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All Journal IJoLE: International Journal of Language Education Aisyah Journal of English Language Teaching
Hoinbala, Festif Rudolf
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Movies as an authentic input in L2 speaking class: A Dynamic Usage-Based approach in EFL teaching in Indonesia Hoinbala, Festif Rudolf
International Journal of Language Education Vol. 6, No. 1, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i1.20196

Abstract

One of the characteristics of a Dynamic Usage-Based (DUB) approach to the second language is schematic patterns emerge through use and interaction where the intense focus is in input. Video or movie as an example of authentic input often provides a natural context for conversations to emerge among the students and teacher in class since students want to know or share their opinions about the characters or events in the movie. This recent study's objective was to demonstrate that movies or videos provide an authentic input in L2 class. This study's population sample was 30 students of the second-year English Education program in 2021 at Artha Wacana Christian University Kupang in Indonesia. A simple random sampling technique was applied to select this sample. The study was conducted over 12 teaching periods using the DUB approach, where the procedure was processed by a pre-test, treatment, and ended by post-test. The instruments used in this study were speaking class lesson plans and English speaking tests (both pre-test and post-test). The Mean and Paired Sample T-Test was employed in the data analysis. The result shows a significant difference between students' English speaking competence taught using movies and those taught using a conventional method. Therefore, using movies in classroom teaching is in line with the DUB approach as one of its principles is authentic input.
Investigating Students’ Perception of Peer Assessment Practice in an EFL Academic Writing Class Hoinbala, Festif Rudolf
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 2 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i2.1434

Abstract

Contrary findings have been revealed in the research on students' perspectives regarding peer assessment practice in the writing classroom. While several studies showed that peer assessment assisted students in identifying their strengths and shortcomings in writing skills, others considered this application to have a limited effect on students’ writing performance and encouraged little corrections. Nevertheless, some other research mentioned the fairness of this method towards the development of students’ composition. This recent study examines the perspectives of a group of university students in the English Education Study Program at Artha Wacana Christian University, who are mainly foreign language learners, on peer assessment in an English Academic Writing class. This study found that students’ perspectives regarding peer assessment are overall positive, and this practice improves the quality of their written work. However, in terms of interaction, the duration of time, and the application of peer assessment, some aspects reveal negative responses from the research subjects, which put a position on the neutral effect of this strategy. This study's findings are expected to reflect the participants’ responses on using peer assessment. It is also hoped that the findings from this study will be helpful for future research in designing a better peer assessment process and improving its implementation. Key words: Peer assessment, EFL classroom, Academic writing
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