PANYONARA: Journal of English Education

Exploring the Nature of Shifts in Learner Autonomy and Teacher Autonomy in an Online EFL Class in Turkiye: A Case Study

Selin Demir, Enisa Mede — Sun, 24 Mar 2024 07:52:39 +0700

The need to understand the manifestation of learner autonomy in the online learning environment and its challenges in the classroom is increasing with the rise of online education. Although learner autonomy (LA) is increasingly important in language education, there is less knowledge about teachers' and students' comprehension and use of this concept. In order to address this lack of information, a case study was conducted to explore the perceptions of teachers and learners about learner autonomy in an online environment. The study's data sources include reflective journals, lesson observations, and focus group interviews. The study, conducted at a Turkish foundation university, identified a variety of control shifts in the courses. This research explored the concept of learner autonomy in the context of online language training. The findings indicated that students had a favorable perception of online learning, highlighting its flexibility, ease, and ability to establish individual standards. Nevertheless, there was a noticeable difference between how they perceived autonomy and how it was really put into practice, typically favoring a teacher-centered approach. Several factors that impacted learner autonomy in online learning were recognized, such as the need for autonomy, inadequate information, and a transition toward teacher-centric approaches. The research emphasized the significance of aspects such as guidance and support systems, adaptability, student motivation, customized learning speed, and communication technologies.

Authenticity and Pedagogical Aspects in an English Textbook for Seventh Grade Students of Junior High School

Shahnaz Lady Cantika Yahya, Lalu Thohir, Kurniawan Apgrianto — Fri, 29 Mar 2024 00:00:00 +0700

This study deals with the analysis of textbooks for the 7^th grade students of junior high school in terms of authenticity and pedagogical. The purpose of this study was to know to what extent the English textbook accomplishes authenticity aspects and pedagogical aspects. This study employed a qualitative descriptive approach. The data were collected through documentation. The data source for this research is the Bupena
English textbook for seventh grade students of Junior high school written by Nur Zaida and published by Erlangga in 2018. The textbook analysis for authenticity aspects was identified by using authentic assessment criteria, while for pedagogical aspects, it was based on the criteria made by Cunningsworth (1995). The results of the study show that from the authenticity aspects, the textbook fulfills 7 out of 15 criteria and is categorized
as "poor" with an average score of 46.67%. From the pedagogical aspect, this textbook fulfills 17 out of 20 criteria and it is categorized as "good" with an average score of 85%.
In conclusion, the Bupena English textbook is not good enough for authenticity aspects
but it is good enough for pedagogical aspects.

Self-Efficacy in Its Influence on Students’ Anxiety in Making English Presentation

Ulul Laily, Him'mawan Adi Nugroho, Widyastuti Widyastuti — Fri, 29 Mar 2024 11:15:21 +0700

Self-efficacy is individual’s belief towards their own capacity. It affects individual attitudes, emotion, and feeling. A presentation as one of learning strategy can be an instrument to discover EFL self-efficacy level. The purpose of the study is to investigate EFL students’ self-efficacy influence to their anxiety in making English presentation. This study used is quantitative research method with Ex-post-facto design by data collection technique using skala Likert of questionnaire. The results showed that the level of self-efficacy belong to EFL students is moderate to low. The significance difference of self-efficacy to students’ anxiety is also figure out by taking conclusion of students with higher self-efficacy will have lower anxiety especially in making English presentation as the achievement result.

Students’ Perception on Peer-Video Recording Task in the Vocational High School in Cirebon

Rubia'tul Khumaeroh, Dwiniasih — Fri, 29 Mar 2024 12:32:46 +0700

The purpose of this study is to investigate whether the implementation of the peer-video recording task assists EFL students in developing their speaking skills. Tenth-grader students in vocational high school were involved in this research. The data was collected through questionnaires and interviews. The results revealed that students have a positive perception toward the implementation of the peer-video recording task in speaking class due to its benefits in improving students’ speaking performance, such as pronunciation and fluency. Nevertheless, the peer-video recording task was perceived as neutral by students in terms of boosting self-confidence, its convenience in recording the video with their partner, the ease of speaking in pairs, and promoting students’ autonomous learning. Notwithstanding those results, peer-video recording tasks are effective teaching and learning tools for teaching speaking.

