scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
pp. 307-317
Author(s):  
Listyani Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
Author(s):  
Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

2018 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Veronica Esti Nugrahani
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Study ◽  
Identified Regulation ◽  
Written Reflection

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.

scholarly journals THE IMPLEMENTATION OF “WRITING IN PAIRS” BASED ON STUDENTS’ PERCEPTION

JURNAL BASIS ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Lailatul Husna
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Writing Skills ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Essay Writing ◽  
Writing Class ◽  
Language Writing ◽  
To Come

Writing skills is one of four skills that a student learns in language. Writing is a language skill with the last sequence studied by the learner. Writing in pairs is a strategy which is applied in writing. The aims of writing in pairs in learning are students and their partners can work together to get unite ideas owned by each student. This study was conducted to see how the use of writing in pairs strategy in learning writing that viewed from students perception whose results can be used as a reference for improvement in learning writing skills. The data were taken from the Essay Writing class in the English Language Education Study Program of FKIP Bung Hatta University by giving questionnaires to the students after they have studied three times of writing learning experience with writing in pairs strategy or pair work. The results showed that students were happy with the paired work strategy in writing activities. Working in pairs, learners find that it is easier to come up with an idea so that the boring writing activity is turning into a more fun activity.

scholarly journals Designing an English Learning Module for English for Tour Guide Course in English Language Education Program of STKIP Siliwangi Bandung

1970 ◽  
Vol 2 (2) ◽  
pp. 34-44
Author(s):  
Intan Satriani, Gartika Pandu Bhuana, Ula Nisa El Fauzia
Keyword(s):  
Education Program ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Tour Guide ◽  
Textbook Evaluation ◽  
Qualitative Research Design ◽  
Quantitative And Qualitative Research ◽  
Tour Guiding

English for Tour Guide is one of the courses in English Language Education Program of STKIP Siliwangi Bandung. This course uses “English for Professional Tour Guiding Services” as a textbook. Various problems are found when teachers use this book in the classroom. It predominantly deals with the materials. In response to this problem, this study aims to evaluate the use of “English for Professional Tour Guiding Services” book for students in English Language Education Program of STKIP Siliwangi Bandung. This research will apply quantitative and qualitative research design. There are two instruments in obtaining the data, namely questionnaire and interview. Through this study, it is expected that the strengths and weaknesses of this book can be found. Thus, suitable materials for the students can be designed. For the long term, it is expected that the result of this study can be used as a reference to make a book of English for Tour Guide course.   Keywords: textbook evaluation, English for tour guide  

scholarly journals ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 73-88
Author(s):  
Satya Monique Saragih ◽  
Listyani - Listyani
Keyword(s):  
Education Program ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Academic Context ◽  
Central Java ◽  
Second Year ◽  
The Right

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.

Debates in English Language Education

2020 ◽  
Vol 10 (4) ◽  
pp. 33-50
Author(s):  
Soraya García-Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Collaborative Work ◽  
Language Education ◽  
Multimodal Communication ◽  
Education Students ◽  
English Language Education ◽  
Communicative Skills ◽  
Face To Face ◽  
21St Century Learners

Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.

scholarly journals Reading Journal Articles for Thesis Preparation: Voices from EFL Undergraduates

2020 ◽  
Vol 6 (2) ◽  
pp. 48
Author(s):  
Kasyfur Rahman
Keyword(s):  
Narrative Inquiry ◽  
Education Program ◽  
Reading Strategies ◽  
English Language ◽  
Language Education ◽  
Journal Articles ◽  
English Language Education ◽  
Controlled Motivation ◽  
Technical Terms

This paper seeks to explore the undergraduates’ experiences when reading journal articles as references for their thesis composition through a narrative inquiry. Four undergraduates of English Language Education program at UIN Mataram were interviewed to analyze  what they encountered when reading such genre. The findings suggest that their experiences mostly circulated around their motivation and challenges, therefore the narratives were focused on these facets. In terms of motivation, these students seemed to be strongly driven by controlled motivation that entailed the need for a model, accessibility and currency, as well as demands from supervisors and institutions. Furthermore, these students also encountered challenges in terms of unfamiliar academic technical terms and vocabulary, boredom due to text complexities, and failed reading strategies. These findings imply the need of scaffolding the reading of journal articles for undergraduates in their final year of study.

scholarly journals THE USE OF SOCIAL MEDIA WHATSAPP AMONG ENGLISH EDUCATION STUDENTS FOR SOLVING THESIS WRITING PROBLEMS

2020 ◽  
Vol 8 (3) ◽  
pp. 447-455
Author(s):  
Syarwan Ahmad ◽  
T. Zulfikar ◽  
Fitri Hardiana
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Education Program ◽  
English Language ◽  
Language Education ◽  
Recording Device ◽  
English Language Education ◽  
Writing Problems ◽  
Use Of Social Media ◽  
Thesis Writing

Purpose of the study: This study aimed to analyze the use of social media, WhatsApp, among the UIN (Universitas Islam Negeri) Ar-Raniry's English Language Education Program undergraduate students for solving their thesis writing problems, focusing on the effects of the WhatsApp use and to inquire whether WhatsApp communication helps them solve their thesis writing problems. Methodology: The design of this study is descriptive qualitative in nature. The researchers selected 30 English Language Education Program undergraduate students comprising 9 male and 21 female students who were writing theses as participants. This study used the semi-structured interview to collect detailed information needed for this research. The researchers used note-taking and recording device using Galaxy Note 8. Main Findings: Findings revealed that the use of social media, WhatsApp, among the undergraduate students of the UIN Ar-Raniry' English Language Education Program, shows a positive impact on solving the problems they face regarding their thesis writing. The findings also indicated that the use of social media, WhatsApp, has put students at ease in solving their various problems regarding thesis writing constraints. Application of the study: This study can be very useful for the students writing theses, and thesis supervisors. The findings of this research give insights and provide information and theories related to thesis writing issues. Studies on this issue lack in the field of education in general and thesis related problem sharing and supervisee-supervisor relationships in particular. Novelty/Originality of the study: The findings justify how the use of WhatsApp brings about positive effects and partly solve students' thesis writing problems. The findings revealed that these research benefits readers enhance existing knowledge and contributes to the construction of new knowledge in the field of education. Therefore, researchers recommend further research on the effects and benefits or other aspects of social media usage.

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