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English Language Education Reviews
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27982793     EISSN : 27978877     DOI : https://doi.org/10.22515/ele-reviews.v1i2.4300
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The main focus of ELE Reviews is on the development and innovation of the following subjects: Current Trends of English Language Teaching and Learning English Language Education and Assessment Studies on English Educational Linguistics Studies on English Educational Literature Innovations of Technology in English Language Teaching and Learning Teacher Education and Professional Development in English Language Education Teaching English for Young Learners (TEYL) English Language Education and Entrepreneurship Local Wisdom Integration in English Language Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2023): November" : 5 Documents clear
Learning Climate Support and EFL Students’ Autonomy and Motivation in Online Learning in Indonesia Norwanto Norwanto; Miftachudin Miftachudin
ELE Reviews: English Language Education Reviews Vol. 3 No. 2 (2023): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i2.7460

Abstract

Autonomy, motivation, and learning climate are significant factors in online learning. This study aims to determine the students’ motivation and autonomy in online English as a Foreign Language (EFL) classes. It also classifies the Learning Climate Support (LCS). This quantitative study used the Perceived Locus of Causality Scale for academic motivation in university (PLOC-U) and the Learning Climate Questionnaire (LCQ 15). It involved 134 students from nine universities in Java, Indonesia. The results show that most students were on a moderate level in intrinsic motivation (m=5.25), regulated identification (m=5.74), regulated introjection (m=4.85), and external motivation (m=4.95). The mean of motivation loss was at a low level of 2.73. Most students were ‘regulated identification’ learners, which showed that most students were one step closer to being intrinsic or autonomous learners. Furthermore, LCQ indicated moderate acceptance of lecturers’ empathy and engagement in classes but a lower level of students’ assertiveness. The findings suggest that students did not experience demotivation in online learning, and students’ goals highly motivated students in online learning. The perceived LCS implies the need to improve learning instructions in online classes.
Can Artificial Intelligence (AI) like QuillBot AI Assist Students’ Writing Skills? Assisting Learning to Write Texts using AI Riza Laras Amyatun; Adhan Kholis
ELE Reviews: English Language Education Reviews Vol. 3 No. 2 (2023): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i2.7533

Abstract

At present, it is undeniable that the influence of Artificial Intelligence (AI) in learning English is increasing. AI helps students develop English sentences. This study aims to assist eleventh-grade students’ skills in creating hortatory exposition texts using QuillBot AI. It was Classroom Action Research (CAR) using the Kemmis, McTaggart, and Nixon paradigm conducted in two cycles, each consisting of three meetings. Each cycle included planning, acting, observing, and reflecting. The participants of this study were students from XI IPA 2A, consisting of 20 students. The data collection technique employed was a test. Before giving treatment, the students did a pre-test in the form of a writing test. Then, the researcher taught the students using Quillbot AI in several meetings. A paired sample t-test was administered using the SPSS version 25 to analyze the obtained data. The findings revealed that using QuillBot AI in the writing class considerably improved students’ writing skills. It was demonstrated by the results of the students’ writing test scores. In the pre-test, the students’ mean score was 53.55. Then, after utilizing QuillBot AI, the students’ mean post-test score was 78.90. In addition, the significance of the difference could also be seen in the acquisition of a sig. (2-tailed) value of 0.000, which meant it was smaller than 0.05. Based on the statistics presented, Ho was refused, and Ha was approved, indicating that QuillBot AI’s usage impacted the students’ ability to create hortatory exposition texts.
Exploring EFL Students’ Perceptions of Reading Habits in English Academic Reading: A Case of a Cambodian Private School Piseth Sum; Sarin Sok; Sina Pang
ELE Reviews: English Language Education Reviews Vol. 3 No. 2 (2023): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i2.7542

Abstract

Reading is one of the most essential skills to open up a world of knowledge, comprehension, and amusement. Despite increasing global interest, there has been little research on reading habits and academic performance in Cambodia. This study examines the English as a Foreign Language (EFL) students’ perceptions of reading habits in English academic reading. The study employed a qualitative approach, in which seven participants were selected for interviews using 18 questions to explore their perceptions of reading practices. The findings revealed that the EFL students had positive perceptions of reading habits and self-reported that it helped them improve their English proficiency in general. Furthermore, it also highlighted the importance of reading habits in enhancing students’ English academic reading. However, it is pivotal for educators to provide guidance and support to their students in the process of reading practices to improve their English academic reading achievements. Future researchers are recommended to conduct a study that comprehensively investigates the association between reading habits and academic achievements, employing quantitative and/or mixed methods in multiple schools.
Teachers’ Strategies to Teach English for Young Learners with Special Needs in Inclusive School Salsabila Bazighoh Zahron; Hepy Adityarini; Agus Wijayanto
ELE Reviews: English Language Education Reviews Vol. 3 No. 2 (2023): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i2.7548

Abstract

Most schools in Indonesia do not consider English to be a compulsory subject. English is considered local content and an additional subject, especially in elementary schools. However, even though English is not the main subject, the English subject has a strategic role in preparing students from an early age to face global association. This study aims to analyze the strategiesteachers apply to young learners with special needs in introducing and teaching English to them. This study employed the case study qualitative research design. In this study, the researcherscollected data using interviews and observation guides. The research subjects in this study were three teachers, three parents, a headmaster and an inclusion coordinator. This study found that teachers’ teaching strategies vary depending on the conditions of young learners with special needs. This research implies thataccompanying teachers for young learners with special needs become more aware of the importance of teaching strategies adapted to students’ abilities. Apart from that, teachers also get new ideas in implementing various teaching strategies.
Indonesian High School Students’ Critical Thinking and Literary Text Comprehension Tuntun Sinaga; Budi Kadaryanto; Nurul Aulia
ELE Reviews: English Language Education Reviews Vol. 3 No. 2 (2023): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i2.7621

Abstract

The study aims to investigate the critical thinking and comprehension of literary texts of high school students in Bandar Lampung. The study was designed in an ex-post de facto setting with critical thinking and academic potential identified through students’ literary text comprehension. Three instruments were used in the study, i.e., an adapted reading, academic potential, and critical thinking assessment, involving tasks on summary, analysis, synthesis, and evaluation. The study reveals a noteworthy impact of explicit critical thinking training on students’ proficiency in literary text reading, alongside a significant interplay between the students’ critical thinking taxonomy and academic potential. The findings suggest the importance of a model for imparting high-order cognitive abilities, such as inferential, analytical, and synthetic skills, and active learning methods through experimentation that can be integrated into Indonesian high schools’ academic curriculums.

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