Scope: Journal of English Language Teaching
Scope: Journal of English Language focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of Curriculum, Technology, Media, and Innovation in Learning, Instructional Design, Educational Management, and Psychology of Education of English.
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<![CDATA[The Socialization of Android as Online Learning Media: A Systematic Review ]]>
<![CDATA[Nurmala Hendrawaty]]>;
<![CDATA[Muli Yani]]>;
<![CDATA[Dian Suherman]]>;
<![CDATA[Casmiati Casmiati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.14291
<![CDATA[The COVID-19 pandemic has changed the learning process from face-to-face to online. The socialization of Android as online learning media has been increasing during the pandemic. The implementation of educational technology makes Android an innovative and effective online learning media so that teachers and students can access it anywhere and anytime. Therefore, the research aims to socialize the use of Android phones as online learning media. The selections of works of literature are from several databases, including Garuda, Science Direct, Google Scholar, Research Gate, Web of Science, and Crossref. There are 30 articles selected and reviewed through a systematic review used as the research methodology. The journals were analyzed using a content analysis method; the diagrams and tables presented the data. The findings reveal that the Android application is user-friendly, innovative, and adaptive to the teaching and learning process; however, it faces challenges because a few students need help with the unstable signal, internet data and unsupported mobile phones. Nevertheless, Android is an applicable and effective online learning media for teachers and students. ]]>
<![CDATA[Exploring Challenges EFL Pre-Service Teachers Experience in Teaching Practicum: A Transformative Learning Perspective ]]>
<![CDATA[Feni Maharani]]>;
<![CDATA[Rahmah Fithriani]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16305
<![CDATA[This study examines pre-service teachers' experience, especially on challenges they face through transformative learning. Qualitative descriptive research was utilized as a research methodology to explore the teachers’ experience during teaching practicum. Five seventh semester students of English education department were invited to be the participants of the study. The data were collected through reflective notes and in-depth interviews and then analyzed thematically. The results show that the pre-service teachers confront several obstacles throughout their teaching practicum. According to the data, the obstacles pre-service experienced were a Tension between vision and reality, teaching practicum, which is accompanied by class lectures, classroom management, and lack of supervision. The obstacles are then explored via transformational learning, which enables teachers to overcome them, particularly in classroom management, enhancing their capacity to choose teaching techniques depending on the needs and skills of students. This study is hoped the difficulties during teaching practicum faced by pre-service teachers can be reduced so that the objectives of teaching practicum can be achieved properly.]]>
<![CDATA[Teachers’ Perceptions of Utilizing Quizizz Application in ELT for Young Learners ]]>
<![CDATA[Siti Handayani Harahap]]>;
<![CDATA[Farida Repelita Waty Kembaren]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16224
<![CDATA[At the current, the usage of learning media is crucial in the sphere of education. Media integration has been used in the classroom by both students and teachers. To keep up with the digital shift in society, teachers must include technology in their lesson plans. For the instructor to establish an engaging teaching and learning process, using technology in the process becomes crucial and necessary. Quizizz has also developed into one of the web tools that instructors utilize in ELT classrooms. This study looks into how English teachers feel about utilizing Quizizz in their classes. A case study was chosen as the research design in this qualitative study. The researchers conducted semi-structured interviews with ten English teachers for prime schools in Medan and distributed the Likert scale questionnaire to get the data. This study found the perceptions of English teachers in utilizing the Quizizz application for young learners. The study investigated English teachers’ perceptions of the effectiveness, feasibility, the difficulty of utilizing Quizizz, how Quizizz can motivate the students, and the willingness of the teachers to continue using Quizizz in the English classroom. Briefly, the teachers perceive that Quizizz has benefits in teaching English even Quizizz has drawbacks too.]]>
<![CDATA[Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions ]]>
<![CDATA[Mufida Syahnaz]]>;
<![CDATA[Rahmah Fithriani]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.14882
<![CDATA[This study aims to investigate students’ perception of QuillBot utilization in an EFL academic writingcourse. This phenomenological case study involved 20 sixth-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire. The results of the data analysis reveal that the students exhibited positive responses toward the utilization of QuillBot in academic writing. Furthermore, they also find QuillBot beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some difficulties encountered in writing academic papers, and consequently improve their writing products.This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly QuillBot. ]]>
<![CDATA[Linguistic Landscape Projects as English Teaching and Learning Resources: A Review ]]>
<![CDATA[Anna Marietta da Silva]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.15970
<![CDATA[As the interest for linguistic landscape research has grown a lot in the past few decades, and so is the enthusiasm for taking advantage of linguistic landscape in language and subject-content classrooms. This paper aims at providing informative and valuable summary of works that have promoted the linguistic landscape as one of the English teaching and learning resources. Hence, it includes only papers that have specifically focused on advocating the benefits of linguistic landscape for English teaching and learning within the last ten years. The review is divided into several sections that explain the targeted participants, goal, method, advantages and several critical notes concerning the implementation of linguistic landscape projects. Suggestions for future review and studies on linguistic landscape are also provided.]]>
<![CDATA[EFL Learners’ Reading Comprehension Level: What Do They Portray? ]]>
<![CDATA[Nyimas Triyana Safitri]]>;
<![CDATA[Melati Melati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16359
