Journal of English and Education (JEE)

Online Learning Engagement in an EFL Writing Coursework: An Undergraduate Student’s Voice

Muthiah Qatrunnida — 2023-11-30

This research aims to analyze the engagement of an EFL learner during an online writing course. The participant was a semester 3 student of English Education Department who had some experience and a great interest in writing skills in one of the universities in Indonesia. The data were collected through semi-structured interview and then were analyzed using thematic analysis. The finding shows that the participant has the three key aspects of learning engagement, there is behavioral, emotional, and cognitive engagement in the writing online courses. Though the participant had obstacles when involved in collaborative learning, she still managed to engage well in the online writing course in general. Thus, this study concluded that EFL learners who perform well in online collaborative writing tasks are more likely to have great engagement in online learning courses.

Students' Viewpoints Toward Part of Speech as the Fulcrum of Grammar

Hustiana — 2023-11-30

This study concerned with students’ viewpoints toward part of speech which attempted to figure out the students’ viewpoints about parts of speech, to explore students’ problems in learning parts of speech, and to reveal the students’ strategies to be acquainted with part of speech. This research was a qualitative study where the data were collected by interview. The subjects of this research were 28 students (15 females and 13 males) in the third semester, English Education Department at Faculty of Training and Education of a State University in West Sulawesi who were chosen randomly. All of the students were interviewed about their viewpoints about parts of speech. Based on the result of the research, the researcher found that some students misunderstood the definition of part of speech, and some of them understand it. The students were found to have problems in learning parts of speech such as being less practice, not mastering the parts of speech well, lack of vocabulary, and inability to differentiate parts of speech, as well as lack of understanding. In the mean time, the students’ way to become familiar with parts of speech was by memorizing the word classes, knowing the characteristics of the word, paying attention to the position of the word in a sentence, knowing the meaning of the word, guessing the word, and looking at the word before and after in a sentence or text. The result of the study could be useful for future lectures about parts of speech.

An Indonesian Secondary English Teacher’ Strategies to Accommodate Computer Mediated Communication for Group Discussions: An Interview Study

Nadhifa Dwi Oktaviani — 2023-11-30

Numerous scholarly inquiries have been dedicated to exploring the advantageous consequences of implementing computer-mediated communication (CMC) for the purpose of orchestrating online group discussions. However, there is a paucity of empirical evidence elucidating how educators adapt to the use of CMC in the context of online group deliberations. The present research delves into the experiences of an English teacher in an Indonesian secondary school who employed CMC as a pedagogical tool. Grounded within the qualitative research paradigm, this study conducted unstructured in-depth interviews and subsequently subjected the interview transcripts to thematic analysis. The resultant findings shed light on several pivotal aspects of the teacher's role in CMC-enhanced online group discussions, which encompass the activation of students' creative faculties, the fostering of students' self-regulation of learning, the cultivation of a conducive learning environment, the advocacy for technological integration, and the effective management of assessment procedures in the online group discussion setting. Conclusively, this research posits that the incorporation of computer-mediated communication in online group discussions bears substantial educational advantages, as it affords students with alternative avenues to harness their skills and technology, thereby facilitating interpersonal exchanges among students and between students and educators.

Action Research: Video-assisted Guided Conversation to Enhance Senior Secondary Students’ Speaking Skill

Dewi Syaroh Hidayati — 2023-11-30

In reality, many English learners find it difficult to speak and to express their idea in English. Knowing less vocabulary, lack of self confidence, and pronunciation’s error have mostly become the most popular reasons of the students to always keep their briliant ideas to speak. It was proven by the current research at one of senior secondary school in Jember which the students also have the same problems as mentioned above. Therefore, the objective of this research was to enhance senior secondary students’ speaking skill. The researcher employed classroom action research as the research design. This research was conducted at one of senior high schools in Jember, East Java, Indonesia. The data were collected from 18 students in one class and from one cycle of teaching which consisted of five sessions. The cycle covered four stages, including plan, action, observation, and reflection. The result of this research showed that the students’ speaking skills were improved for nineteen percents (19%) after the implementation of video-assisted guided conversation. It was validated by the students’ average score which has improved from sixty seven to eighty. It indicates that the use of video-assisted guided conversation could enhance students speaking skills.

Assessing English Learning Motivation among Thai University Students: A Cross-Faculty Perspective

Muhammad Reza Hendrajaya — 2023-11-30

This study delves into Thai university students' motivation to learn English as a Foreign Language (EFL). The research involved 33 participants from a Thai research university, with 15 students from the Faculty of Engineering (EG) and 18 from the Faculty of Liberal Arts (LA). The main objectives were to (1) identify the primary motivation underlying students' willingness to learn English, (2) identify the differences in motivation between EG and LA students, and (3) verify that students' milieu has a role in their motivation. The study employed a questionnaire on attitudinal constructs—integrative and instrumental motivation. Additionally, three open-ended questions were used. Results revealed that (1) both student groups displayed higher scores in integrative motivation, (2) while no significant differences were observed in motivation underlying students' willingness to learn English, LA students exhibited higher scores in both motivations compared to EG students, and (3) milieu played a pivotal role in shaping students' motivation to learn English. Furthermore, this study has significant implications for educators, emphasizing the necessity of acknowledging and addressing students' unique motivations and goals across various majors. While both groups exhibit integrative motivation, instrumental motivation provides additional support.