The Grammar Translation Method in Teaching Structure and Written Expression of TOEFL ITP: Is It Still Effective in Today Era?

Angga Eka Prasetya, Wildan Isna Asyhar , M Syaichul Muchyidin — Wed, 27 Mar 2024 07:30:16 +0700

The grammar translation method (GTM) is an "ancient" method, and many say that its use is less effective in improving English language skills, especially speaking. However, nowadays, there is an English language certification test known as TOEFL ITP, which is widely used in the educational and professional world where the test does not contain a speaking ability test but rather a test related to the application of grammar called Structure and Written Expression questions. Because GTM was initially an effective method used to learn grammar, researchers tested whether GTM could also be effective in teaching Structure and Written Expression of TOEFL preparation material, which is a test intended for non-English speakers. The method used in this research was quasi-experimental, with two different treatments for each experimental and control class. The findings were analyzed using the paired sample t-test and independent sample t-test calculation methods, and the descriptive test results in each class were compared. The results showed that using GTM can effectively increase students' TOEFL scores in the Structure and Written Expression section, and this has a positive impact on teaching staff to apply the same method to EFL students who plan to take the English language test, namely TOEFL.

Using Picture Series in Improving Students’ Writing Skill in Recount Text

Wa Saripah — Fri, 29 Mar 2024 00:00:00 +0700

Abstract: Writing skill is important and beneficial in English language learning. Having good writing skill enables learners in language learning to do communication. Problem in writing is a language barrier to written communication. This action research aims to overcome students’ problem in writing in terms of recount text by applying pictures series. The procedures of classroom action research were used to investigate the process and the subject’s outcomes. There were 33 students of 8^th grade (VIII-1) at MTs Negeri 1 Muna who enrolled in the academic year 2022/2023 for the subject of this research which was taken purposively. The researcher uses writing tests and field notes to gather the data. The study was accomplished in two cycles. The successful research is indicated by students’ average scores meeting the minimum target (75). In cycle 1 the students obtained 66.87 on average. Another improvement in cycle 2 appeared, the students reached 81.31 on average. The result from this research indicates that students’ writing improved after picture series was used in the learning process.

An Examination of Parental Engagement in Young Learner EFL Literacy Development

Widyo Heryadi, Pratiwi Retnaningdyah — Fri, 29 Mar 2024 12:20:04 +0700

Abstract: This study examines a home reading and writing practices of a family in Balongpanggang, Gresik. Researcher uses a qualitative approach. The ORIM frame work permits us to look at this engagement. From this think about of this families, it is evident that family tend to recognize his/her children's new-to-her EFL scholarly improvement. In spite of the fact that there are diverse engagement strategies such as considering diverse choices, appearing appreciation, interfacing with children, and taking portion in exhibitions. The survey results and parent interviews revealed how parents perceive their involvement in the EFL development of young learners and how they are involved in the development of young learners' EFL literacy. It is utilized to depict whether Analysts found that whereas families see their child's developing proficiency hones more customarily, they still provide opportunities,, recognize their development, interact with them, and improve the child's EFL literacy. Found that it served as a role model for the learning of Recognition of these family engagement strategies highlighted the complexity of the literacy process and emphasized the importance of the whole family in helping the young learner develop her EFL literacy skills.

Empowering Junior High School Students` Narrative Writing Skills Through Google Site

Lucky Kurnia Wati, Anis Trisusana — Fri, 29 Mar 2024 13:33:00 +0700

Technology has demonstrated its potency by offering opportunities to connect individuals, communities, and society, which can be utilized to promote learning writing. This study aims to determine the use of Google Site to improve students' writing abilities through narrative text. The researcher employed a mixed-method approach by combining pre-test and post-test scores and observation in 30 students of second grade at junior high school. The result of the study showed that students' posttest scores (M=76.27) were higher compared to the pretest (M=63.77). The observation revealed that the teacher needed to prepare and develop the website before publishing it. The process of creating the site was not difficult because it has simple features that are easy to understand. Adding text, pictures, and backgrounds were the main features that often used to make it. In addition, allowing students to learn from the website and creating their own, helped them to enjoy the learning process that resulted in their writing performance.