English Education:Journal of English Teaching and Research

An Analysis of English Textbook for Fourth Grade Students of Bangladesh

Nafew Sajed Joy — 2024-10-31

This study critically examines the fourth-grade English textbook, English for Today, used in mainstream classrooms in Bangladesh. Despite 12 years of English instruction, many students in Bangladesh struggle with language proficiency, suggesting a gap between curriculum objectives and practical outcomes. The research investigates this gap by evaluating the textbook across four analytical stages. Initially, the study assesses the textbook’s aims, exercises, assessments, and learning process, identifying its intent to build language skills through engaging activities. The second step analyzes the textbook using various educational theories, such as social constructivism, Bloom’s taxonomy, the VARK model, and principles of pedagogy and educational psychology. These frameworks highlight the textbook’s attempt to foster active learning, critical thinking, and inclusivity. The third phase involves a critical evaluation of the textbook’s physical aspects, content quality, use of illustrations, and language structure. The research concludes with a content analysis, noting both strengths and weaknesses. The findings reveal that English for Today incorporates effective learning methods, such as hands-on activities and command-based instructions, aimed at enhancing student engagement. It demonstrates a strong alignment with educational theories, achieving a high readability score of 98.27. However, significant shortcomings are identified in the physical production of the textbook. Issues such as an unattractive cover, poor printing, and low-quality paper detract from the overall educational experience. Reflectively, the study underscores the importance of not just theoretical and content-based alignment in textbooks but also the material and visual aspects that affect students' motivation and engagement. While the textbook's pedagogical framework is sound, the findings suggest that improving its physical presentation could make it a more effective tool for language learning.

Conversational Discourse Analysis Turn- Taking on an English Podcast

Halimatus Saadah — 2024-10-31

The use of turn-taking strategy is crucial in understanding the dynamics of conversation. This study aims to find out the turn-taking strategy used and how it impacts the communication process in English podcast video. This research uses descriptive qualitative and the object of research is a video podcast with analysis using Stenstroom theory. The results showed that taking over strategy was used the most, followed by promoting and appealing strategy. Other strategies such as starting up, overlapping, filled pauses & verbal fillers, and repetition of words were also recorded with lower frequency of use. However, no use of interrupting, repair, and giving up strategies in the conversations were observed. Based on the results of this study, it indicates a preference for the smooth flow of conversation in the communication process.

Pre-service Teachers Perspectives on English Coursebook for Senior High Schools in Indonesia

Fransiskus Jemadi — 2024-10-31

A textbook is an inseparable part of the teaching and learning process. This research was aimed at discovering pre-service teachers’ perception of the ELT textbook, Buku Bahasa Inggris for Students grade XI. This qualitative study involved 18 pre-service teachers who were doing their teaching practicum in different senior high schools in Manggarai, East Nusa Tenggara Province. They were chosen purposefully by the researchers and voluntarily engaged in semi-structured interviews to discover their perspectives on the English textbook they used during their teaching practicum. The results showed that they had mixed opinions about their textbooks, ranging from positive to negative, depending on various factors such as their learning objectives, preferences, expectations, and experiences. The observations and conclusions from this study may be useful for educators and coursebook designers in developing English coursebooks that can improve students' motivation, engagement and language learning outcomes.

Quizlet as Teaching Media in Navigating Vocabulary Expansion: Systematic Literature Review

Yunita Ayu Riski — 2024-10-31

The purpose of study is to investigate the impact and effectiveness of implementing Quizlet medias towards vocabulary expansion in English Subject. In the classroom context, teaching media have evolved into a dynamic and essential component of modern pedagogy. One of famous media in teaching and learning offers various study modes, such as Learning, Matching, and Testing, ensuring a dynamic and engaging learning experience. Using Quizlet, students can learn more vocabulary to master their language. The method used in this study was Systematic Literature Review. The selection of the inclusion and exclusion criteria was determined. We found 243 studies that selected 24 included studies obtained from three databases, ERIC Connectedpapers, and Perplexity.ai. This study analyzes the characteristics, impact, and effectiveness of Quizlet as a teaching medium for navigating vocabulary expansion. The results of this study show that Quizlet has positive and significant implications for vocabulary expansion. Most studies proved that Quizlet is effective in teaching vocabulary among higher education, high school, and English course students.

