English Learning Innovation

Back Matter

Fri, 05 Jul 2024 00:00:00 +0700

Back Matter

Front Matter

Fri, 05 Jul 2024 00:00:00 +0700

Front Matter

Full Paper

Fri, 05 Jul 2024 00:00:00 +0700

Full Paper

Students' perceptions toward the influence of teachers’ attitudes on English learning achievement

Aisyah Nur Fadhilah, Silih Warni — Fri, 05 Jul 2024 00:00:00 +0700

This study investigates students' perceptions of the influence of teachers' attitudes on their English learning achievement in senior high schools. Employing a qualitative research design, data were gathered through observations and semi-structured interviews with nine students from a senior high school in Jakarta. The analysis revealed four key themes: Teachers’ Attitudes and Student Confidence, Adaptability in Teaching, Creating Positive Learning Environments, and Impact on Learning Achievement. The findings showed that positive teacher attitudes significantly boost student confidence, while negative attitudes diminish enthusiasm for learning. Adaptability in teaching methods, including the integration of technology and varied learning resources, was found to enhance student engagement. Additionally, creating positive and supportive learning environments through engaging teaching strategies, such as games and discussions, fostered student interest and motivation. Constructive feedback and practical language skills development were linked to improved academic performance and language proficiency. The study underscores the critical role of positive teacher attitudes and student-centered approaches in facilitating successful English language acquisition, highlighting the importance of fostering supportive and engaging learning environments to enhance students' academic achievements and language proficiency.

Investigating best practices for teaching reading recount text in the context of ESP

Sandhi Fattahul Rohman, Sri Hartiningsih, Rosalin Ismayoeng Gusdian — Mon, 15 Jul 2024 00:00:00 +0700

This research investigates the implementation of best practices in teaching reading recount texts within the context of Social Care education at a vocational high school. Recognizing the challenges in conventional learning materials for English for Specific Purposes (ESP) students, this research aims to explore how an English teacher's innovative approach to teaching reading recount text in the field of Social Care. A descriptive qualitative design was employed to describe how the teacher implemented the best practice in teaching reading recount text in the Social Care major. Data collection involved observation and interviews with the English teacher responsible for the Social Care major. The study was conducted at SMK Roudhatul Jannah, chosen for its newly introduced Social Care major in the Indonesian vocational education system. The analysis of the data collected revealed that the teacher's best practice involved focusing on biographies of notable figures in Social Care. The manual creation of biographies allowed the teacher to address the specific needs of the students, fostering engagement and practical application of knowledge. The research concludes that the teacher's proactive approach in manually creating biographies of notable figures not only addresses the limitations of conventional learning materials but also demonstrates a commitment to providing relevant content aligned with the student's major. The findings underscore the importance of ESP teachers adopting innovative teaching methods that resonate with students' specific needs, so it can be beneficial for their future careers.

Analyzing classroom interactions focusing on IRF patterns and turn-taking

Efendi Hidayatullah — Wed, 31 Jul 2024 00:00:00 +0700

This study aims to analyze patterns of interaction and turn-taking in the context of classroom learning using a classroom discourse analysis approach. This research focuses on understanding the communication dynamics between teachers and students and identifying dominant patterns during the learning process. The method used is qualitative, with data collection through observation using video recorder instruments in class XI SMK Muhammadiyah Mertoyudan. The research participants were a teacher and class XI students of SMK Muhammadiyah Mertoyudan, totalling 24 students, consisting of 1 teacher and 23 students. The data results show the sequences developed from the questions between teacher and student interactions. The results of this study support the view that the discursive role of the Feedback sequence in IRF (Initiation-Response-Feedback Sequence) is to develop dialogue between teachers and students. The findings of this study on the IRF pattern are that the teacher dominates the communication in the classroom 63,4% and students 36,6%. The findings indicate that the non-delivery of learning is the main problem of students' lack of understanding of the material, lack of students' ability to think critically, and responsiveness to students. These findings can be used to develop more inclusive and effective teaching strategies that pay attention to a more balanced distribution of talk time and interaction between teachers and students. This research contributes to the literature on Classroom Discourse Analysis by filling the knowledge gap on the classroom's interaction pattern and its implications for teaching practices with feedback in IRF. The results of this study can provide valuable insights for educational practitioners and help improve students' critical communication strategies in the classroom.

