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30 Documents
<![CDATA[Exploring First-Year EFL Students’ Problems in Essay Writing ]]>
<![CDATA[Doni Alfaruqy]]>;
<![CDATA[Harits Setyawan]]>;
<![CDATA[Tefur Nur Rohman]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 1 (2022): May ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i1.4453
<![CDATA[Writing has been considered the most difficult skill to master by EFL university students. It needs more effort and time for mastery. Some challenges in writing can make students confused. This condition has inspired the researchers to conduct the study. The study aims to identify the common errors in first-year students’ essay writing and provide suggestive solutions for the problems encountered by the students. This study was implemented using quantitative and qualitative approaches (mixed method). The researchers analyzed 205 students’ essays to identify the writing errors. After that, they randomly interviewed selected students to find the specific problems and suggestions. The data gathered were then classified and analyzed thematically. Based on the analyzed data, the most frequent error was faulty sentences which was 60.41%, grammar as the second error was 16.88%, the third error was mechanics with 13.1%, and vocabulary and other errors were 5.38% and 4.22%. The result shows that most students got difficulty writing sentences correctly. Therefore, providing appropriate learning materials for students and giving feedback on their writing are suggested.]]>
<![CDATA[The Correlation between Task Commitment and Students’ EFL Learning Achievement ]]>
<![CDATA[Jihat Nurrahman]]>;
<![CDATA[Hodairiyah]]>;
<![CDATA[Fajar Budiyono]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 1 (2022): May ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i1.5039
<![CDATA[This research aims to prove whether there is a correlation between task commitment and students’ EFL Learning achievement on reading comprehension of the second-semester students of the Indonesian Language and Literature Education Study Program. This study used eleven questionnaire items of task commitment and learning achievement tests on giving and responding opinions. The sample of this research was 30 out of 165 students. Based on the calculation results using rser correlation, the correlation value of this study was 0.129. The correlation value was very low (almost uncorrelated) according to the interpretation table of the r value. A conclusion can be drawn that the task commitment, as one of the students’ internal factors, did not affect the students’ learning achievement.]]>
<![CDATA[Investigating the Incorporation of Digital Literacy and 21st-Century Skills into Postgraduate Students’ Learning Activities ]]>
<![CDATA[Lailatul Maya]]>;
<![CDATA[Muchlas Suseno]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 1 (2022): May ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i1.5121
<![CDATA[Students in higher education institutions require digital literacy and 21st-century skills for their learning activities. Despite the reality of students born into digital technologies that have become increasingly integrated into learning activities, no studies have looked into the situation, particularly study in the context of postgraduate students. This study aims to determine the extent of Master of English Language Education (MELE) students’ incorporation of digital literacy and 21st-century skills within their learning activities. This study was carried out using a survey research method. The sample consisted of 34 MELE students from Jakarta State University enrolled in various gap years (2019-2021) in the Master English Language Education department. The data were collected using 24 questionnaire items. The instruments were employed based on the International Society for Technology in Education (ISTE) Student Standard and disseminated using Google Form. The findings revealed that most MELE students had a high level of digital literacy and 21st-century skills. However, some students marked themselves as having low levels on it. Thus, the researchers recommended that the students enhance their engagement with technology, incorporate 21st-century skills, and develop digital literacy according to today’s requirements for completing their learning goals.]]>
<![CDATA[How does the English4IT Platform Provide English Materials for Computer Science Learners? ]]>
<![CDATA[Puspa Fortuna Zulfa]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 1 (2022): May ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i1.5147
