English Ideas: Journal of English Language Education

Using Instagram on Collaborative Writing Activity in Learning Writing Descriptive Text

2021-02-17T08:53:22+07:00

ABSTRACT

This study aimed to discuss the implementation of instagram on collaborative writing activity in learning writing descriptive text and to know the students’ responses toward the used of instagram on collaborative writing activity in learning writing descriptive text. The writer was conducted this study to students of seventh grade at one of Junior High School in Karawang. This study used qualitative research and its design was an interpretative study that focus on making descriptive text through Instagram collaboratively. The study will take five volunteer as participants to fill the questionnaire, interview and documentation by google form. This research focus on learning writing descriptive text using instagram on collaborative writing activity. The result showed that Instagram as media of learning on collaborative writing activity helped the students in learning writing descriptive text. The data showed that 87% of them felt happy to learn descriptive text using collaborative writing techniques and 87% of them also have felt motivated towards learning descriptive text using Instagram on collaborative writing activities. By using Instagram on collaborative writing activity also got a positive response from the students. It was proven by the result of the data that the students get helped in making a descriptive text by using instagram on collaborative writing activity. There are three main responses toward the use of Instagram on collaborative writing in learning descriptive text, they are: (1) Instagram as a good media of learning for collaborative writing, (2) Collaborative writing can be help students to make descriptive text easier, (3) Instagram on Collaborative Writing can be increased the students writing skills.

Keywords: Descriptive Text, Instagram and Collaborative Writing Activity

Engaging Students on Descriptive Writing through Small Group Discussion

2021-02-16T10:54:47+07:00

This present study is aimed to know pre-service teacher teaching experience students writing descriptive text. Therefore, this study investigates the process of the teaching and learning descriptive text through small group discussion. This study uses Qualitative approach and uses Narrative Inquiry as the method in gaining the data. The participants of this research are pre-service teacher’s students studying of University Singaperbangsa Karawang and teacher of Senior High School Karawang. Observation, interview, reflective journal and documentation are used to collect the data to get the information or answer related to the research question. The result found out that there are four ways pre-service teacher teaches writing Descriptive Text, those are building knowledge of the field (BKOF), modeling, step joint construction of text and independent construction of text. Moreover, there are also obstacle factors when pre-service teacher teaches descriptive text. The researcher found that all of participant had no obstacle factor in teaching, all participant seem students who had obstacle in teaching descriptive text, it would describe with divided the three categories such as in Phychological Problem, in Linguistics Problem, and Cognitive Problems or means factor because of the lack knowledge of the target language, lack of practice and lack of vocabulary.

The Investigating Teachers Beliefs About Language Awareness in EFL Context in Indonesia

2021-02-01T20:56:42+07:00

This research was aimed to find out teachers’ beliefs about language awareness in EFL context in Indonesia. This study used qualitative cased study as a method to gaining a data and describe the data. This research was taken by interview by techers in seconday-school in Karawang. Collecting data used an interview to asnwers two questions which presented. Conflicts were established in the context of learning for students, cooperation with teachers, the curriculum, and the relationship with other languages. The outcome shows a variety of issues that need to be tackled when foreign language education requires language knowledge. Such difficulties may serve as a starting point for a conversation with and between educators. In addition, they could help teaching.

Keyworld: language awareness, teachers beliefs, EFL, Second language learning, Secondary-school

The Use of Code Mixing in Learning English as Foreign Language at Senior High School

2021-02-16T11:47:57+07:00

This research aimed to explore students’ perception of the use of Code-mixing in learning English as a foreign language at senior high school. The study aimed to describe the students’ perception of code-mixing used. This study used qualitatively. The data obtained through questionnaires. The data was taken from a Google form essay questionnaire to obtain the data regarding students’ perceptions toward code-mixing. In this study, the researcher chooses participants from eleventh-grade Senior High School students in Karawang. The researcher chooses the object because students appropriate target to get their perceptions when they are learning English as EFL and the researcher has got from nineteen respondents. The results showed that students’ perception, most of them agreed that using code-mixing in the English teaching-learning process is (1) Code mixing is necessary when the teacher explains the material, (2) Code mixing is very helpful for defining new vocabulary and how to pronounce it, (3) Code mixing is used for students to understand the whole material.

Keywords: Code Mixing, Foreign Language, Students’ Perception

Women Representation in Indonesian ELT Textbook: A Comparative Study of Junior and Senior High School ELT textbook

2021-02-02T05:59:05+07:00

The textbook has a crucial role in the classroom, especially in students’ behavior and attitudes. A textbook has to reflect balanced images and information about males and females. It also has to support broad choices and many roles for both sexes to avoid unjust or bias gender issues. This study aims to examine by analyzing female characters’ visibility by comparing the two junior high school textbooks (grade VII and IX) and two senior high school English textbooks (grade X and XII). This research used social context parameters such as (1) family, (2) occupations, (3) school participation and achievement, and (4) hobbies and (5) interests. The contextual parameters in this research are chosen because it shows how female characters were stereotypically portrayed in the textbooks used in this research. The finding shows some differences between female and male characters in the texts and illustrations in Junior High School and Senior High School ELT textbooks. It also found that in the context of parameters, there are some significant differences of female representation in the ELT textbooks for Junior High School and Senior High School.