<![CDATA[Levelling reading comprehension may help students learning and teacher course designing. This study attempts to portray the level of EFL reading comprehension in a public university in Jambi, Indonesia. The participants were 78 EFL learners who were registered in the academic year 2020-2021. The data were collected through administering a set of adapted reading test and calculated based on the indicator of the scoring system and criteria. These data were classified into each level of reading comprehension which is described in the form of percentage and presented through diagram and chart. The major findings of this study reveal that. 1) there were 77 or (99%) participants can complete most of the literal test items and they just achieved literal level of comprehension of reading skill. 2) there were 24 or (31%) participants were able to answer all inferential test items successfully and they just reach inferential level of reading comprehension. 3) there were 19 or (24%) participants can give their answer critically and they just obtained a critical level of reading comprehension. It is interpreted that numerous students were still in the position of the literal level which is regarded as a very low or basic level of reading comprehension. So, it is strongly recommended that EFL learners at Universitas Jambi require an intensive practice of reading to achieve a highest level of reading comprehension.]]>
<![CDATA[Scrutinizing Mentor Text in Virtual EFL Writing Course: A Text Modeling Approach during ERT in Indonesia ]]>
<![CDATA[Hanna Sundari]]>;
<![CDATA[Rina Husnaini Febriyanti]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16364
<![CDATA[Writing English argumentative essays has brought suffering and constraints for EFL university students since it requires relevant argumentativeness and knowledge of text genre knowledge and grammar and vocabulary mastery. Mentor text can be an effective scaffold for them to understand the essay. Little is known about university students' perspectives on writing an argumentative essay and the mentor texts given to them. To fill the void, this present study was carried out in a qualitative framework. Twenty-nine university students who attended and were exposed to four selected mentor texts during the virtual writing course voluntarily took part in this study by filling out the online questionnaire. The findings show that the students experienced and felt various positive and negative emotional expressions, such as challenge, difficulty, and enjoyment. The students perceived that the selected mentor texts were beneficial and very helpful for learning, understanding, and producing argumentative essays. Those mentor texts contain clear structure, effective thesis, and good writer's delivery so that the students can easily emulate and adapt them into their writing. ]]>
<![CDATA[The Stories of Three EFL College Students in East Java Universities amid the Covid-19: EFL Online Learning Process ]]>
<![CDATA[Abdul Aziz]]>;
<![CDATA[Haris Sugianto]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.15843
<![CDATA[The Covid-19 pandemic has also been felt by the world of education, especially in Indonesia. All parties involved in schooling are unprepared to handle this rapid outbreak. Distance learning in the network (online) is a new thing for both teachers and students themselves. Through the use of online applications, university lecturers in Indonesia continue to carry out their teaching duties by interacting online with students. The interactions are by uploading lecture material into the online application, giving assignments, online discussions, and reviewing the learning process. This research presents the results of an interview study with three English language education students from university in Indonesia about how their perceptions of their online learning experiences during the Covid-19 pandemic. This research presented as an inquiry case study that looks at how participants position themselves in connection to the phenomena. The results of this research show that online learning carried out in an effort to prevent the spread of Covid-19 is good to do as an alternative during social distancing. The Covid-19 outbreak makes us have to limit social interaction to break the chain of transmission. In addition to the learning process and maintaining the interaction between lectures and students, online learning is a good idea because it gives students new knowledge and experience about technology, particularly online learning applications. Technology has been crucial in the teaching of English since it makes the creation and the use of electronic learning tools considerably simpler where students can get to know various online applications and how to use them. However, there are some issues that need to receive special attention, such as the instability of the internet network and economic factors. The result of this research will become as an input11 for lecturers and institutions in carrying out this online learning process so that it continues to run optimally.]]>
<![CDATA[Building Self-Confidence in English Public Speaking through YouTube? Why Not? ]]>
<![CDATA[Sri Wahyuningsih]]>;
<![CDATA[Isna Silfiya Ni'mah]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.16198
<![CDATA[Self-confidence plays a pivotal role in public speaking, especially in English. Therefore, building students’ self-confidence is needed by using media including YouTube. The present study aims to elaborate on the role of YouTube in developing students’ self-confidence in English public speaking viewed from the student’s perspective. Further, some strategies used in developing students’ self-confidence are discussed. Using a qualitative method, the data of this study were gathered through a semi-structured interview with six students from the English Education Department of an Indonesian Islamic university. The findings reveal that most students have positive responses towards the use of YouTube as a medium to develop their self-confidence in English public speaking. In addition, they reported that YouTube plays a very crucial role in the development of their confidence in English public speaking. Importantly, they can comprehend the material more quickly, and develop their interest and motivation to learn. Finally, this study promotes the need for socialization from educational institutions in the development of English public speaking and the need to integrate the content of English public speaking with media and technology to enhance students’ learning success.]]>
<![CDATA[EFL Learners’ Perspective on Corrective Feedback ]]>
<![CDATA[Muhammad Fahruddin Aziz]]>;
<![CDATA[Herlandri Eka Jayaputri]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i2.14806
<![CDATA[The present research is designed to investigate the attitudes of EFL Learner concerning corrective feedback. This research additionally analyses students’ characteristics that tend to receive offline or online corrective feedback and analyses the approach of sending feedback adjusted to learners’ exact needs. 75 research respondents were enrolled from Biak’s High School of Law, Papua. The researchers handed out questionnaires directly to the 5th and 7th semester students during lectures. There were eight questions provided for students to choose regarding corrective feedback. The findings of this research indicate that online or offline corrective feedback is very important for students because it can help students determine the correct linguistic form. Most students feel that corrective feedback is quite helpful for them because it can encourage students’ desire to learn. In addition, they also feel that corrective feedback can improve the learning process. However, some students feel that they are not serious enough when receiving teacher’s feedback because they have not been able to realize which ones can hinder or improve the language learning process. It seems clear that most students like feedback both offline and online. Thus, the results of this research generally confirm that students feel corrective feedback provides benefits in improving the learning process. ]]>
