Article Per Year (5 Year)
p-Index From 2019 - 2024
0.61
P-Index
This Author published in this journals
All Journal Journal of Teaching and Learning English Issues Journal of English Teaching and Learning Issues INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Soy, Seth
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Students’ Perceptions of Literary Texts, Challenges in Learning, and Learning Strategies Soy, Seth; Maisarah, Ira; Sovann, Ly
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19925

Abstract

Students’ perceptions are very crucial for improving the quality of teaching and learning. However, the study of students’ perceptions of learning literature is very limited. Therefore, this study aims to explore EFL students’ perceptions of literary texts, challenges in learning literature, and out-of-class learning strategies. The study applied the descriptive quantitative method. The stratified random sampling technique was also employed. The samples (n = 122) were the EFL students at the National University of Battambang. The online survey questionnaire was used as the research instrument with the Likert scale of four choices (strongly disagree, disagree, agree, and strongly agree). The data was analyzed automatically by Google Forms. Three main results were revealed. First, the majority of students have positive perceptions of the literary text used in their class (76,61%), although some viewed vocabulary and grammatical structures as complicated elements. Second, although most of the students do not face many challenges in learning literature (62,38%), a large number of students believed that text difficulty, workload from other classes, and poor English proficiency cause difficulties for them. Third, despite the majority of students having better learning strategies (72.02%), a specific learning schedule, task completion before class, and learning discussion between peers are the learning activities that the rest of the students failed to implement. In conclusion, the literary texts are appropriate despite a few problematic aspects that might be accordingly adapted. Also, the teachers should pay attention to learners’ challenges and suggest better learning strategies to them.
Students’ Abilities in Translating Personal Pronouns from Khmer to English Soy, Seth; Maisarah, Ira
International Journal of Language Pedagogy Vol. 2 No. 1 (2022)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v2i1.13

Abstract

Unlike personal pronouns in English, personal pronouns in Khmer do not have the different forms of subject pronouns and object pronouns since a certain word can function both as a subject and as an object of a sentence. Another fact is that the personal pronouns in Khmer have many alternative words for one specific kind of personal pronouns based on the context in terms of age, social position or status, and intimacy. Therefore, the current study aims at investigating students’ abilities in translating personal pronouns from Khmer to English. Specifically, it intends to measure the proportion (percentage) of correct and incorrect translation, and explore types of errors within the translation. The qualitative study employed a set of translation exercises given to 40 students in a class of grade 10 in the first semester of the academic year 2022-2023. To investigate the kinds of errors, the researcher employed the framework of Corder (1974) which categorized errors into 4 types namely error of omission, addition, selection, and error of ordering. The results of the study showed that 82% of exercises were translated correctly. In addition, three types of errors were found. The error of omission was (51%) followed respectively by the error of selection (46%), and the error of addition (3%) but the error of ordering could not be found. The results suggested that the teacher should focus specifically more on the problematic areas of personal pronouns to help the students translate and learn personal pronouns better.
Students’ Perceptions of Literary Texts, Challenges in Learning, and Learning Strategies Soy, Seth; Maisarah, Ira; Sovann, Ly
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.19925

Abstract

Students’ perceptions are very crucial for improving the quality of teaching and learning. However, the study of students’ perceptions of learning literature is very limited. Therefore, this study aims to explore EFL students’ perceptions of literary texts, challenges in learning literature, and out-of-class learning strategies. The study applied the descriptive quantitative method. The stratified random sampling technique was also employed. The samples (n = 122) were the EFL students at the National University of Battambang. The online survey questionnaire was used as the research instrument with the Likert scale of four choices (strongly disagree, disagree, agree, and strongly agree). The data was analyzed automatically by Google Forms. Three main results were revealed. First, the majority of students have positive perceptions of the literary text used in their class (76,61%), although some viewed vocabulary and grammatical structures as complicated elements. Second, although most of the students do not face many challenges in learning literature (62,38%), a large number of students believed that text difficulty, workload from other classes, and poor English proficiency cause difficulties for them. Third, despite the majority of students having better learning strategies (72.02%), a specific learning schedule, task completion before class, and learning discussion between peers are the learning activities that the rest of the students failed to implement. In conclusion, the literary texts are appropriate despite a few problematic aspects that might be accordingly adapted. Also, the teachers should pay attention to learners’ challenges and suggest better learning strategies to them.
Co-Authors Maisarah, Ira Sovann, Ly