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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
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Search results for , issue "Vol. 2 No. 2 (2022): September Volume" : 6 Documents clear
Teaching Activities in An EFL Class for Refugees at Immigration Detention Center In Balikpapan-Indonesia Rorenta Tobing
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1328.854 KB) | DOI: 10.31098/jefltr.v2i2.869

Abstract

This research was designed to study teaching activities for speaking in an EFL refugee class at Immigration Detention Center in Balikpapan. The purpose of this study was to investigate the speaking activities that the teacher conducted, as well as how the teacher worked those activities and the challenges that appeared when the teacher performed teaching activities for teaching speaking. The research was done in Immigration Detention Centre, Lamaru, Balikpapan, in December 2019. The research sample in this study was one teacher of an EFL class of refugees in IDC Balikpapan. The study was based on qualitative case study research. Data were collected by using two instruments, classroom observation, and interview. The result indicated that various activities were conducted by the English teacher for teaching speaking in this class. It showed that the teacher taught ten exercises: discussion, roleplay, brainstorming, storytelling, interview, picture describing, game, presentation, field trip, and cooking activity. The teacher used the real-life situation as the topics for speaking activities in EFL class, applied pair or group learning, motivated the learners, used students centered method to encourage learners to be free to talk, and made only principal corrections when the learners were doing speaking activities. The challenges that the teacher faced while applying speaking activities in this EFL class learning process include language barriers, different educational backgrounds and life experiences, the psychological condition of the learners, and uncomfortable classroom situations. A professional teacher's certificate and training must be needed for teaching EFL refugee classes. So, it is necessary to create a particular course or class for learning to teach EFL classes for refugees in the English Education programs. EFL teacher of refugees is not only teaching language. The teacher is a facilitator, a guide, and a motivator to the EFL learners.
Perception in Krashen's Monitor Utilization and the Learners' English-Speaking Performance Lovely Jean C. Caratiquit; Kevin D. Caratiquit; Mark John M. Tamanu
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1096.075 KB) | DOI: 10.31098/jefltr.v2i2.937

Abstract

Speaking of oral communication has frequently been labeled unfavorable to people because it requires confidence and courage. Thus, it appears to be one of the most challenging learning skills, requiring practice and exposure. This study aimed to investigate the relationship between Senior High School learners' level of performance in spoken discourse and their dominant monitor performance. The study employed a descriptive-correlational research design with 156 respondents selected through stratified random sampling. Recognizing and understanding Senior High School students' monitor performance was expected to motivate teachers to address the root cause of the problem, resulting in more proficient and communicative second language use. The findings disclosed that monitoring performance is crucial in determining the level of performance of learners in spoken discourse. A firm grasp of the English language, including its grammar and vocabulary components, effective discourse management, pronunciation, and interactive communication, are critical components in developing learners' speaking abilities. Additionally, this study revealed that those enrolled in the academic track are proficient at communicating, which explains why most are labeled optimal monitor users. In this regard, they use their information appropriately to strike a balance between self-correction and fluency, ensuring that error repair does not become a barrier to communication. Future recommendations were also discussed in this paper.
Examination of the Role of Family Socioeconomic Status and Parental Education in Predicting English as a Foreign Language Learners' Receptive Skills Performance Nining Suningsih
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (985.104 KB) | DOI: 10.31098/jefltr.v2i2.981

Abstract

There is a stereotype of a correlation between family socioeconomic status and parental educational background with the student's achievement. Therefore, this study aims to know in-depth roles. Examine 60 students of Melati Junior High School Samarinda in their performance on reading and listening comprehension tasks. There is a significant relationship between SES and parents' educational background using the correlational method, non-experimental. Nevertheless, it s not always that students with low socioeconomic and parents' educational backgrounds get low scores and vice versa. Likewise, students with high educational backgrounds of their parents do not necessarily get high grades in school. Several factors revealed that SES and Educational background is the main predictor of academic achievement.
Lived Experiences of English Teachers in Integrating Bloom’s Digital Taxonomy on Their Differentiated Instruction Practices: A Phenomenological Study Clara Mae E. Nava; Glen P. Cortezano; Alberto D. Yazon; Karen A. Manaig; John Frederick B. Tesoro
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1005.783 KB) | DOI: 10.31098/jefltr.v2i2.1109

