English Learning Innovation

Front Matter

2024-03-04

Front Matter

Back Matter

2024-03-05

Back Matter

Flipped classroom strategy and Saudi secondary students' grammar proficiency

Abeer Mohammed AlQout — 2023-11-06

This study investigated the impact of FC on Saudi secondary school students' grammar proficiency. The participants in this study were 61 Saudi female students from the second level of secondary school. The participants were divided into two groups: the control group consisted of 30 students, and the experimental group consisted of 31 students. The control group was taught using the traditional method of instruction, while the experimental group was taught using FC. The data collection instrument was a pretest and posttest that were designed by the researchers. The pretest was administered at the beginning of the intervention, and the posttest was administered after a period of four weeks. The data from the pretest and posttest were analyzed quantitatively. The findings of the study revealed that FC did not have a significant impact on students' performance in grammar. There was no statistical difference between the scores of the students in both groups in the posttest. This study contributes to the existing literature on FC by providing evidence that FC does not have a significant impact on students' performance in grammar. One explanation is the potential mismatch between the self-directed nature of online education and the level of maturity and discipline typically expected from high school students. Also, other factors, such as the quality of the instructional materials and the teacher's pedagogical skills, may be more important than FC in improving students' grammar proficiency.

The use of artificial intelligence to improve EFL students' writing skill

Rizky Mirani Desi Pratama — 2024-01-16

This research aims to analyze the use of artificial intelligence platforms that can be used to convey writing subjects. This research used a mixed-method design that combines quantitative and qualitative approaches. This research aims to test the effectiveness of AI in teaching writing involving 30 high school students around the Kalideres RPTRA as samples. Quantitative data is obtained through pre-tests and, post-tests and surveys to measure English writing skills and students' perceptions of using AI in learning writing. Qualitative data was obtained through interviews. The findings of this research show that Artificial Intelligence technology can used as a medium in developing English language learning for students, especially writing skills. This research applies AI platforms, namely Gencraft and ChatGPT. The research results show an increase in writing skills after using AI. These findings support that using AI is effective in learning English, especially writing skills. The data analysis results show that the output Sig = 0.00 means that the pre-test and post-test averages differ. The application of Gencraft and ChatGPT media is effective in improving student's writing skills. Learning effectiveness with Gencraft and ChatGPT media can also be seen from the average pre-test score of 71,47 and post-test of 46,81, which shows that learning outcomes have increased. Observations made during the learning process using Gencraft and ChatGPT media revealed that the average student's writing ability was in a good category and was improving, as evidenced by the students' work in writing descriptive texts.

Analyzing grammar errors among Hellotalk users and proposing effective correction strategies

Muhammad Nur Arifin — 2024-01-18

HelloTalk is a popular social media platform where users from diverse linguistic backgrounds converge to communicate and improve their second language (L2) skills. This study focuses on grammatical errors made by users on the HelloTalk app during English interactions. Employing the observation method. Employing a qualitative approach, the study conducted a comprehensive analysis of 357 instances across 280 posts, showcasing a nuanced understanding of the challenges faced by users in their language learning journey. The identified strategies for addressing these errors encompasses several ways such as providing corrective feedback (CF), categorizing errors, utilizing language learning apps for English, and implementing a systematic approach to monitoring and tracking progress. The study's findings provided valuable insights for educators, language learners, and app developers, offering a basis for targeted interventions. Additionally, future research may explore integrating emerging technologies like artificial intelligence and natural language processing to enhance error correction efficiency and personalized feedback on language learning platforms.

