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Erudita: Journal of English Language Teaching
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 28092023     EISSN : 28092465     DOI : https://doi.org/10.28918/erudita
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Erudita: Journal of English Language Teaching publishes manuscripts within the fields of English as a first, second, or foreign language teaching and learning, teacher professional development, technology-enhanced language learning, curriculum and material design, innovation in language teaching, English for specific purposes, language testing and assessment, intercultural and multicultural education, multimodality, literature and teaching, and textbook analysis.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
 1 
Search results for , issue "Vol 2 No 2 (2022): November 2022" : 8 Documents clear
Uncovering university students’ communication patterns and limiting factors in an Indonesian online learning context using WhatsApp Fatimatuz Zahro
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6158

Abstract

WhatsApp group is one of the most widely used online learning media. Communication patterns in the online teaching and learning processes are influenced by this media. This platform affects communication patterns in the online learning process. However, some students felt they did not enjoy teaching and learning using WhatsApp group. This qualitative study explored WhatsApp group as a communication pattern in teaching and learning process in a university, using observation and semi-structured interviews analyzed by using the concept from Tubbs, to gather data from five higher education students and a lecturer. Study findings expose that WhatsApp groups gave freely for higher education students to communicate. However, the social media showed weaknesses during the teaching and learning process, including poor internet connection and low phone memory capacity. The students seemed to be not disciplined. They could not regulate their time to learn. They could cheat the answer of their peers. In this regard, the lecturer had to be creative to encourage students’ participation. Therefore, the lecturer had some strategies to overcome it. The lecturer should be able to provide feedback to all students, create a fun class, and control students to be involved in class.
EFL teachers’ attitudes towards online learning in Palestinian high schools during the COVID-19 pandemic Mohammed Farrah; Israa Othman Zalloum
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6084

Abstract

The purpose of this study is to identify teachers’ perceptions towards online learning in teaching English language during the COVID-19 pandemic in Palestinian schools. The study sample included 418 male and female EFL teachers working in the schools of the education directorates of the Palestinian Ministry of Education in the West Bank and Gaza Strip. The researcher employed a mixed method of qualitative and quantitative methods. Teachers were asked to fill a 5-point Likert scale questionnaire, including 59 items and answer three open-ended questions. The researchers used the statistical analysis method. To analyze the three open-ended questions, the researchers employed the content analysis. Study findings have shown that EFL teachers had positive attitudes towards online learning in an emergency. Results also demonstrate that online learning developed students’ communicative competence. Moreover, the study has portrayed that both high and primary school EFL teachers had positive attitudes towards online learning as it offered many opportunities for teachers and their students. Findings also reveal that teachers and their students faced many challenges of online EFL learning. The study recommends improving the technological infrastructure and online educational applications. It also suggests holding sufficient training courses and workshops for teachers, parents, and students.
Experts’ recommendations for developing academic staff’s research skills: a case in Vietnam Le Thanh Thao
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6139

Abstract

Due to many reasons, research productivity from Vietnamese lecturers has not been as good as expected, and their lack of research skills is dominant. Therefore, teacher professional development in enhancing lecturers’ research productivity has received more attention from institutional administrators and policymakers. This current study was conducted to explore the types of professional development activities, according Vietnamese educational experts, are solutions to lecturers’ research productivity. Twenty experts were engaging in a conference discussing what should be done to develop tertiary lecturers’ research productivity. The meeting minutes and conference reports were used as the data for further analyses. According to the data, the experts proposed three different professional development activities for enhancing their staff’s research productivity, including organizing training events for developing lecturers’ research skills and knowledge, formulating research teams according to their interests, and encouraging them to write and publish their studies throughout rewards and punishments. The findings are expected to contribute to dealing with the current issues related to research productivity and provide researchers interested in this field with practical ideas for further research.
Getting secondary school students engaged in reading activities: adoption of anecdotes to elevate their reading skills Haris Hamdani
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6205

Abstract

The present study aims to examine the effect of adopting anecdotes on senior high school students’ reading skill. Nested in mix-research methods, data were garnered through test and interview. The data obtained from the test were analyzed statistically. The study findings reveal that the average score for the application of anecdote was 7.3 which belonged to category “sufficient”. Meanwhile, the average score of students’ reading skills is 6.8. It was classified into the category “sufficient” Pearson's Product Moment Correlation formula yielded 0.42 for the calculation of the correlation between the X and Y variables. The variable X was the adoption of anecdotes, and the variable Y was students’ reading skills. The statistical calculation demonstrates that the product moment correlation score of 0.42 can be interpreted as “moderate correlation”. It indicates that there was significant effect of using anecdotes on the senior high school students’ reading skills. This study concludes with empirical evidence on how EFL senior high school teachers adopt anecdotes for their reading classrooms.
Examining the effect of phonological awareness instruction on EFL learners’ pronunciation and motivation I Ketut Wardana; Putu Tri Astuti; Ni Luh Sukanadi
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6191