Speech Function of Student Conversation in English Classroom: A Semantic Study

Leila Ayu Isa Putri — 2024-10-31

The article aims to investigate speech function on student conversation in English classroom related with Halliday (1994) approach. This articleis a qualitative research design. Content or document analysis is used in this study. The data source is students’ conversations in class XI in English classroom at MAN 5 Jombang. The data in this article are sentences and clauses which represent the type and meaning of speech function on students conversation in English classroom. The instrument was smartphonewith an integrated camera to record video and audio. The recorded data were converted through transcription. The results showed that the students used three types of speech functions: statement, command, and question, but the offer type was not used by students. The statement type was often used by students in class. Meanwhile, there were three meanings of speech functions used by students, namely, giving information (statement), demanding goods-&-services (command), and demanding information (question). It could be seen that students applied elements of speech function. It is implied that the development of interactive activities and continuous evaluation are important to improve students' practical communication skills.Lecturers are encouraged to conduct more dynamic interactions in class with activities that stimulate the use of commands and questions.

Teachers' Strategies to Encourage Students' Participation in English Classroom

Syalwa Annisa Putri — 2024-10-31

Teachers have an important role in creating a supportive environment in English lessons and should encourage students to participate actively. Appropriate teaching strategies can be employed to encourage student participation in the English classroom. This study was conducted to investigate strategies used by the teachers to encourage students’ participation in the English classroom at SMPN 01 Sungai Raya. The researcher employed a case study methodology, utilizing observation, interview, and document analysis as data collection methods to identify the strategy used by English teachers to encourage student participation. Based on the findings from observation, interview, and document analysis, it can be concluded that English teachers employed various strategies to encourage student participation in the classroom, such as questioning strategy, collaborative learning, motivational learning, and differentiation learning.

Teachers’ Voice toward the Use of Storyboard in Teaching Writing Narrative Text

Shilvi Alfu Rohmatin — 2024-10-31

Writing is an essential skill for students to master. It is essential for communication, academic success, and future careers. However, many students struggle with writing due to variety of challenges. To address this, teachers can use engaging media like storyboards. Storyboards combine visual and textual elements, helping students plan and organize their narratives more effectively. The objective of this research is to explore the use of storyboards in teaching writing narrative text and the benefits and challenges of storyboarding in writing. The research design of this research was basic interpretative qualitative research. This research was conducted on seven English teachers in Surabaya and Gresik who met the predetermined criteria. To gather data, the researchers employed open-ended questionnaires and semi-structured interviews. The findings indicate that teachers use this medium to create fun learning. Teachers used different types of storyboards, including paper and digital ones. The results showed that storyboards significantly enhanced students' engagement and understanding of narrative text. However, this media also has challenges teachers and students may face. Overall, this research provides valuable insights into how teachers perceive and utilize storyboards for teaching narrative writing. The results of the research are expected to be a reference and provide data relevant to the views and experiences of teachers.

The Students’ Perception on the Use of TikTok Application at Jakarta International University

Ruth Mutiara — 2024-10-31

Nowadays, social media like TikTok is utilized for various purposes. It is used for entertainment and educational purposes. That is why, many English learners used TikTok to learn English, specifically English pronunciation. This study aims to find the students’ perception of learning English pronunciation through the TikTok application. In order to find the students’ perception, the researchers used qualitative method by involving 16 first-year students majoring in English literature.Then a questionnaire consisting of 13 open-ended questions was used to collect the data. The findings indicated that most participants showed positive perceptions as they enjoyed learning English pronunciation through TikTok since it was fun, stress-relieving, and convenient. Moreover, they experienced an improvement in their pronunciation skill and thus, most of them agree that TikTok can be an effective learning method to learn English pronunciation.