Saudi K-12 teachers' views on English teaching using technology

Aisha Mohammed Al-alami — 2024-02-02

Teachers play a vital role as key stakeholders in the educational process. They have comprehensive insights into specific challenges that schools encounter, and their perspectives can provide in-depth presentations on particular issues faced within schools. This study investigated the perceptions of Saudi K-12 teachers on the use of technologies in teaching English as a foreign language (EFL). A mixed-method study was conducted in 13 K-12 schools in the southern part of Saudi Arabia to investigate teachers' perceptions of using technologies in teaching and learning EFL. The study involved 35 teachers, both male and female, who teach English at different levels in K-12 education. Quantitative data were collected through questionnaires (n = 30) and analyzed quantitatively. Qualitative data were collected through interviews (n = 5) and analyzed thematically. The study found that Saudi K-12 teachers generally have positive perceptions of the use of technologies to teach English in their classrooms. They believe that technologies can improve student motivation, engagement, and achievement. They also believe that technologies can give students access to a wider range of resources and help them develop 21st-century skills. The study also identified some challenges to the use of technologies in Saudi K-12 education, such as lack of teacher training, limited access to technology, and cultural factors. However, the study also provided valuable insights into the criteria that teachers use to choose technologies to teach English in Saudi Arabia. The findings of this study have implications for the development of technology policies and practices in K-12 schools. The findings also provide valuable insights for teachers and researchers who are interested in the use of technologies in EFL in general and K-12 education in particular.

Exploring student perspectives in amplifying students' speaking skills on English for hospitality internship

Benny Dele Bintang Ananta — 2024-02-05

This research focuses on the experiences of hospitality internships in amplifying speaking skills. In particular, the objective of this research is to examine the students’ perspectives in the hospitality program on enhancing speaking skills as well as the challenges they face and their solutions to these challenges. Qualitative research methods, including questionnaires and observations, were used to gather data from students in the English Language Education Department at the University of Muhammadiyah Malang, Indonesia. There were 28 students enrolled in COE English for Hospitality Program, who participated in the study. The results showed that students' opinions about their experiences with speaking education during their hospitality internships varied. Additionally, challenges in hospitality internships encompass three main areas: delivery, language, and interaction. Some strategies were also provided to assist in overcoming the difficulties identified. It is accordingly advocated that teachers and students need to prepare better in terms of delivery, language, and interaction. hospitality internships can be implemented in the class and Internship programs.

Analysis of the hidden meaning of “Stopping by Woods on a Snowy Evening” poem through figurative languages

Hesti Wiranota — 2024-02-05

Stopping by Woods on a Snowy Evening is a popular poem written by Robert Frost in the 20th century, which reflected the social aspects of human existence. The researchers used the library research to analyze the figurative languages, the hidden meaning, and their correlation in poetry. The authors considered the hidden meanings in the poetry studied, namely that people should not be lulled by the promise or beauty of the surrounding environment; instead, they must complete their tasks before their lives end. The hidden meaning could be seen in the following stanzas: the stanza 1 depicted somebody stopping in a snowy forest, the stanza 2 revealed the small horse questioning a stop in a forest far from the farmhouse, the stanza 3 described the small horse shaking its harness bell as a warning, and the stanza 4 showed the speaker's determination to continue his journey and fulfill his duties before the end of his life. The correlation between the hidden meaning of "the long journey of a human life" and the figurative language in the last two lines of the fourth stanza, an "allegory" that reads " and miles to go before I sleep " outlined the idea of a lifelong journey to complete one's task before the rest eternal.

An investigation of the use of information and communication technology in secondary schools: Teachers’ voices

Dwi Bayu Saputra — 2024-02-07

Despite the fact that there has been a lot of research on online learning and the use of technology, researchers have paid very little attention to the use of information and communication technology after the COVID-19 pandemic, particularly on the perceptions of teachers who teach at the middle and high school levels. As a result, this study aims to analyze teacher perspectives on the use of technology, information, and communication, particularly in English subjects. A mixed methods technique will be applied in this investigation. To acquire a deeper understanding of middle and high school teachers' impressions of using ICT in English language learning, researchers utilize quantitative data from surveys and qualitative data from free-form writing. First, the questionnaire will be distributed to teachers using the Snowball method. After all the data from the questionnaire is received, the researcher will distribute some questions concerning the challenges, suggestions, and teachers' opinions on using ICT in English classes to obtain more in-depth information. The findings of this study show that teachers have a positive attitude toward using ICT, particularly in the teaching and learning process. One of the most important considerations is that incorporating technology into the teaching and learning process may improve the classroom atmosphere and engage students in the teaching and learning process. Future studies can explore teachers' perceptions using qualitative methods so that the data obtained will be deeper and can enrich the knowledge related to ICT use after the COVID-19 pandemic.

Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution

Muhammad Hidayat — 2024-02-13

Feedback has a crucial position in supporting the success of teaching and learning processes in English as Foreign Language (EFL) classroom setting. In addition, research in this essential topic should be conducted continuously. Most research on topic have been done at schools or even universities. Only few studies concentrate in non- formal education institution such as English courses. Therefore, it is reasonable to conduct this study. Employing qualitative research, this study invited eight English teachers at non-formal education institution. The study used interview as the instrument to collect data and thematic content analysis to analyze the data. The findings displayed that the participants faced challenges and having strategies in providing feedback for students. The result revealed that teachers find challenges like inappropriate response from the students and insufficient time to make it happen fully. Then, the strategies implemented to fulfill these challenges are sharing appreciation towards students’ work at the beginning, making a clear follow-up session as well as having a clear information to students, and creating a direct comment to students’ work and also adding some notes. This study will contribute more not only for non-formal education institution but also for formal education in general. Furthermore, other aspects, such as teaching approach as well as the method used may be considered as important to adjust with these findings.

Increasing the motivation of madrasah Aliyah students to learn cross-interest English subject by applying the game “relay race”

Afiya Ulin Nuha Annafiah — 2024-02-15

Cross-interest subjects are programs and policies from the government that aim to provide opportunities for students to choose and study subjects that are not in the specialization program so that they will add insight, experience, and knowledge that they have later. In theory, students should have a high motivation or enthusiasm for learning to study the cross-interest subjects they have chosen. However, the facts in the classroom show the opposite. This study aims to increase student learning motivation in English Cross Interest subjects in class XI MIPA Madrasah Aliyah Negeri Kota Batu through the application of a "relay race" or relay game. This research is a class action research with the research subject of XI MIPA 2 class with 36 students. The research was conducted with two cycles on simple past-tense material. Data collection techniques were carried out by observation through daily notes filled by both the teacher and students, and questionnaires filled by students to determine the level of student learning motivation. The results showed increased student learning motivation in cross-interest English subjects, with an average percentage in the first cycle of 81% and increased by 1% to 82% in the second cycle. Thus, it can be concluded that applying the "relay race" game can increase students' learning motivation while still paying attention to the teacher’s pedagogical skills during the learning process.

The effectiveness of using Wattpad to teach narrative text writing

Rayna Elisya Gustiani — 2024-02-15

This study aimed to examine the effectiveness of Wattpad as a medium to teach narrative text writing to the tenth-grade students of SMK Negeri 5 Pontianak. This study was carried out using a pre-experimental study with one group pre and post-test design. The sample of this research was a cluster involving 30 students from Class X Tata Kecantikan I taken from a population of 334 students. The results indicated that the t-test was 12.489. The analysis of the pre-post-test scores indicated that the pre-test was lower than the post-test (71.5<88.3). The t-test analysis showed a greater value compared with the t-table (12.489>2.045) with the degree of freedom 29 and ???? = 0.05. The analysis revealed that the null hypothesis was rejected while the alternative hypothesis is accepted. In addition, the effect size was categorized as a strong effect with the value (2.28>1.00). Therefore, the research referred that the use of Wattpad as a medium to teach students narrative text writing was effective with a strong effect. Despite its initial purpose, Wattpad can be a recommended media to teach tenth-grade students.

