ELTR Journal

This paper introduces the multisensory approach as a way of teaching that promotes engagement by involving the learners’ senses of sight, hearing, touch, and physical movement. This paper aims to describe the teachers’ role in applying multisensory approach in Primary English Home-based learning, find the benefits and challenges in applying multisensory approach, and provide strategies to overcome the challenges. This study uses qualitative descriptive as the research method and the data was taken from the researcher’s reflections, lesson plans, observation reports and mentor’s feedback. This study shows that multisensory approach positively promoted engagement in primary English home-based learning. Several classroom activities that can be used in applying multisensory approach are Total Physical Response, color codes, storytelling, art & craft, and interactive PowerPoint. The challenges occurred from technicalities and monitoring the students’ behavior. Therefore, parents’ involvement is highly required to monitor students’ behavior in home-based learning process. For the next researcher, it is suggested to find ways to maximize home-based learning by maintaining social interaction among students.

Novia Theresia

Michael Recard

APPLYING MULTISENSORY APPROACH TO PROMOTE ENGAGEMENT IN PRIMARY ENGLISH HOME-BASED LEARNING

应用多感官方法促进小学英语家庭学习中的参与度

ABSTRACT&#x0D; The research was due to several problems found in the field: the teacher did not usually used nonverbal communication in English classroom. It is indicated by the English teacher when the researcher did the preliminary research when teaching learning process in this class. It is indicated when the teacher try to silent to make the students pay attention but the fact some of students still make noise and not pay attention to the teacher in this class. &#x0D; The result of the research: first students perception on teacher’s gesture with 34,09% in rating quality of good. Second, students perception on teacher’s facial expression with 36,4% in rating quality of good. Third, students perception on teacher’s eye contact with 27,7% in rating quality of moderate. Fourth, students perception on teacher’s pitch with 18,45% in rating quality of poor. Fifth, students perception on teacher’s rate with 36,9% in rating quality of good. Sixth, students perception on teacher’s pause with 36,4% in rating quality of good. Seventh, students perception on the teacher’s friendship and warmth with 31,85% in rating quality of good.

Riya Arima

Irwandi Irwandi

Reflinda Ali

STUDENTS PERCEPTION ON THE TEACHER NONVERBAL COMMUNICATION AT THE SEVENTH GRADE STUDENTS OF MTSS NAGARI BINJAI

七年级学生对教师非言语沟通的感知研究——以纳加里宾贾伊MTSS学校为例

Myriad studies have been discussing the role of subtitle for improving students’ vocabulary mastery. Yet, the use of English subtitle in Korean dramas is scarcely explored. Within a qualitative approach, this study aims at investigating how Indonesian EFL university students employ Korean dramas with English subtitle for improving their vocabulary. Twenty-three EFL university students were involved to participate in this study. Interview and questionnaire were applied as data collection methods. The results of the study revealed that the students enjoyed learning vocabulary through English subtitle while watching Korean dramas. They were motivated to learn vocabulary because of interesting storyline, editing effect and scene/setting served by Korean dramas. Pedagogically, this study implies that learning vocabulary can be done in regards with the students’ interests, including watching Korean dramas. Further research focusing on the employment of English subtitle for improving reading skill is interestingly to be carried out.

Aji Budi Rinekso

Okta Lesagia

Dian Setiawati

IMPROVING VOCABULARY WHILE WATCHING KOREAN DRAMAS: A CASE OF INDONESIAN EFL UNIVERSITY STUDENTS

通过观看韩剧提高词汇量：以印尼EFL大学生为例

Translation of written texts has been a part of international communication for centuries, but courses in how to do it are more recent. This study reports a case study from the context of a Moroccan university where translation courses are taught in two parts. In one semester the students learn about translation from English to Arabic and the next from Arabic to English. We report the teachers’ perspectives on the translation course from Arabic into English, along with the results of the students’ translations based on 400 examination answers. The analysis and discussion of the results will reveal the shortcomings for the current teaching practice of translation; they will also suggest new ways of customizing the course for more effective acquisition of English language as a medium for boosting intercultural communication, the most probable prerequisite for today’s access in the job market. &#x0D;

Abdellah El Boubekri

Marilyn Lewis

THE COMMUNICATIVE PERSPECTIVE IN TRANSLATION STUDIES: A MOROCCAN UNIVERSITY CASE STUDY

翻译研究中的交际视角：摩洛哥大学案例研究

Amid Covid-19 pandemic, emergency remote teaching has been done through online learning. Recent research has found some challenges and opportunities, including the debate analyzing the effectiveness of EFL online teaching and learning processes. However, little is known about the types of learning strategies that suit students' engagement with online learning. The investigation between them illustrates an emerging paradigm for English learning in an online setting, where learning takes place in authentic environments with immersive experiences in order to achieve meaningful learning. This early examination reveals assessments on their natures and applications in connection to English success with the goal of distributing such a revolutionary arena. The findings are revealed in the conclusions in the form of model hypothesis of causal relationship may accordingly help other researchers to conduct further research in exploring the prediction of learning strategies provided in this paper when dealing with enhancing EFL teaching method during this emergency remote teaching and learning