Abstract

ELT teachers in Indonesia mostly apply an integrative language teaching approach to cover the linguistic elements of language skills. However, the pronunciation in speaking exposure is required to be accurate through the intervention of phonological awareness. Thus, this study examines the effect of phonological awareness on students’ English pronunciation and how it provokes students’ motivation in speaking English. This study used a pretest-posttest control group design. The experimental group which consisted of 36 participants was given a phonological awareness intervention and the control group which consisted of 36 participants was given without any intervention. The instruments of the study were a text reading-aloud task and a questionnaire. Data were then analyzed using Pearson correlation and independent sample t-test. The findings revealed that phonological awareness instruction positively impacted participants’ pronunciation performance with better phonemes articulation, more appropriate stress determination, and more adequate intonation that directly provoked their speaking motivation. Therefore, EFL teachers should determine the phonological awareness approach for the potential English competence and performance integrated into the learning syllabus more intensively.
“Coming here you should speak English”: performing creativity on a YouTube channel for teaching speaking Nurul Amalia Setyaningsih; Irra Wahidiyati
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6149

Abstract

The present study aims to explore strategies in teaching speaking using YouTube as media as well as the advantages and disadvantages of this platform in teaching speaking. Nested in a narrative case study approach, data were garnered through interviews using WhatsApp and Google Forms. An EFL teacher who is also a YouTuber and six students in tenth grade of a senior high school in Purwokerto, Central Java, Indonesia volunteered to participate. Study findings demonstrate that the EFL teacher integrated technology, i.e., YouTube, as a learning medium, and she provided video learning videos according to the material needed by students. The teacher designed a learning video with herself as a role model. Before uploading it on YouTube, the teacher watched the video first and edited some errors. The study also reveals several advantages of using YouTube in teaching speaking. YouTube videos promoted the teacher’s creativity in employing technology as learning media. Students could learn anywhere and anytime through videos on YouTube and practiced from videos of native speakers. Conversely, adopting YouTube videos in a speaking class had disadvantages, such as the selection of YouTube videos relevant to learning materials, restricted opportunities to have feedback from their teachers, and poor internet connection.
Learning through audio-visual aids: how does it work for students to delve into the English vowels? Zikril Mulia
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6160

Abstract

The research aims to investigate best and effective learning media to delve into the English vowels which is hard to be learnt in EFL classrooms. The research employed a descriptive qualitative approach with interview study which was to recognize the learning activities from participants. The participants of the research were five seventh-term university students of English department in South Sumatera, Indonesia. Data were garnered through observation and interview. The data were analyzed by conceptual analysis of empirical material and grounded theory. Findings of the research reveal that the five college students had difficulties in learning English vowels through the written material and listening. They were interested in enhancing the English vowels subject through audio-visual aids. Another result portrays that the university students met their needs and realized that learning through audio visual aids was such effective learning media. Visual aids assisted them to delve into the English vowels concisely, instead of listening and paid attention to the teacher during their English class. This study concludes with empirical evidence on how students deal with their learning experiences via audio-visual aids.
Reading interest and reading comprehension performance among Indonesian ESP language learners Musta’aliyah; Siti Suharsih; Sutrisno Sadji Evenddy
Erudita: Journal of English Language Teaching Vol 2 No 2 (2022): November 2022
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v2i2.6198

Abstract

The purpose of the research is to determine whether there is a correlation between students’ reading interest and reading comprehension in the eleventh grade at a public vocational school in Cilegon, Banten, Indonesia. Grounded in quantitative research, the researchers a correlational research design approach. To collect the data, the researchers employed a reading comprehension test and a reading interest questionnaire as the instruments. The researchers applied random cluster sampling, with one class involved as a sample. The class consisted of 31 students. Hypothesis testing by product moment by the SPSS version 26 program revealed that the value of the t-count was higher than the t-table (0.411>0.355). It indicates that the null hypothesis is rejected, but the alternative hypothesis is accepted. The findings also demonstrate that there was a positive correlation between students’ reading interest and reading comprehension in the 11th grade of the vocational school in the moderate category. This study concludes with empirical evidence that if the reading interest decreases, it will be accompanied by a decrease in reading comprehension.

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