English speaking activities for raising entrepreneurship awareness: EFL students’ view

Paskalina Widiastuti Ratnaningsih — Mon, 05 Aug 2024 00:00:00 +0700

Speaking is as the part of English skills. Speaking English is important for communication. English is learned in the university level. Entrepreneurship study program students learn English to increase their English related to entrepreneurship. English is needed when they become an entrepreneur for communication. Speaking English well is also needed so that it can convey appropriate meaning. This study aims to discover students’ views on entrepreneurship awareness through speaking English. The method used was survey research. The respondents were students of entrepreneurship study program. The questionnaire consisted of closed-ended questions and open-ended questions. The finding of this research was students’ awareness of entrepreneurship increased in the process of speaking English. The students were motivated to start their businesses. They had mindset and attitude to be an entrepreneur. It was needed as the foundation to start business. Then, they became aware of SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis in starting their businesses. By analyzing SWOT, they became aware of the processes on how to start their businesses. Their speaking skill also increased along with the increase of their vocabulary, grammar, and pronunciation. Their vocabularies in entrepreneurship had increased. They could also use appropriate grammar in context and appropriate pronunciation. Their self-confident in speaking English also increased.

The role of the social media platform pinterest as a creative media reference for generation Z students

Relly Anjar Vinata Wisnu Saputra — Mon, 05 Aug 2024 00:00:00 +0700

This study was conducted to analyze the role of the social media platform Pinterest as a reference for the creativity of Generation Z students. The research method used was qualitative with a case study approach, allowing for an in-depth exploration of how Pinterest influences student creativity. Data collection techniques were carried out through in-depth interviews, observations, and document studies, ensuring a comprehensive understanding of the subject matter. Informants were determined purposively, consisting of students from the Department of Sociology at Universitas Negeri Padang, specifically from both the Sociology Study Program and the Communication Studies Program. This targeted selection ensured that the informants had relevant experience and insights. Data processing utilized the Miles and Huberman data analysis technique, which involves data reduction, data display, and conclusion drawing/verification. This method ensured that the data was systematically analyzed to identify patterns and draw meaningful conclusions. The results of the study indicate that Pinterest plays a crucial role in facilitating the creative processes of Generation Z students. This platform serves as a rich source of visual inspiration, offering a vast array of images and creative ideas that can stimulate the imagination of Generation Z students. Additionally, the ability to save and share creative content broadens the horizons of Generation Z students, enabling them to continuously develop their creative skills and expertise. Pinterest not only provides inspiration but also serves as a collaborative tool where students can exchange ideas and gain feedback from peers, further enhancing their creative potential

Smart interactive whiteboard in EFL class at Islamic university

Tue, 06 Aug 2024 00:00:00 +0700

This research aims to investigate students’ perception of using Smart Interactive Whiteboard in the English as a foreign language (EFL) classroom in the State Islamic University in Jambi city. This research employs a quantitative survey method, utilizing a questionnaire as the primary data collection tool. The questionnaire consisted of 26 five-point Lickert-scale items in order to measure the students’ perceptions about (1) Perceived Learning Contribution, (2) Motivation, (3) Perceived Efficiency, and (4) Perceived Negative Effects. The results of the survey show that students like having smart, interactive whiteboards in the classroom. The results show that these technological tools help people learn, get motivated, feel like they are working well, and don't have any bad affects. The combination of audio and visual elements makes it easier to understand and provides a stimulating learning environment. Students also say they are more engaged, focused, involved, and excited about learning. Smart, interactive whiteboards are thought to make classrooms more visible, more organized, and better at keeping track of time. The fact that most students disagree with the idea that these tools have bad results shows that they like using them. Overall, the results show how smart interactive whiteboards can be benefited for positive learning experiences, motivation, efficiency, and student engagement in a positive and pleasant learning atmosphere.