<![CDATA[During the COVID-19 pandemic, the learning process shifted from face-to-face to online learning. English4IT is one of the platforms that can support the success of the online learning process. This study aims to investigate and describe the use of the English4IT platform to assist the English learning process for computer science learners. The platform contains materials suitable for computer science learners’ needs, including vocabulary, four main English skills, and practical activities, either synchronous or asynchronous. This descriptive qualitative study gathered the data from the contents of the English4IT platform. The data were then analyzed qualitatively by applying the platform and comparing the findings with previous studies and existing theories. This study’s novelty lies in its originality since a deep investigation of this platform has not been conducted by any previous researchers. The findings indicated that the use of this platform could effectively assist the students in learning English and motivate them to join. Various materials provided adequate teaching materials and references for computer science learners. The activities could enhance the students’ progress in each skill, and the re-do feature made it easier for learners to correct their mistakes. This study implies that the English4IT platform is recommended as an alternative way to teach English to computer science students. Before using this platform, it is recommended to recognize the strengths and weaknesses so that the English teachers can use it effectively.]]>
<![CDATA[Analyzing Errors in Students’ Subtitle Products ]]>
<![CDATA[Muhammad Khafik]]>;
<![CDATA[Ikke Dewi Pratama]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 1 (2022): May ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i1.5180
<![CDATA[Subtitling has constraints that are different from other types of translation. In the pedagogical field, lecturers in subtitling courses must ensure that the students are aware of the constraints to creating a qualified subtitle. The constraints in subtitling frequently cause errors in the subtitles composed by the students. This article discusses the errors found in students’ subtitle products. The researchers took the subtitles of Miacademy Youtube channel videos composed by EFL students studying in one of the state universities in Central Java, Indonesia. Nine videos of Miacademy and their subtitles were analyzed to find the errors in the subtitles. The results revealed that the most frequent error is errors in spatial parameters, specifically on the excessive number of characters per line. The second most dominant error is the errors in the temporal parameter in which most of the students still found problems in obeying the rules of the maximum duration for either a full two-line or a single-line subtitle. Punctuation and letter case errors result from students’ lack of comprehension in mastering the target text language convention. Error in target text editing mainly occurs due to the too-long subtitles, segmentation that is not syntactically acceptable, the decision to omit or retain the source text, and the occurrence of dialect. Further analysis showed that the students need to practice adjusting their translation with the constraints. Likewise, a subtitling brief must be conducted before the lecturer delivers the task to the students by helping the students analyze the possible problems and solutions when composing the subtitles.]]>
<![CDATA[English Language Teaching Educational Change: A Retrospective Analysis of Teacher Professional Development ]]>
<![CDATA[Le Xuan Mai]]>;
<![CDATA[Le Thanh Thao]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i2.5271
<![CDATA[The importance of English has demanded the introduction of English language teaching (ELT) educational reforms (ERs) in the Vietnamese context. However, the results of these reforms did not satisfy Vietnamese educators; as a result, many studies have explored the related issues, but almost none of them emphasized English as a foreign language (EFL) teachers’ perceptions of the necessities of the reforms. Accordingly, this current study was conducted to fill in the aforementioned gap. Driven by that emphasis, this qualitative study used semi-structured interviews as a data-collecting instrument. Regarding the studied sampling, six EFL high school teachers from Southwest Vietnam were recruited as the interviewees. According to the findings of the present study, teachers in Vietnam strongly perceived the need for ELT ERs. Besides, the reforms were fundamental to help catch up with the era of globalization. At the conclusion of the paper, some discussions focusing primarily on teacher training issues and educational implications, as well as suggestions for future research, were presented.]]>
<![CDATA[Washback Effects of English Reading Test in UTBK: Students’ Insights ]]>
<![CDATA[Reffi Sabillawati]]>;
<![CDATA[Fira Khasanah Ardiana]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i2.5333
<![CDATA[Ujian Tulis Berbasis Komputer (UTBK) is a high-stakes test for students. They strive to pass the test and be accepted in their targeted institution. As one of the subjects involved in UTBK, the English test surely has influenced English teaching & learning in 12th-grade classrooms. This impact is known as the washback effect. While most studies investigate the washback effect on a test as a whole subject, little is known about the effect on the particular part of the test. Thus, this case study explores the washback effect of the English reading test in UTBK on the students’ perceptions, learning motivation, learning strategies, and learning content. The data were collected through online questionnaires distributed to six participants from different senior high schools. The deductive analysis found that the test has positive and negative effects seen from the students’ insights. UTBK can avoid cheating and integrate students’ English competence, but they are uncertain that it can improve their communicative competence. This study might enrich educational studies in English language teaching in general and language assessment in particular.]]>