Abstract

This qualitative research, a hermeneutic study, focused on exploring and capturing the essence and meaning of lived experiences of English teachers in integrating Bloom’s Digital Taxonomy into their differentiated instruction practices. Bloom's Digital Taxonomy highly contributes to the change that education witnesses today. Students acquire knowledge and skills in various ways and at different speeds, and the idea of giving a personalized learning experience for students in a digital classroom is challenging. From the interviews and observations conducted, participants revealed that acceptance and self-initiated learning served as the key to adapting to technology and learning tools as anchored in Bloom’s Digital Taxonomy for the sudden paradigm shift in education. Participants considered technical aspects, digital literary skills, monitoring, and interaction as challenges to overcome and should be a part of the virtual preparedness. Moreover, teachers positively embrace and maximize the use of technology in education. BDT keeps them on track in aligning learning objectives in differentiated instruction attainable in a virtual set-up. The use of Digital tools as anchored in BDT boosts engagement and motivation, builds closer imitation of face-to-face classes, and enhances education delivery and management in a virtual environment. The researcher recommends that teachers undergo professional development focusing on BDT in differentiated instruction teaching English subjects. The education may use the MDT-EDP Training plan of this study and may conduct a needs analysis to provide the most relevant training for the educators based on their skills, needs, and interest.
A Phenomenological Study on the Lived Experiences of Self-Aware-Non-Fluent English Teachers Ushas Richel R. Rino; Glen P. Cortezano; Alberto D. Yazon; Karen A. Manaig; John Frederick B. Tesoro
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1020.709 KB) | DOI: 10.31098/jefltr.v2i2.1119

Abstract

This study delved into the lived experiences of self-aware-non-fluent English teachers in their instructional delivery to come up with practical strategies and ways to strengthen the delivery of instruction in using the English language. Accordingly, qualitative research design and hermeneutic phenomenological processes were utilized. In analyzing the acquired responses from the participants, the following steps were applied: (1) hermeneutic phenomenological reduction; (2) imaginative variation, where the possible meanings of horizons were attained through the individual and composite structural descriptions; lastly, (3) essence, where the synthesis and reflections were made to form implications. The epoche was also applied before and during the conduct of this qualitative research to suspend the researcher’s connection to the experiences of the participants and maintain bias-free data. Based on the testimonies gathered from the participants, 139 subordinate themes, 28 superordinate themes, and four (4) main themes were unveiled. Challenges encountered in using the English language in an English classroom, Practices in developing English language fluency in the classroom, Various training on enriching the English language fluency among English teachers; and Favorable experiences as English teachers were the four (4) main themes which highlighted all the significant occurrences in the classroom regarding English language fluency. As a result, a booklet entitled “I am a Pedagogue: Repertoire of English Fluency Enrichment Strategies” was crafted which emphasized strategies acquired from the lived experience of the participants and was intended to be applied by all the English teachers in Calamba City. Keywords – English teachers, enrichment strategies, instructional delivery, non-fluency
Effectiveness of Localized English Reading Materials in Enhancing the Reading Skills of the Grade two Pupils Shermaine D. Rafael; Victoria E. Tamban
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (914.622 KB) | DOI: 10.31098/jefltr.v2i2.1126

Abstract

Students today are 21st-century learners who prefer digitization and reading is not their top priority, teachers at the same time should meet the needs of these students. English teachers, specifically in reading skills, should have the capability and knowledge to craft methods to use in dealing with students who have difficulty with reading. This study aimed to determine the effectiveness of localized english reading materials in enhancing the reading skills of grade two pupils. The reading skills of the pupils in this research were determined through match pairing. The participants came from the total population of 32 pupils from section orange in grade two, who were grouped into two through match pairing based on their pretest results. There was 16 match paired pupil-participants included in this study. These pupil-participants were the advisees of the researcher for the school year 2021-2022 in modular distance learning. Another group of respondents were the 20 teacher-validators who assessed the crafted localized reading materials using the survey questionnaire. The pretest showed that both groups are at the beginning level in terms of their reading skills. The findings of this study indicated that the experimental group got much higher mean scores than the comparison group on their formative and post-test. The computed t-values for lesson 1 gained a t-value of 2.368, lesson 2 with a t-value of 2.885; lesson 3 with a t value of 5.085; and lesson 4 having a t-value of 8.259 showed extremely significant differences between the formative means scores of the participants. A similar result found a highly significant difference between the post-test mean scores performance of the experimental group and the comparison group with a t-value of 3.966 and a p-value less than 0.01 level of significance. All results indicated the rejection of null hypotheses and acceptance of alternative ones. These findings implied that teachers must use tactics and practices such as learning by doing, manipulative, and practical learning to integrate localization and contextualization into the teaching-learning process. Keywords: localized English reading materials, reading skills, teaching-learning process

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