scholarly journals GENDER INEQUALITY REPRESENTED IN ENGLISH TEXTBOOKS: A LITERATURE REVIEW

2021 ◽  
Vol 10 (3) ◽  
pp. 576
Author(s):  
Luh Shanti Nilayam Mihira ◽  
Ni Komang Arie Suwastini ◽  
Ni Nyoman Artini ◽  
I Gusti Agung Sri Rwa Jayantini ◽  
I Wayan Budiarta
Keyword(s):  
Foreign Language ◽  
Gender Equity ◽  
Gender Stereotypes ◽  
English As Foreign Language ◽  
Library Research ◽  
Fertile Ground ◽  
Binary Oppositions ◽  
Research Questions ◽  
English Textbooks ◽  
Gendered Stereotypes

Ideologies are contested through discourses; thus, textbooks can be a fertile ground for implanting the prevalence of women's marginalization in society, or they can also be used for deconstructing the ideology. The present study aims to provide a general map of how English as a foreign language reflects gendered stereotypes. The study was library research that used the results of previous studies to answer the research questions. Using George's method, the study chose thirty articles published in 2010 - 2021, then critically reviewed. The critical reading was continued with mapping the results of the studies, and their arguments on gender stereotypes included English as Foreign Language textbooks worldwide. The review revealed that there had been prevalent marginalization of women in English textbooks reflected through the depiction of women as less dominant, inferior than men, primarily domestic, generally weak, powerless, voiceless, and passive. Such male prevalence was also found in Indonesian EFL textbooks. Many previous studies admit that male prevalence and women marginalization in EFL textbooks reflect reality in society. Nevertheless, the present study takes the standpoint that calls for the utilization of textbooks to deconstruct gendered binary oppositions that marginalize women by deliberately designing textbooks that impart awareness about gender equity.

scholarly journals Using Mobile-Assisted Language Learning (MALL) to Teach English in Indonesian Context: Opportunities and Challenges

2021 ◽  
Vol 5 (2) ◽  
pp. 95-106
Author(s):  
Solihin Solihin ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Learning ◽  
Rural And Remote ◽  
Advantages And Disadvantages ◽  
Mobile Assisted Language Learning ◽  
Library Research ◽  
Research Questions ◽  
Popular Language ◽  
Collection Methods

In the realm of education, information technology (IT), particularly mobile devices and applications, is becoming increasingly popular. Language learning has become one of the areas of education where mobile technology is being used. In Indonesia, Mobile-Assisted Language Learning has been implemented some areas, while it is acknowledged that some areas have not benefited as much as others. Some have questioned whether MALL might be used in their areas, while others have stated that it is unavoidable. The following are the research questions: 1) what are the advantages and disadvantages of using MALL? 2) How feasible is it to utilize MALL in an Indonesian context? The nature of this study is descriptive qualitative. The data collection methods used was library research. Data reduction, data display, and conclusion drawing were the approaches used to analyze the data. This research examines a variety of literature (including peer-reviewed studies) on the benefits and drawbacks of adding MALL into the framework of English as a Foreign Language (EFL) education. The application of these concepts in an Indonesian setting is then examined. Finally, to stay up with global digital learning, this article advocates that MALL be used for EFL teaching in Indonesia. It also suggests that more research be done for each mobile device and app in various parts of Indonesia, particularly in rural and remote places.

scholarly journals Do Vary of English Shows Good For the Children during Stay at Home?: A Library research

2021 ◽  
Vol 3 (2) ◽  
pp. 97-105
Author(s):  
Novalia Tanasy ◽  
Sitti Aisyah ◽  
Nashruddin Nashruddin
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Qualitative Method ◽  
The Other ◽  
Journal Articles ◽  
English As Foreign Language ◽  
Internet Connection ◽  
Cultural Shock ◽  
Library Research ◽  
Spare Time

Children can naturally acquire languages easily and quickly even without formal teaching from teachers. English shows provided the children new knowledges and updates without leaving the comfort of their homes due to lock down. This study was designed to analyse the use of English shows to build the children’s English developmental for learning English as foreign language, including discussion of its advantages and weaknesses. Library research and qualitative method were used to explain the findings. The data collection was documented from 3 working papers, 25 journal articles and 4 renowned books related to the topics. The analysis reveals that the children were able to retell the shows scenes, characters, topics, stories, opinions and they can pronounce English words alike as the natives do. From English shows, the children can learn some positives values and habit from the characters. The weaknesses of this strategy is control means that parents must spare time to accompany their children while watching the shows which may boring and tiring them. The other weakness is cultural shock. The English shows were mostly created by American and European whom have different basic cultures from Indonesian, therefore parents must ready to explain some scenes which are unfamiliar to ours. Lastly, watching English shows from television and YouTube also considered as more expensive instead of learning from classroom since it still need payment, subscription, fast internet connection, gadget and electricity.

