STUDENTS’ LEARNING APPROACHES IN THE EFL EMERGENCY ONLINE LEARNING CONTEXT

Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.

DEMOTIVATION LEVEL AND DEMOTIVATORS AMONG EFL STUDENTS IN HOME ONLINE ENGLISH LEARNING DURING THE PANDEMIC

Although recognizing students’ demotivating factors (or demotivators) is as important as acknowledging motivating factors in language learning, only few studies are focused in this area especially in the Indonesian context. More specifically, there are limited studies investigating demotivators in home online English learning as response of social distancing order amid the COVID-19 pandemic. This research employed two kinds of data, quantitative and qualitative. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.Keywords: demotivator, home online English learning, level of demotivation

ENGLISH – MAJORED STUDENTS’ PERCEPTIONS ON TEACHERS’ USE OF VIETNAMESE IN EFL CLASSROOMS

Previous studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance their target language proficiency. Several disadvantages of using Vietnamese were also mentioned, for instance, hindering learners’ language improvement, causing their laziness and passiveness. Suggestions are proposed to raise EFL teacher’s awareness on the extent of English and Vietnamese in their teaching to help leaners achieve objective of the class.

STATISTICAL REPORT REFORM IN SECOND LANGUAGE RESEARCH: A CASE OF EXPERIMENTAL DESIGNS

This survey aims to review statisical report procedures in the experimental studies appearing in ten SLA and Applied Linguistic journals from 2011 to 2017. We specify our study on how the authors report and interprete their power analyses, effect sizes, and confidence intervals. Results reveal that of 217 articles, the authors reported effect sizes (70%), apriori power and posthoc power consecutively (1.8% and 6.9%), and confidence intervals (18.4%). Additionally, it shows that the authors interprete those statistical terms counted 5.5%, 27.2%, and 6%, respectively. The call for statistical report reform recommended and endorsed by scholars, researchers, and editors is inevitably echoed to shed more light on the trustworthiness and practicality of the data presented.

THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION STRATEGY ON STUDENTS’ READING AND VOCABULARY ACHIEVEMENT: A QUASI-EXPERIMENTAL RESEARCH

This current study aims to investigate the effectiveness of Vocabulary Self-collection Strategy (henceforth VSS) on the students’ reading and vocabulary achievement. The quasi-experimental research was applied and the instruments were pretest-posttest. The independent variable of this study was VSS, while the dependents were reading skill and vocabulary mastery. To collect the data, pretest-posttest was assigned. The test for both reading skill and vocabulary mastery were validated through expert judgment and content validity. Moreover, the reliability of the instruments was measured using inter-rater reliability. The data were analyzed using parametric statistical technique of T-Test and MANOVA test using SPSS 22. Computer program. The findings of this study reveal that VSS had a significant effect toward students’ reading skill and vocabulary mastery. It was indicated by the significant value of T-Test for each reading skill and vocabulary mastery which were lower than 0.05. VSS and Lecturing-practice Strategy had different capability in influencing students’ reading skill and vocabulary mastery scores simultaneously. Also, it was indicated by the significant value of Pillar’s trace, Wilka’s Lambda, Hotellings Trace and Roy’s Largest Root tests are 0.004 which was lower than 0.05. Therefore, all of the hypothesis are accepted.

"HE USED TO BE A LATE TALKER” : PARENTS’ NARRATION OF A FIVE YEAR OLD CHILD NAMED HASAN

This narrative inquiry is based on the lived experiences of parents who have a speech delayed child. A child with a language delay must go through in order to appropriately have strong competence in the language learning process. The data were derived from parents’ stories, a speech therapy progress book, medical records, and video recordings of classroom activities. Findings were focused on the thorough process a research subject has undergone to finally survive in catching up his lag of language development compared to the mainstream children of his age. After four years of intensive labor requiring parental involvement and three years of programmed therapy, the research subject achieves improvement milestones that enable him to catch up to conventional children's language development, which he should have completed. More research into the deployment of other linguistic aspects is needed to provide a clear picture of the development of his language learning.

A GENRE ANALYSIS ON THE DISCUSSION SECTION OF QUANTITATIVE AND QUALITATIVE RESEARCH ARTICLES IN ELT ANDLINGUISTICS

This study aimed at: 1) investigating the move and steps found in quantitative and qualitative research articles discussion; 2) investigating the rhetoric structure patterns of quantitative and qualitative research article discussion. This study is a qualitative-research focusing on genre analysis on qualitative and quantitative RA discussions. There were 20 qualitative and 20 quantitative research article discussions of EFL and applied linguistics journals were investigated in this research. Using Yang & Allison’s (2003) framework to analyze the data, it is found that all moves in the framework were employed in RA discussion of both qualitative and quantitative research. However, the number of occurrences of each move were different between discussion section of these two different approaches. Furthermore, the patterns of both qualitative and quantitative RA discussion was not significantly different. There were two types of patterns in RA discussion both in qualitative and quantitative, repetitive pattern and organized pattern. although there were some variations in each of those patterns. The present study provides more evidence of generic structure of RA discussion section as well as proposes some useful insights related to move analysis on research article discussion in ELT and Linguistics area. Limitations and recommendations are discussed in this study.

INVESTIGATING STUDENTS’ LANGUAGE LEARNING STRATEGIES DURING ONLINE LEARNING: HOW THEY DEAL WITH SPEAKING ABILITY

The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents are 64, who were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning. The results showed that 63 (95%) of students applied metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students used practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% of social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated

THE USE OF GOOGLE MEET FOR ONLINE MICROTEACHING

The social distancing and the closure of schools during the Pandemic force both teachers and students to teach and study remotely. In order to facilitate pre-service teachers learning to teach, the instructor of the Microteaching who is also the researcher opted to use Google Meet (GM) as a teaching platform in Microteaching class. Aiming at uncovering the perspectives of pre-service teachers in using GM as an online teaching platform for teaching their peers, the current study involved the sixth semester students in Microteaching class as its research participants. The main data were obtained through open-ended questionnaire. To triangulate the data, the videos of five pre-service teachers’ teaching demonstrations and five students’ written reflections were also used as a source of data. The obtained data were analyzed thematically based on the emerging themes. In so doing, the researcher firstly read the results of the open-ended questionnaire and the students’ reflection closely and started codifying the data. The findings show that preservice teachers have positive impression toward the use of GM and consider that as useful in the pandemic time. In terms of the challenge they faced, internet connection was found to be the major obstacle in teaching peers using GM.

HEDGING IN TED TALKS: A CORPUS-BASED PRAGMATIC STUDY

Hedging is a communicative strategy and a form of pragmatic competence which plays a central role in delivering the intended message of the speaker. Commonly observed in two-way conversations, hedges as hedging devices are also present in monologues. This study investigates the most common hedges used in popular monologues TED Talks as well as observes the various communicative strategies they denote. 130 transcripts of the talks, taped from 2002-2019 taken from the official website of TED (ted.com), are collected to build a corpus of 337,302 tokens. Through corpus-based analysis using concordance software AntConc 3.5.0, 48 most common hedges are inserted for frequency search. The search hits show that the most frequently-used hedges in the corpus are ‘just,’ ‘could,’ ‘you know,’ ‘actually,’ ‘I think,’ and ‘kind of’ with the numbers of occurrence 1107, 554, 541, 530, 390, and 309 respectively. From the analyses of the functions of the most frequent hedges, it can be concluded that each of the hedges serves distinctive pragmatic strategy which contributes in the communicative processes of the talks.