Dimas Mulia

Ive Emaliana

EXPLORING EFL STUDENTS' LEARNING STRATEGIES AND THEIR ONLINE LEARNING ENGAGEMENTS AMID COVID-19 PANDEMIC

探索新冠疫情期间EFL学生的学习策略及其在线学习参与度

This article aims to describe how an English teacher taught writing procedure text using YouTube videos to the 11th-grade students of Vocational High School. The study applied a descriptive qualitative approach. This research was conducted at one Vocational school in Pacet. The participants of this research were an English teacher and 36 students from grade 11 of Tourism Travel Business (ULP) major. This study was guided by one research question “How does the teacher teach writing procedure text using YouTube video to grade 11 students of Vocational High School?” The instruments used in this study were observation, documentation, and interview. The findings of this study show that: 1) the English teacher engaged the students to watch a video from YouTube together in the opening activity, 2) the English teacher and the students discussed the contents of the YouTube videos that have been watched in the core activity, and 3) the English teacher played YouTube videos to prepare the students’ mental condition before they were doing presentation about their writing project of procedure text in core activity. The results indicated that the YouTube video on teaching writing aligns with the stages of the teaching activities proposed by Rusmawan.

Sulistiawati Nurhelfa

Atti Herawati

Asih Wahyuni

USING YOUTUBE VIDEOS TO TEACH WRITING

利用YouTube视频教授写作

This study investigated what students' perceptions of reading digital texts and students' preferences for digital text reading. Data was gathered through observation, interviews, and documentation to accomplish this purpose. The interview aims to gather qualitative information about the participants' motivation and interests, the effectiveness of reading digital texts, any difficulties they may have had reading them, and whether they preferred reading print or digital texts. Four students enrolled in five semesters of the English Language Education Department at STKIP PGRI Bangkalan during the academic year 2023/2024 participated in this study. The results showed that the participants had a favorable opinion of reading digital materials because digital texts are more engaging and inspiring, and follow the standard reading format. The main obstacle for students in using digital texts is the less text displayed at once due to the limitations of smartphone screens.

Suhartini Suhartini

Siti Maria Ulfa

STUDENTS’ PERCEPTION OF DIGITAL TEXTS READING: A CASE STUDY AT THE ENGLISH EDUCATION DEPARTMENT OF STKIP PGRI BANGKALAN

学生对数字文本阅读的感知：以斯蒂基普·PGRI·班卡兰英语教育系为例的研究

Although academic reading has gained positive attention in EFL classrooms, very little research has been undertaken regarding the descriptive relationship between such types of reading attitudes and article writing. This study focused on determining the academic reading attitudes of EFL students who were writing an article for an international journal. A total of 173 undergraduate and magister students enrolled in an EFL major voluntarily participated in the survey study. By using the AR attitude scale, the survey was undertaken via an online app (e.g., Google Form). The results reveal that there are three dimensions of students’ AR. Behavior factor seems to be negative for the students who read academic texts. They encountered difficulties in comprehending the texts during the article writing process. They believed in AR benefits for article writing, but most students were not confident in their reading competence. In short, AR has important values in developing article writing quality, but strategies are needed to fulfill the expectation.

Heri Mudra

EFL STUDENTS’ ATTITUDES TOWARDS ACADEMIC READING IN WRITING FOR INTERNATIONAL PUBLICATION

英语作为外语的学生对国际出版写作中学术阅读的态度

This research aims to determine students' perceptions and challenges faced using AI due to the gaps faced by EFL students. This research uses a qualitative method which uses two data collection techniques, namely observation as supporting data and interviews with 6 students from different classes as main data. To analyze the data, researchers used thematic analysis and then used content validity to support the research. The results of this research show that the majority of students agree that the use of AI in EFL classes is very helpful in the independent learning process and improves speaking, reading, writing, and giving ideas. So the researchers concluded that based on students' perceptions, these perceptions had a positive impact on the use of AI in EFL classes. Researchers hope that students and lecturers can use AI according to the role of AI. Researchers also hope that this research can become a reference for readers.

Sesilia Yuliani

Tefanya Laili Mukhibbah

Eliasanti Agustina

ARTIFICIAL INTELLIGENCE USAGE IN HIGHER EDUCATION: EFL STUDENTS’ VIEW

高等教育中的人工智能应用：英语作为外语学生的观点

Teacher agency in facing new national curriculum shifts has been a topic discussed widely around the world, as many nations implement curriculum shifts and transitions. Indonesia has also in its early years implemented the new national curriculum called Freedom-to-Learn Curriculum. This study is aimed at exploring the agency of language teachers of public junior high schools in two different towns in Java Island, Indonesia. Employing the ecological approach by Priestley, Biesta, and Robinson (2015) which supported the interplay and dynamics of iterative, practical-evaluative, and projective dimensions, this qualitative study brings into play the semi-structured and focus group discussion data-gathering techniques. Six teachers participated in this study. The finding showed that the level of agency was diverse ranging from high (demonstrated by three research participants), emerging (demonstrated by one participant), and low (participated by two participants). Future researchers might examine the teacher agency by involving more participants as well as capture the robust study of language teacher agencies from other parts of Indonesia.

Maria Nirmala Putri

Markus Budiraharjo

LANGUAGE TEACHER AGENCY IN FACING FREEDOM-TO-LEARN CURRICULUM IN TWO TOWNS IN JAVA

爪哇两镇自由学习课程下的语言教师能动性

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