Leveraging chatbot applications to enhance English language learning in Nigerian secondary schools

Olusegun Oladele Jegede — Mon, 12 Aug 2024 00:00:00 +0700

This study explores the potential of chatbot applications to enhance English language learning in Nigerian secondary schools, motivated by the ongoing challenges in achieving high English proficiency using traditional methods. The purpose of the study was to assess the current level of English proficiency among students, evaluate the effectiveness of chatbot applications, understand user perceptions, and identify implementation challenges. A quantitative research design was employed, involving 150 students from three international schools, selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics, along with thematic analysis for qualitative insights. The study revealed varied levels of English proficiency among students’ general positive perceptions of chatbot applications as effective tools for learning English; significant technical and accessibility challenges, such as poor internet connectivity and limited device availability; and the necessity of comprehensive training for both students and teachers to maximize the benefits of chatbot applications. The study concludes that while chatbot applications have considerable potential to improve English language skills, addressing the identified challenges is crucial. Recommendations included enhancing infrastructure, providing comprehensive training, and improving the software and user interface of chatbot applications to maximize their educational benefits. These insights aim to inform educators, policymakers, and technology developers on optimizing the use of chatbot applications in language education.

The effect of “Harry Potter and Philosopher’s Stone” movie in students’ British accent pronunciation

Intan Mellyana, Ikhsanudin Ikhsanudin, Wardah Wardah — Wed, 14 Aug 2024 00:00:00 +0700

This study aimed to examine the impact of utilizing the Harry Potter movie, "Harry Potter and the Philosopher's Stone", as an educational instrument to facilitate the enhancement of year-9 SMP Negeri 06 Pontianak students' proficiency in British accent pronunciation. The research employed a pre-experimental research design, with a one-group pre-test and post-test approach, utilizing a sample of 30 IX C students selected through cluster random sampling methodology. The data were collected through pre-test and post-test assessments, which demonstrated that the result of the students' pre-test was lower than the post-test (85>16.67). Furthermore, the results indicated that the t-test exceeded the t-table value (28.47>1.699), thereby demonstrating a statistically significant effect. The results of the research analysis revealed that the null hypothesis was rejected while the alternative hypothesis was accepted. In addition, the effect size score (3.34) denoted a strong effect of the movie "Harry Potter and the Philosopher's Stone", which could be concluded that the Harry Potter movie had a very significant impact on students' ability to pronounce English words properly, particularly in British accent. The findings suggest the potential of the aforementioned movie as a medium for teaching British accent pronunciation to students, which despite on its initial purpose that the Harry Potter movie is recommended media to be used for teaching ninth-grade students.

The implementation of Canva as a digital learning tool in English learning at vocational school

Sugiarni, Dina Eka Widiastuti, Tahrun — Wed, 21 Aug 2024 00:00:00 +0700

This study aims to investigates the implementation of Canva as a digital learning tool at SMKN 1 Parit Tiga in West Bangka. Canva, a versatile graphic design platform, offers various features for creating visually appealing materials. This study used qualitative approach, using a case study design. It explores how Canva enhances teaching and learning processes, engages students, and improves learning outcomes in a vocational high school setting. The data collection was done through interviews, classroom observations, and document analysis. The data, then, were analyzed using thematic analysis. The research findings highlight the seamless integration of Canva into lesson planning, teachers' motivations for using Canva, and the positive impact on student engagement and creativity. The results indicated that Canva significantly increases student interest, engagement, and confidence, leading to enhanced creativity and understanding of topics. Recommendations include providing professional development opportunities for teachers and incorporating student feedback to optimize Canva's use in the classroom. Overall, the study underscores the promising results of integrating Canva into educational settings to enhance student motivation, creativity, and collaboration.

The effectiveness of integrating classcraft: A gamified learning platform on enhancing writing skills among elementary school learners

Widya Mas Mardavam Jayanti, Muhammad Yusuf Firdaus, Taufik Arochman — Thu, 22 Aug 2024 00:00:00 +0700

The objective of this study was to examine the influence of incorporating Classcraft, a gamified learning platform, on the writing abilities of elementary school students. The research employed a quantitative approach, utilizing a pre-test post-test control group design. Thirty second-grade elementary school pupils from a variety of schools participated. The paired sample t-test was employed to analyze the data that was collected through a written test. The results demonstrated a substantial disparity in the writing skills of the students who utilized Classcraft between the pre-test and post-test scores, suggesting that the gamified platform significantly improved their writing abilities. The results provide empirical evidence that supports the use of Classcraft as an educational intervention to enhance the writing proficiency of elementary students. The research posits that the integration of gamification through platforms such as Classcraft can establish a more engaging and pleasant learning environment, resulting in improved writing outcomes for young learners.