Using Whatsapp for Learning to Enhance Students’ Vocabulary Achievement

Arina Chusnatayaini — 2024-10-31

The aims of research were to know the effectiveness of using WhatsApp to enhance students’ vocabulary achievement, and the challenges faced in implementing this technology. The design of this research followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a structured and transparent review process.The inclusion and exclusion criteria were determined in this study.Nineteen of the one hundred chosen articles met the inclusion requirements after further evaluation.The data were synthesized to provide a comprehensive overview of WhatsApp's influence on vocabulary learning. The synthesis highlighted the benefits, challenges, and implications of using WhatsApp in the context of language learning, managing distractions, ensuring material relevance, safeguarding privacy, and employing strategic teaching methods.As WhatsApp offers a platform for individual study outside of the classroom and peer-to-peer immediate feedback, it also encourages students' motivation and involvement in the learning process. The analysis of these results demonstrates that incorporating WhatsApp into the curriculum can create an engaging and dynamic learning environment. However, in order to fully utilize this technology for learning, this study also identified a number of obstacles that must be addressed, including problems with technological access, distractions, and managing study groups.It is clear that WhatsApp has great potential as an effective educational tool in improving EFL students' vocabulary learning. Educational institutions should consider formally integrating WhatsApp into their language learning curriculum and learning activities.

Translanguaging in Efl Classroom: Reasons and Impacts

Marzon Efendi — 2024-10-31

Translanguaging is an educational method that involves using two languages or more interchangeably for both receiving and producing information within a single activity. In Kurikulum Merdeka, English becomes one of the compulsory subjects for elementary school students. The lack of vocabularies and other factors support the elementary school English teacher to employ translanguaging in the education setting. This research aims to explore the reasons and impacts of translanguaging usage in the classroom. The kind of this research is descriptive qualitative research. The researcher involved three English teachers from one of Sekolah Penggerak Batch 1. The researcher employed two data collection techniques (open-ended questionnaires and semi-structured interviews). The results are there are eight reasons of translanguaging in EFL classroom, namely the lack of vocabularies mastery, to make the instruction clearer for the students, to engage the students and make them active, to create a comfort and joyful learning environment, to avoid misconception of learning materials, the students’ request, the limitation of time in EFL classroom, and to reduce students’ anxiety. There are five impacts of translanguaging, namely making the students become more active, the learning objective can be reached optimally, the students’ English skills and comprehension get better, the students can understand the instruction well, and the students can enjoy the learning process. The researcher suggests the next researcher to conduct the research about the practice of translanguaging in elementary school.

Tutors’ Corrective Feedback and Students’ Preferences in an English Course at Kampung Inggris Pare, Indonesia

Shinta Amalia Maghfiroh — 2024-10-31

This study aimed to identify the kinds of corrective feedback that tutors and students most frequently utilize. The research design used in this study was qualitative, involving 2 English tutors and 25 students from an English course institution. To collect data, the researcher conducted observation to observe 6 class interaction meetings. Then, the researcher distributed Google form questionnaires to students via WhatsApp and interviewed two tutors. Data analysis began with summarizing and then displaying, reducing, and displaying. The last step was to interpret and represent the data. The results showed that English tutors in Kampung Inggris give recasts more often than other corrective feedback due to the students' tendency to receive corrective feedback. However, two corrective feedback were often used after recast: repetition and paralinguistic. Unfortunately, these two types of corrective feedback are not very favorable to students. In fact, almost half the number of participants disagree (40%) and (44%), respectively. This needs to be considered by teachers to minimize misunderstandings, maximize the learning process, and improve students' speaking skills without making students depressed and offended by getting corrective feedback.