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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 64 Documents
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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
A Phenomenological Investigation of Senior High School Learners with Low English Language Proficiency
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1148

Abstract

Several studies have been conducted locally to internationally, revealing the deterioration of the English proficiency of Filipinos, especially high school learners. Still, only a few have determined the causes of why it is constantly happening. Hence, this phenomenological study investigated the experiences of public senior high school learners under the Technical-Vocational-Livelihood (TVL) track with low English language proficiency to identify various reasons why they are still encountering such problems in English and create an intervention program for them to enhance their skills. Specifically, this research utilized transcendental phenomenology and applied triangulation of the three methods: observations, field notes, and interviews. Also, the researcher followed Colaizzi's Method of Phenomenology, as presented in Morrow, Rodriguez, and King (2015), in analyzing and interpreting the data gathered from the individual interviews. Based on the testimonies and shared experiences of the participants, they knew they had difficulty learning English as early as elementary, while others were during their Junior High School (JHS) and Senior High School (SHS) years. In this study, the following themes emerged: traumatic experience, language anxiety, external factors, learners' motivation and interest, self-awareness, academic performance, learning styles and strategies, and the essence and value of the English language. The researcher recommends that teachers address the learners' problems to enhance their English proficiency and academic performance. It was also recommended for future researchers to investigate the teachers' perspective and assessment based on their experience since they are considered one factor in the learners' low English language proficiency.
The Relationship among Attitudes toward ICT, Collegial Support and TPACK of EFL Teachers
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1221

Abstract

TPACK promotes real-world context, cultural awareness, a wide range of tools, teamwork and cooperation, and independent learning. It was crucial to understand the connection between TPACK, attitudes toward ICT, and collegial support. The purpose of this study was to determine teachers' levels of TPACK, attitudes toward ICT, and collegial support. Additionally, this study sought to determine whether attitudes toward ICT and collegial support were significantly related to TPACK. The questionnaire for this study was completed by 49 EFL instructors in East Borneo. To examine the data from the survey, T and F tests were run. According to this study, TPACK level and attitudes toward ICT and peer support were significantly correlated. The study showed that the participants had a high category for TPACK level. Secondly, this study found positive results regarding ICT use for teaching and learning. Thirdly, this study showed participants had a high level of collegial support. ICT attitudes and TPACK levels were positively and significantly correlated. Support from peers was positively and significantly correlated with TPACK level. ICT attitudes and peer support were significantly correlated with TPACK level. To raise teachers' TPACK level, educators should have internal teacher development sessions more frequently and encourage teacher associations to share ideas.
An Investigation into the Effect of Self-assessment on Improving EFL Learners' Motivation in EFL Grammar Achievements
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1358

Abstract

In recent years, there has been an increasing focus on the role of the student in the learning process and boosting motivation for English as Foreign Language (EFL) learners. Motivation is widely considered to be a key aspect of being a successful learner. Moreover, there is a general consensus in the literature that motivation is one of the key learner characteristics. This present study aims to examine the impact of self-assessment as an alternative form of assessment on enhancing motivation and EFL learners' grammar achievements. To this end, the students in the experimental and control groups were all exposed to the same content and instructional method and had the same instructor. There was only one difference. The students in the experimental group self-assessed themselves, while the students in the control group were assessed by their instructor. The design of methodology is quasi-experimental design. The results revealed that self-assessment has a strong role in promoting the learners' motivation in EFL grammar achievements. The results have provided further evidence confirming that self-assessment as an alternative form of assessment is a useful for accounting for students' performance and learning. The present study has shed light on how self-assessment was found to affect learners' achievements and motivation in class. The issue of English grammar instruction in EFL classroom is intriguing and could have some recommendations for future research. As discussed in methodology, the method applied for control group was the conventional method, while a further study could present teaching grammar through other methods.
The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1414

Abstract

The outbreak of the COVID-19 pandemic necessitated the transition from in-person instruction to online education. Most students in Tunisia repudiated such sudden transfer. This study, then, probes into factors that impact the online learning experience during the pandemic. Hence, it investigates the effect of affective variables, namely personality traits, on learners' acceptance of online learning in the Tunisian EFL formal university context. Additionally, it scrutinizes the relationship between remote learning on the one hand and class level and gender on the other hand. The considered variables are gauged using a Likert-scale response format questionnaire. The subjects are 150 Tunisian EFL university students at the Higher Institute of Applied Studies in Humanities of Gafsa. The data analysis procedures used are the alpha internal consistency coefficient informing about the instrument's reliability and the Spearman Rho correlation, giving insight into the correlations among the study variables. The study found that personality represents a good predictor of learners' acceptance of distance learning. Regarding the class level, no significant correlation was found between this variable and acceptance of online learning. The same insignificant correlation was detected between gender and Internet-based learning. Hence, the study concludes that considering learners' differences is primordial in accounting for the success of EFL online courses.
An Exploration of EFL Teachers’ Perceptions and Experiences of E-Learning Implementation through the Concern-Based Adoption Model
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1439

Abstract

Concerns-Based Adoption Model (CBAM) is a framework that can be used to guide the implementation of e-learning in educational contexts. CBAM focuses on the problems individuals have during the implementation process and helps to discover solutions to these difficulties. The objective of this study was to get an overview of EFL teachers' perspectives and practices about implementing e-learning based on the CBAM. The CBAM was employed as a model to grasp the challenges and levels of e-learning adoption among English as Foreign Language (EFL) teachers. For this study, ten EFL teachers who knew how to use e-learning participated in semi-structured interviews to provide qualitative data. The interview transcripts were subjected using the thematic analysis. According to the results of this research, some EFL teachers were early adopters of e-learning, but others have shown considerable rejection. Among the teachers' objections were technical obstacles, a lack of training, and skepticism over the effectiveness of e-learning in increasing students' language skills. The study also revealed that the CBAM was an excellent tool for identifying the issues and degrees of e-learning usage among EFL teachers. The model offers a framework for describing the stages of e-learning adoption, from awareness to regular use, and strategies to assist teachers in their adoption process. This study expands our knowledge of the opinions and experiences of EFL teachers towards implementing e-learning. The findings indicate the need to provide teachers with workshops and training to increase their usage of e-learning and enhance the efficacy of EFL teaching instruction.
EDUTOKING: Improving the English-Speaking Skills of Grade 9 Learners using Tiktok-Based Activities
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1444

Abstract

The popularity of TikTok led the researchers to determine if its use improves the English-speaking skills of the Grade 9 students in a Science High School in Olongapo City, Philippines. The study used a descriptive-comparative research design where the researchers developed a self-assessment tool and a teacher observation checklist validated by experts in order to determine the students’ perceived English-speaking skill level. One hundred thirteen students participated in the research, and the study analyzed the data using descriptive and inferential statistics with the help of the open-source software, Jamovi. The study found no significant difference between the pretest and posttest scores of the respondents before and after integrating TikTok-based activities in their lessons using a paired sample t-test in the Jamovi software. However, for teacher-observers, the intervention is perceived as beneficial to improve the English-speaking skills of the students. The study argues that despite the popularity of TikTok amongst teenage students, it is something other than a language learning tool for students. However, the teachers observed that using the intervention can improve the English-speaking skills of the students. Overall, there is an evident disparity between the perceptions of the students and teachers regarding whether or not TikTok can have the ability to improve the English-speaking skills of the students. The researchers recommend that teachers may consider developing contextualized TikTok-based activities to make the speaking tasks more relevant and meaningful.

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