The effectiveness of the combination of podcast and two stay two stray in teaching listening

Tifani Diah Nisa, Olyvia Revalita Candraloka — Thu, 22 Aug 2024 00:00:00 +0700

This study aims to find out the effectiveness of the combination of Podcast and Two Stay Two Stray in teaching listening. The true experimental design with a pretest-posttest control group design was used in this study. The research population consisted of eleventh grade students from SMAN 1 Tahunan. The research sample consisted of classes XI-6 and XI-11, where XI-6 was assigned as the control group whereas XI-11 as the experimental group. It was chosen using a straightforward random sampling method. The instrument used by researchers to assess students' listening skills was providing 25 multiple-choice listening questions. The results demonstrated that the mean scores for both groups before and after the exam differed significantly. Furthermore, the analysis results utilizing the independent sample t-test showed that the t-test score (14.72>1.695) was higher than the t-table score. It indicates that the alternative hypothesis was accepted. Referring of the study’s findings, it can be concluded that the combination of Podcast and Two Stay Two Stray can improve students’ listening skill.

Competency-based English language teaching through Microsoft teams: A framework for adaptation and integration

Rizky Eka Prasetya — Mon, 26 Aug 2024 00:00:00 +0700

This paper addresses the challenge of implementing Competency-Based English Language Teaching (CBELT) within the digital realm, specifically through the utilization of the Microsoft Teams platform. The methodology employed Mix-method with incorporating exploratory sequential design. Qualitative data from the interviews will be analyzed using thematic analysis to identify recurring patterns, themes, and key considerations for implementing CBELT in Microsoft Teams. Surveys assessed pedagogical and technical efficacy in descriptive statistics and correlation analysis in the quantitative phase. The finding of the research exposed that Educators emphasized leveraging Microsoft Teams' features like chat, video conferencing, and file sharing to deliver CBE content effectively. With a mean score of 4.49, most respondents were satisfied with CBE integration with Microsoft Teams. This suggests the platform's CBE integration is well-received. Respondents reported a mean score of 6.23 for language proficiency development with Microsoft Teams CBE. Microsoft Teams is simple to use, according to respondents, with a mean score of 6.62. A moderate positive association exists between project-based learning intensity and competence development results (r = 0.664, p < 0.05). This shows that increasing project-based learning intensity improves student proficiency. A moderate positive association exists between integrating collaborative activities and engagement indicators (r = 0.657, p < 0.05). This suggests that Microsoft Teams collaborative activities boost student engagement during Competency-Based English Language Teaching (CBELT). Project-based learning, collaborative activities, and customised teaching help CBE succeed. These tactics allow students to actively learn, contribute, and get individualised teaching.

Ramification of social-emotional learning on students’ academic success in English: A systematic literature review

Ni Made Rini Antari, Made Hery Santosa — Fri, 30 Aug 2024 00:00:00 +0700

This study aims to explore the previous research using systematic literature review related to the ramification between social-emotional learning competence (henceforth, SEL competence) and students’ academic achievement in English learning context related to the integration of SEL in English learning. The study also investigates whether SEL competence levels of EFL/ESL students and teachers are correlate with students’ academic success based on the literature review on the previous study related to the relationship between SEL and English achievement. This study belongs to systematic literature review using PRISMA model for data collection and thematic analysis to analyze the data. The result of systematic literature review showed that SEL competence has a positive correlation with EFL/ESL students’ academic achievement which means the higher SEL competence levels that students have, the higher score in English subject they have. The result also indicated both English teachers’ and students’ SEL competence levels are important for teaching and learning process which connected to the motivation that can increase students’ engagement to learn English. Result showed that the relationship between SEL competence levels and students’ academic achievement in EFL/ESL context linked to the integration of SEL in the classroom, SEL play an important role as the way for students to learn how to control themselves, their relationships, emotions, and SEL does not replace anything in classroom.