Grammatical cohesion found in undergraduate student’s thesis writing: A case study at one private university in Indonesia

Risma Liyana Ulfa — 2024-02-15

Writing an excellent and comprehensive text depends on applying appropriate grammatical cohesive devices. This study aims to investigate the types and errors of the grammatical cohesive devices found in the undergraduate student's thesis. The analysis used in the present study applied the framework of Systemic Functional Linguistics (SFL) proposed by Halliday and Hasan (2014). Through the qualitative design with content analysis, this study examines two undergraduate students' theses, focusing on finding and discussing sections at one private university in Jakarta. The analysis revealed that grammatical cohesive devices in the thesis are not diverse. The data's most dominant grammatical cohesive devices are references and conjunctions—no elliptical and substitution devices are found in the data. Besides, errors in applying grammatical cohesion in the undergraduate students' writing were found, especially in using personal and demonstrative references and extension conjunctions. It indicates that the students still lack understanding in applying the knowledge of grammatical cohesion in their writing, influencing the readers' understanding in capturing information from the thesis. It implies that the knowledge of appropriate grammatical cohesion is essential for students in academic writing, predominantly undergraduate thesis, to convey the ideas and information properly and coherently.

Improving high school students’ speaking skill through role play strategy: A classroom action research

Eiren Lady Marchela Sayow — 2024-02-17

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.

Investigating the influence of ambiguity tolerance and resilience on student engagement: A literature review

Neda Kianinezhad — 2024-02-22

The field of education has experienced a profound impact with the emergence of positive psychology (PP), leading to a heightened emphasis on engagement as a crucial construct. Simultaneously, individual differences, particularly ambiguity tolerance, have gained recognition for their pivotal role in the learning process and their influence on learners' engagement. In contrast, resilience has emerged as a potent tool for engaging English as a foreign language (EFL) learners, empowering them to adeptly navigate and overcome challenging circumstances and setbacks. However, despite the acknowledged significance of ambiguity tolerance and resilience in educational contexts, their roles within the domain of foreign language learning remain underexplored. This review sets out to investigate the influence of ambiguity tolerance and resilience on EFL learners' engagement. The study presents compelling evidence, underscoring the substantial roles that ambiguity tolerance and resilience play in fostering learners' engagement. The major finding of this research is the identification of ambiguity tolerance and resilience as crucial factors in enhancing EFL learners' engagement. Following that, building upon these findings, the paper offers practical implications and suggestions for effectively integrating these constructs into foreign language education. Finally, the ultimate goal is to enhance students' overall engagement and enrich their learning experiences.

“Shang Chi And the Legend of The Ten Rings": Tense and Perspective

Yunie Amalia Rakhmyta — 2024-02-28

Due to English's global significance, it indirectly affects Indonesia's education system. In this area of study, most scholarly publications speak English. All Indonesian nationals are required by law to take English classes. Many students have trouble understanding the grammatical rules of English because they are so different from those of their native language, Indonesian. The most important distinctions are those of tense and aspect. Many students struggle with grammar because of this. This analysis aims to determine which tenses and aspects are used in the script for "Shang Chi and the Legend of the Ten Rings," and which are employed most often. This research makes use of content analysis and qualitative descriptive methods. Data collection made use of record-keeping. The data was examined using the Miles and Huberman dynamic model. After the data has been compiled and presented, inferences can be made. The data shows that there are nine distinct permutations of tense and aspect. There are 33 current tenses, 37 past tenses, 6 future tenses, 35 progressive tenses, 3 past progressive tenses, 3 perfect tenses, 1 perfect tenses, 2 future perfect tenses, and 2 present perfect tenses. The present progressive is only represented by 35 occurrences, while the plain past tense is represented by 37. There are twelve permutations of tense and aspect, nine of which are used here. There is no distinction between past and future occurrences in the progressive tenses (future, past, and future perfect).

Full Paper

2024-03-05

Full Paper