JET (Journal of English Teaching)

A ‘Vingerklip’ View on Academic Writing among Masters’ Degree Students: A Case of Research Proposals in the University of Namibia

2024-02-10T23:56:53+00:00

Studying towards a postgraduate qualification is viewed as a booster that may usher employees towards management positions. We have found common mistakes in research proposals for masters’ degree students in a department at the University of Namibia. Our presentation shows the shortcomings in the research proposals of postgraduate students and proposes interventions to address the challenges. We collected qualitative data through the observations of nine (9) Master of Education research proposals, which were conveniently selected. Our analysis showed shortcomings in research proposals submitted to the Department of Education at the University of Namibia. Moreover, there is a need for the introduction of a writing unit at the university to supply writing services such as academic writing, proof reading and editing. We recommend that regular practical training is offered on effective academic writing to postgraduate students. We also show the need for postgraduate students to be oriented towards the plagiarism policy and referencing style of the university. This calls for the re-thinking of ways that enable effective postgraduate student supervision, which may address the quality of student research output.

Factors Affecting Indonesian University Students’ Participation in Synchronous vs Asynchronous Online English Classess: A Perceptual Analysis

2024-02-11T23:04:10+00:00

With the expanding realm of online education in Indonesia, determining factors influencing university students' participation in distinct modes of virtual learning is crucial to developing more effective digital pedagogy. This research aims to scrutinize factors affecting Indonesian EFL (English as a Foreign Language) university students' low participation in synchronous and asynchronous online learning classes. This research was framed quantitatively by employing a five-rating Likert-scale survey. This survey aimed to illuminate the underlying factors that shape students' behaviors or perceptions within these online learning modes. The findings showed that factors affecting the Indonesian tertiary EFL students' low participation in synchronous virtual learning mode include technical problems, learning anxiety, social isolation, socioeconomic status, and pet and human interferences. Meanwhile, heavy workloads, tedious content, and deprivation of human contact were associated with the factors affecting the EFL students' low participation in asynchronous learning modes.

Scientific and Systematic Approaches to Modeling of EFL Peer Learning in Higher Education

2024-02-10T23:54:17+00:00

The paper deals with EFL peer learning at a non-linguistic university. Lack of understanding of the mechanism of interactive learning as a system of relationships and interactions hinders creating the conditions for effective education. The aim of the study is to investigate theoretical and practical data on interactive learning, to design and describe the methodology for EFL peer learning in the form of educational models. The material includes basic postulates of constructivism, ecolinguistics, practice-oriented learning, peer learning and tutoring. Methods of modeling, experiment, observation and analysis are used. As a result, the structural components of interactive learning, their interconnections have been established and analyzed, the principles of interactive peer learning were formulated, including student activity; educational material selected in compliance with student’s knowledge; cyclical stages of a learning process; teacher’s preparatory work; classroom peer tutoring. Based on these principles, five models of peer learning have been designed each of which is centered around active interactions of students swapping the roles “tutor” - “tutee”. They are “Pair work”, “Group work”, “Peer assessment”, “Blended interactions”, “Extracurricular activities”. These models ensure maximum student involvement in EFL learning process, help increase motivation and level of language proficiency, develop students’ communication skills.

The Effect of Asian Parliamentary Debate to Hone Students’ Critical Thinking

2024-02-11T08:08:55+00:00

Various studies have shown that critical thinking development is vital in language learning as it facilitates language acquisition, helps communication skills improvement, and boosts language proficiency. This study aims to investigate the potential impact of the APD technique on students' critical thinking skills development. Conducted in SMA Negeri 71 in Jakarta over a period of over 3 months data was collected through a pre-test and a post-test employing a critical thinking test called Watson-Glaser Test. The results indicated that APD has a significant effect on students' critical thinking abilities. The mean scores of the pre-test and post in the experimental group were 45.2 and 62.3 respectively while the mean pre-test and post-test scores in the control group were 40.56 and 52.1 respectively. The experimental group's critical thinking improved from a good level to an excellent level, while the control group's critical thinking improved from a good level to a very good level. Based on the findings, it was concluded that APD is beneficial in enhancing students' critical thinking skills.

