was the seventh semester of English pre-service teacher at Mulawarman University. In collecting data, the researcher used interview, document, and observation. In analyzing the data, the researcher used Miles, Huberman, & Saldaña’s flow model of analysis that consists of data collection, data condensation, data display, and conclusion drawing and verification. This study showed that the pre-service teacher had to design the lesson plan, design the instructional video, use Google Meet as the platform for synchronous meeting, and implement the lesson plan in online teaching, which included pre-teaching, whilst-teaching, and post-teaching. The difficulties were related to a technical problem and a pedagogical problem. To overcome the difficulties, the pre-service teacher summarized the material during the online meeting and gave it to the students who could not join the class.
Collaborative Learning for Enhancing Student Academic Achievement in Online Grammar Class: an Experimental Study Setya Ariani; Nita Maya Valiantien
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.871 KB) | DOI: 10.31098/jefltr.v2i1.841

Abstract

Collaborative learning is an activity to work in small groups or teams that allows students to develop mutual cooperation in learning. This study aims to highlight the effectiveness of collaborative learning in improving student academic achievement. It was carried out with a quantitative method and the pretest-posttest experimental design was applied. There were sixty students participated in this study. To assess students’ achievement, online grammar pretest and posttest were distributed. In addition, collaborative learning questionnaire was administered to elicit students’ responses towards collaborative learning. Based on paired-samples t test result, it was found that the pretest and posttest mean scores were significantly different (t(59) = -5.977, p < .05).  This indicated that there was a higher mean score of posttest after the implementation of collaborative activities. Most students responded that collaborative learning activities improved academic performance and team work helped them to receive input from their peers as well as provide better result in completing the tasks than working individually.  It is recommended that various collaborative activities should be designed to motivate university students in learning grammar.
Modernism and Postmodernism Concepts in Education: Its Impact on EFL Students’ Autonomy and Implication for EFL Teachers Vahid Norouzi Larsari; Radka Wildová
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.752 KB) | DOI: 10.31098/jefltr.v2i1.850

Abstract

Promoting learner autonomy is considered as a vital concern to EFL learners, so far much attempt, and related to develop learner autonomy in various concepts. The present study aimed at examining the effect of Postmodernism and Modernism concepts on EFL learners. This study carried out in the course of study at high school in Iran. Accordingly, 60 learners, between 16 and 17 years old, randomly chosen from a larger participants of 80 EFL learners with respect to their achievement on Oxford Placement Test (OPT), attending high school in Iran. The selected participants has been assigned into two groups (i.e., postmodernism and modernism concepts, respectively). Each group involved 30 participants. Control group (n=30) usual teaching through modernism concepts, whereas experimental group (n=30) is exposed to postmodernism concepts. Over the course of this present study, the data was gathered through a pre-test, and post-test of learner autonomy questionnaire. The t-test statistical procedure utilized to the research question. The findings of the result showed that postmodernism concepts significantly performed better than the modernism concepts group in the learner autonomy. The results of this study showed that all those who are engaged in language teaching and learning can process to possess a better perspective into developing efficient instructions.
Evaluating of EFL Online Learning on Islamic Higher Education During Pandemic Era Muhammad Nafi Annury; Adrovvy Jonathan; Musthofa Musthofa
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.901 KB) | DOI: 10.31098/jefltr.v2i1.872

Abstract

The outbreak of Covid-19 brings a new paradigm of conducting the teaching-learning process literally. There is a shifting learning activity from traditional into the recent one. Online learning becomes common sense while doing all the activities supporting the learning process. This recent case study aimed to explore the EFL adult learners’ perceptions and experiences while in online learning classes during the pandemic era. This recent qualitative case study examined the perceptions and experiences of EFL adult learners during their two-year participation in online classes. This qualitative case study was based on Maslow’s theoretical framework. There were a hundred students of EFL at UIN Walisongo Semarang as the participants of this study. They were asked to respond to their perceptions and experiences while conducting online learning via Google form. Questionnaires and semi-structured interviews were used to collect data, and template analysis was used to document the students' experiences taking part in the research. The researchers employed SPSS 21 to analyze the data taken from the questionnaire. It shows that 6% of participants disagreed with implementing online learning. On the other hand, 10.5% of participants strongly agreed with online learning conducted during the pandemic era. At last, there were 34.3% who responded that they neither agreed nor disagreed in online learning classes.

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