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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics
Yoannes Yuka Krisdianata
Sanata Dharma University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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INVESTIGATING EFL VOCATIONAL HIGH SCHOOL STUDENTS’ SPEAKING PERCEPTION THROUGH INSTAGRAM VLOG Yoannes Yuka Krisdianata; Ouda Teda Ena
Journal of English Educational Study (JEES) Vol 5, No 2 (2022): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i2.1483

Abstract

The growth of technology in industry 4.0 was really fast and unimagined. The development also happened in the education field. The use of technology was helping teachers and students to develop their competencies. This study was conducted to investigate vocational high school students’ views of speaking through the use of Instagram vlogs in English courses. Thirty-two students’ perceptions toward the use of Instagram vlogs in learning English speaking skills were studied. The result was presented in the form of descriptive analysis using the mean and percentages. Moreover, there were three open-ended questions to give further information on students’ perspectives on learning English speaking skills through Instagram vlogs. The result indicated that Instagram vlog helped students to learn English better, improve their vocabulary, and widen their knowledge.
ENHANCING VOCATIONAL HIGH SCHOOL STUDENTS' READING SKILLS USING JEOPARDY GAMES Yoannes Yuka Krisdianata; Paulus Kuswandono
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 6, No 2: December 2022
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v6i2.6171

Abstract

Jeopardy game is a common game for players to compete for the highest score.  Nevertheless, this game can be modified to provide the students with a fun, engaging, and challenging interactive game for learning activities. The use of the Jeopardy game in improving teaching-learning activities was abundant, whereas the use of Jeopardy in vocational high school was little to be found. This study tried to figure out the implementation of Jeopardy games in enhancing reading skills for vocational high school students. Classroom action research was conducted to observe students' improvement in reading after implementing Jeopardy games in reading activities. Closed-ended questionnaires on how the jeopardy games influence the teaching process and activities were conducted to get the quantitative data. Observation, reflection, open-ended questionnaire, and FGD were gathered to strengthen the result of quantitative data. The results showed that students demonstrated better reading comprehension from the diagnostic test, cycle I, and cycle II results; mean score 5.76, 6.48, and 7.28. Students also reported that they got motivated and were likely to read more. To conclude, students stated that they experienced some improvement in cooperative learning and reading strategies. The implication of the study is discussed at the end of this article.
Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences Yoannes Yuka Krisdianata; Concilianus Laos Mbato
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.930

Abstract

Constructing teacher identity is important for pre-service teachers, especially when taking part in teacher training practicums in school. Nonetheless, they faced many adversities, such as passive students, negative emotions, and anxiety. Therefore, pre-service teachers need to be aware of their capacity for resilience. This study aimed to discover the resilience factors pre-service teachers had in coping with the problems found in teacher training practicums in schools in constructing their teacher identity. A mixed-method study from questionnaires and semi-structured interviews was employed to gather quantitative and qualitative data. The participants reported that they faced hard times but displayed high resilient ability. It was influenced by their perseverance, ability to reflect,  adaptive help-seeking,  responses to the negative affect, and emotional regulation. The resilient ability supports the teacher identity construction after conducting a teaching practicum in school. Further research needs to consider the number of participants, gender, age, and the school levels where the teaching practicums are conducted to gain more perspectives on pre-service teachers’ resilience.
Co-Authors Concilianus Laos Mbato Ouda Teda Ena Paulus Kuswandono