Improving Fifth-Grade Students’ Vocabulary Ability Using Flashcards at SDN 23 Pangkalpinang

2024-02-11T20:01:32+00:00

Flashcard is viewed as one of the interesting and effective teaching media to teach English in general and vocabulary in particular. To enrich students’ vocabulary, flashcards can be used as a personal dictionary for students or as an instrument play a game applied as a strategy that facilitates active and fun learning. This study aims to solve problems students often face in learning English vocabulary and proves the effectiveness of using flashcards in increasing students’ vocabulary mastery. This study employed an action research design, in which flashcard was employed as the media of team game tournaments activities applied as the learning strategy of cooperative learning. This research involved 28 fifth graders at SDN 23 Pangkalpinang. The results show that flashcards use increased students’ vocabulary mastery. The mean score obtained by the students in the pre-test is 53.2. It increased to 79.1 in the post-test of the first cycle and to 85.7 in the post-test of the second cycle.

The Influence of the Mother Tongue on English Pronunciation

2024-02-11T20:57:49+00:00

Pronunciation is an area of language, which is easy to recognize and see. When a language learner makes an error in pronunciation, other people can identify the error easily. Mispronunciations are common errors that happen to English language learners in the Expanding Circle, in which English is a foreign language, like Indonesia. This paper deals with mispronunciations made by Indonesian language learners. The respondents were 14 students of a writing class in an English Language Education Program at a private university in Indonesia. They took the course during the pandemic era. The classes were therefore done online, and each virtual class was recorded. These students were video-recorded when reading certain parts of texts in the course. The findings showed that the 14 students made some mispronunciations due to several reasons like habits of pronouncing words in Indonesian and a lack of knowledge of the ideal notion of native speakers' pronunciation. It is hoped that this paper can be useful for EFL teachers teaching pronunciation as well as for students who are still struggling with their pronunciation in their efforts to gain native-like proficiency.

The The Relationship Among Seventh Grade Students' Participation in Online Games, English Vocabulary Mastery, and Learning Motivation

2024-02-13T01:54:21+00:00

The pandemic has affected many aspects of our lives including education and that has caused the Government to provide alternative teaching methods and make recommendations for online learning. Since smartphones and laptops using the internet are the only tools for learning, students are increasingly playing online games and being exposed to English vocabulary. This research aimed at identifying and analyzing whether students' participation in online games and vocabulary mastery simultaneously correlate with their learning motivation. This research is a quantitative research with a correlation design. The research was conducted at SMPN I Koba, Central Bangka, Bangka Belitung, with 93 students as respondents. The data collection technique used a questionnaire with a Likert scale on the online games questionnaire and learning motivation and the Guttman scale on the vocabulary mastery questionnaire. The prerequisite test uses the normality test, homogeneity test, and linearity test. Analysis using correlation analysis of r-Product moment and multiple regression analysis. The research results have shown that there is a correlation between students’ participation in online games and vocabulary mastery simultaneously with learning motivation.

Collaborative Writing in EFL Settings

2024-02-17T10:11:23+00:00

Despite the use of various approaches in writing classes, writing is still the most difficult language skill to master for most ESL/EFL learners. To overcome the problem, collaborative writing has been recommended since the 1970's. Since this approach involves learners in the activities of understanding, manipulating, producing, and interacting which facilitates them not only to practice writing, it is believed to be effective in helping the learners become better writers. This article reviews related publications on collaborative writing to provide insights and recent developments in collaborative writing implementation in EFL settings. Research on its implementation in ESL settings does reveal its effectiveness in improving learners' writing skills. However, due to linguistic experience and socio-cultural background differences between ESL and EFL learners, what works effectively in ESL does not automatically work well in EFL. To implement collaborative writing fruitfully in their EFL classes, teachers need to provide a conducive and supportive learning environment and effective guidelines for the entire writing process.