<![CDATA[Translation Ability and Its Influential Factors of English Club Students in Debate Class ]]>
<![CDATA[Tanti Nur Khasanah]]>;
<![CDATA[Imroatus Solikhah]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i2.5481
<![CDATA[Translation is considered an essential element in the process of English learning. This descriptive qualitative study explores the translation ability and its influential factors performed by nine English club students of SMK Negeri 2 Surakarta in their debate class. Data were obtained by conducting a translation test. The students answered a questionnaire tested by the KR-20 formula to acknowledge the factors deeply. The results reveal that their ability to translate texts was good and excellent. Also, by using Microsoft Excel and interpreting using various theories in ELT, it was found that their ability was influenced by not only the external, internal, and individual factors but also their general learning strategies, way of learning vocabulary, teachers’ strategies in teaching grammar, and online tools as the part of learning media utilized by them. As translation becomes an inevitable process in ELT, these findings provide theoretical evidence that conducting TEFL by being attentive to the potential factors above and emphasizing the instructional designs is crucial. In addition, they directly influence the EFL learners’ translation ability, reflecting their English mastery and determining their success in the language learning process. Further, EFL teachers should pay more attention to their teaching strategy, consider allowing students access to online tools and motivate them to have a proper learning environment and reach optimal learning outcomes.]]>
<![CDATA[Classroom Activities and Student Motivation in Learning an English Subject: A Case Study at a Public Secondary School in Cambodia ]]>
<![CDATA[Saban Bon]]>;
<![CDATA[Tive Sorn]]>;
<![CDATA[Mab Mon]]>;
<![CDATA[Mon Muon]]>;
<![CDATA[Malis Mon]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i2.5562
<![CDATA[This study sought to investigate students’ perceptions of classroom activities and their motivation levels in learning an English subject. The study also examined the affiliation between classroom activities and student motivation. The survey questionnaires were employed to collect the data from 120 upper secondary graders studying at a public secondary school in Cambodia. Social Science Version 16.0 (SPSS 16.0) was utilized to analyze. Descriptive statistics and Pear Product Moment Correlation were performed. The results revealed that EFL teachers frequently employed ‘Mechanics’ and ‘Exclusive Use of Language’ in their teaching. The results apropos of student motivation indicated that students had a higher level of motivation in ‘Confidence’, and ‘Motivation about Language’ and the lowest level in ‘Motivation about Class’. The result also revealed that ‘Fun’ positively correlates with ‘Confidence’ and ‘Motivation about Class’. Conversely, ‘Mechanics’ is negatively correlated with ‘Motivation about Class’. Therefore, the study argued that the teachers less frequently employed ‘Fun’ activities that could boost student motivation. In contrast, ‘The teachers commonly practiced mechanics’ activities that could decrease student motivation. In this sense, the study suggested that teachers maximize ‘Fun’ activities and minimize ‘Mechanics’ activities. However, because of the weak and moderate correlation between classroom activities and students’ motivation, the level of student motivation was not mostly determined by classroom activities. Thus, scrutiny of other factors enhancing the level of student motivation could be a topic for future study.]]>
<![CDATA[Contextual and Fun English Learning for Da’wah Students ]]>
<![CDATA[Marisa Fran Lina]]>
<![CDATA[ ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Mas Said Surakarta ]]>
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DOI: 10.22515/elereviews.v2i2.5602
<![CDATA[Da’wah Faculty students who become the focus of this study are students majoring in Da’wah Management (DM) who, in the future, will become preachers. It makes them sometimes overlook the benefits of learning English. Learning English will be very important for those who will become important actors in spreading Islamic religion to local and international communities. This research aims to explore contextual and fun English learning for students at Da’wah Faculty at an Islamic University in Indonesia. It explores relevant previous studies and important theories and compares them with this study’s findings. This study employed a descriptive-qualitative approach. The results indicated that DM students studied English according to the context of their knowledge as DM students; and that they studied English in fun ways which could encourage them to be more active in joining the class. These findings help English lecturers to create better learning activities to teach DM students. Meanwhile, further researchers can elaborate more toward the research subjects, so the results will be more varied. ]]>