scholarly journals THE POSITION OF SOURCE CULTURE IN THE CURRENT EFL TEXTBOOKS IN INDONESIA REFLECTED IN 3 RESEARCH FINDINGS

2021 ◽  
Vol 14 (2) ◽  
pp. 146-158
Author(s):  
Maisaroh Rambe ◽  
Laila Afni Rambe
Keyword(s):  
Cultural Values ◽  
Research Method ◽  
Second Grade ◽  
Teaching Material ◽  
Culture Material ◽  
Library Research ◽  
Research Findings ◽  
Research Questions ◽  
Cultural Content ◽  
English Textbooks

Based on this background, the authors are interested in examining more deeply with research questions, namely why book authors tend to take source culture as material and what are real examples of cultural values reflected in textbooks.The research method used in this study is a qualitative research method with the type of library research. Thus the data collection method used is observation. Observations were made on three journals that have been selected as data for analysis, namely analysis of the cultural content of third grade English textbooks in Cianjur, West Java, Cultural content in Indonesian case English teaching textbooks (ELT), Analysis of cultural content in Pathway textbooks. to English for the second grade of high school. The theory used as an analytical knife is the theory of Cortazzi and Jin (1999) which examines culture. The results of the analysis show that there is a tendency for the authors to choose local culture as a teaching material, as evidenced by 13.11% in Faris journal, 45% in Kurnia journal and 19% in Nurjannah journal who choose source culture as teaching material. The reason the author chooses source culture as source material is because the material is easily understood by the participants of the source culture, the source culture is easily found in real terms, the delivery of the source culture can help preserve the culture itself so that it does not become extinct, the source culture material can broaden students' horizons because of its diversity in Indonesia.Source cultural materials can indirectly foster nature and mutual respect for cultural differences between one another.

GENDER ISSUES IN MARY NORTON’S NOVEL ENTITLED “THE BORROWERS” : A LIBRARY RESEARCH

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 1-10
Author(s):  
Luh Riskayani ◽  
Ni Komang Arie Suwastini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Literature Review ◽  
Literary Criticism ◽  
Gender Equity ◽  
Young Female ◽  
Literary Texts ◽  
Expert Opinions ◽  
Library Research ◽  
Feminist Literary Criticism ◽  
Binary Oppositions ◽  
And Gender

Feminist literary criticism has been focused on the marginalization of women in literary texts and the efforts to deconstruct patriarchy through counter texts, such as Mary Norton’s The Borrowers. This paper aims to review previous studies and expert opinions on Norton’s The Borrowers, especially the arguments in the form of feminist literary criticism. This study employed George’s (2008) model of literature review to review articles employing feminist literary criticism in "The Borrowers." The articles were gathered from books, academic journals, and previous studies on Norton’s The Borrowers. The review reveals that the novel depicted a feminine and masculine environment, constructing biased gender roles and labor division that triggered efforts to gain emancipation and independence in the female character. Telling about miniature family who survived by “borrowing” items from a human, The Borrower is centered towards the young female who deconstructed the traditional binary oppositions concerning the work division and spatial division between males and females. Besides, The Borrowers also presented women’s marginalization, women’s struggles, and gender identity. Such revelation might be useful to extend the fight for gender equity, especially for the children as the target readers. Abstrak Kritik sastra feminis telah difokuskan pada marginalisasi perempuan dalam teks sastra dan upaya untuk mendekonstruksi patriarki melalui teks tandingan, seperti The Borrowers karya Mary Norton. Tulisan ini bertujuan untuk mengkaji kajian-kajian terdahulu dan pendapat para ahli tentang The Borrowers karya Norton, khususnya argumentasi-argumentasi berupa kritik sastra feminis. Penelitian ini menggunakan model literature review George (2008) untuk mengkaji artikel-artikel yang menggunakan kritik sastra feminis dalam "The Borrowers". Artikel dikumpulkan dari buku, jurnal akademik, dan studi sebelumnya tentang The Borrowers dari Norton. Tinjauan terdahulu mengungkapkan bahwa The Borrowers menggambarkan lingkungan feminin dan maskulin, membangun peran gender yang bias dan pembagian kerja yang memicu gerakan emansipasi dan kemandirian dalam karakter wanita. Menceritakan tentang keluarga mini yang bertahan hidup lewat “meminjam” barang dari manusia, The Borrower berpusat pada perempuan muda yang mendekonstruksi oposisi biner tradisional mengenai pembagian kerja dan pembagian ruang antara laki-laki dan perempuan. Selain itu, The Borrowers juga menampilkan marginalisasi perempuan, perjuangan perempuan, dan identitas gender. Penceritaan tersebut dapat berguna untuk perpanjangan perjuangan kesetaraan gender terutama bagi anak-anak sebagai target pembaca.

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Vol 43 (2) ◽  
pp. 150-168
Author(s):  
Peter Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

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