ELTR Journal

VISUAL LITERACY: COMIC STRIPS AS TEACHING MEDIA IN SIMPLE PRESENT TENSE

2024-01-04T17:45:07+07:00

This study aims to measure the effectiveness of using comic strips as learning media for seventh-grade students in Simple Present Tense at SMPN 2 Sewon. The problem in this study was the students' understanding of grammar, especially in simple present tense, was low. This research is Quantitative, with a quasi-experimental pre-test and post-test as the research design. The comic strips used in this study were made by the researcher herself. The sample of this study was seventh-grade students, The total amount was 64 students, who were divided into two classes, namely experiment and control. The experiment class was given treatment in the form of comic strips as teaching media after the pre-test, while the control class was not. The results showed sig. (2-tailed) 0.000 < 0.05 and (-8.633) < (-2.039). Based on the result, it can be concluded that there is a significant difference between the learning outcomes in the pre-test and post-test in the experimental class. Comic Strips proved to be effective to be used as teaching media to help students' learning process in English grammar, especially simple present tense.

THE EFFECTIVENESS OF PEER FEEDBACK THROUGH INSTAGRAM ON TENTH-GRADE STUDENTS’ SPEAKING SKILLS IN AN EFL HIGH SCHOOL

2023-12-19T18:32:43+07:00

In the flow of learning objectives (ATP), students are required to master speaking skills, especially in the aspects of pronunciation, fluency, and accuracy. Students need help getting it, and one of the causes is the need for more effective learning media. This research aims to find out the effectiveness of peer feedback through Instagram on tenth-grade students' speaking skills at SMAN 1 Gamping. This research was carried out at SMAN 1 Gamping and used quantitative methods with a quasi-experimental design. Class X B is the control class that is treated with traditional peer feedback. In contrast, class X C is the experimental class that is treated with peer feedback through Instagram. The instrument used was a test (speaking skill) with the following research steps: pre-test – treatment – post-test. The hypothesis test used is the t-test with = 5% (0.05). The paired sample t-test proves that peer feedback through Instagram is effective in improving tenth-grade students' speaking skills at SMAN 1 Gamping. The independent sample proves that traditional peer feedback is superior and is more recommended for implementation.

THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL LEARNERS’ WRITING PERFORMANCES

2024-01-19T17:49:00+07:00

Enhancing EFL learners’ writing performances should not solely rely on one-shot feedback imparted by second language educationalists but rather a joint endeavor where collaborative and mutual feedback exists to insistently support the ongoing writing learning enterprises. The further usage of peer feedback fully suits the aforementioned writing learning aspiration in which EFL learners collaboratively address a vast variety of beneficial suggestions, comments, and advice intended for the betterment of their writing performances. This present small-scale qualitative study was manifested in the form of an annotated bibliography review to comprehensively unravel the particular impacts of peer feedback in elevating EFL learners’ writing performances. To fulfill this major study objective, the researcher employed a document analysis method in reviewing the previously generated research results to yield more credible and understandable research results. To ascertain the relevance and applicability of the reviewed research results, the researcher also selected 10 prior peer feedback and writing investigations. The research results revealed that through the constant employment of peer feedback, worldwide EFL learners have progressively transfigured into more proactive, viable, and proficient writers since they conducted more efficient writing revisions in accord with their learning counterparts’ useful comments.

AN ANALYSIS OF THE RELATIONSHIP BETWEEN FACE LOSS AND STUDENT AGGRESSION: THE CASE STUDY OF MOHAMMED I UNIVERSITY STUDENTS

2024-01-22T12:46:05+07:00

This research study addresses the influence of face loss on students’ aggressive behaviours among Mohammed I University students in Oujda. The study examines how teachers' and peers’ face-threatening acts affect students’ aggressive behaviours. Using the mixed-methods research design, the research questions explore if face loss affects students' aggressive behaviours, how and to what extent face loss can cause a student to behave aggressively towards teachers and classmates, and the motive behind their aggressive behaviours. Data were collected using a survey that included 243 participants and interviews with 28 students who had experienced classroom face loss. Interview data were coded, and thematically analysed and survey data were quantitatively analysed. Both survey and interview data reveal that face loss does affect students' aggressiveness towards their teachers and peers. Such aggressive behaviours include physical and verbal abuse, direct and indirect aggression, and passive forms of aggression. The results also indicate that classroom face loss leaves students with negative attitudes towards their teachers, peers, and school subjects. Recommendations suggest further research vis-à-vis facework strategies employed by teachers to minimize student face loss and classroom embarrassment.

ARTIFICIAL INTELLIGENCE AS A LEARNING MEDIA IN ENGLISH EDUCATION: BIBLIOMETRIC USING BIBLIOSHINY ANALYSIS (2009-2023)

2024-01-22T13:15:08+07:00

This research examines the publication trends and emerging keywords within the domain of artificial intelligence applied to English education. Analyzing 74 documents sourced from Scopus using RStudio and Vosviewer revealed distinct patterns. Notably, the year 2021 marked a significant milestone with 26 articles, constituting 35.14% of total publications, while the preceding decade (2009-2020) contributed only 13 articles, representing less than 18%. However, the period from 2021 to 2023 experienced a noteworthy surge, introducing over 80% of the total publications, incorporating 60 new articles. Esteemed institutions like Hebei University of Engineering in China and three other affiliates each contributed 4 publications. The prominence of the ACM International Conference Proceedings Series underscores the influential role of technology conferences in shaping discussions around artificial intelligence in English education. An influential article, cited 20 times, focused on the integration of 5G and AI technologies to reform English education at universities, considering the necessity of cutting-edge technological infrastructure. Visual analysis highlights specific keywords such as speech recognition, quality control, teaching systems, and learning algorithms within yellow circles, suggesting potential areas for further research in the intersection of artificial intelligence and English education.