Classroom management is one of the most important aspects of teaching, in this case was English, to create an effective and enjoyable learning environment. However, this is one of the challenges faced by pre-service teachers who have no experience previously. This study was conducted to find out what challenges are faced by pre-service English teachers related to classroom management. This research was conducted on four English Education students who were selected based on several criteria. Qualitative research design and interviews were used to collect data from the participants. The data that had been obtained from the interviews were transcribed, coded according to the results of their answers and translated into English. Based on the results of the study, there are three problems that are often faced by student-teachers related to students' bad attitudes and their learning motivation, including disrespecting the teacher, sleep during the class and lack of participation.
This research aimed to find out students’ perception of utilizing podcasts in learning speaking skills. The researchers used a qualitative approach and basic interpretative design to explore students’ perceptions. Three students were involved in this study. They are first-grade students of the vocational high school in the academic year 2019/2020. The data was gathered from the reflective journal and semi-structured interview. To obtain the data, the researchers analyzed it by thematic analysis. Results of this research, researchers classified three aspects that are the instruction in the podcast, the benefits of the podcast, and the use of podcast. The findings illustrated that students had a positive perception of the utilization of podcasts in learning speaking. Students perceive that podcast is interesting media because it has many contents or topics that they can listen and practice their speaking skill whenever they want. They also agree that podcast is beneficial for speaking achievement, for example, students can increase their vocabularies and word pronunciation.
Demotivation is a complex problem that many foreign language (FL) learners faced, and it is caused by a variety of factors including the teacher, poor self-esteem, and previous bad language learning experiences(BABA KHOUYA, 2018). This study aimed to understand the demotivating factors on EFL students in online learning. The participants of this study were three students of the third grade of senior high school in Karawang. This study used a qualitative case study design to address the research objectives. The data for this study was gathered through semi-structured interview questions as an instrument of this study. The collecting data was obtained through Google meeting. The result of this study revealed that there are two demotivating factors on EFL students in online learning. Those are the teacher’s methods and learning material. In this case, the researcher found out that those factors are from the external factors. In the teacher’s method, there are two aspects that demotivate EFL students in online learning. The first aspect is because the teacher always speaks English all the time during learning. The second is because the teacher did not evaluate the students’ assignments. The last factor is the learning materials, the students get difficult to understand the materials during online learning. Keywords: demotivation factors, online learning.
Code-switching is an inevitable phenomenon that often happens inside a foreign or second English classroom. However, this phenomenon is often treated like the elephant in the room: the teacher recognizes its presence but is never really aware of it. While many studies regarding code-switching topics in EFL classrooms only focus on analyzing the type of teacher's code-switching. This study aims to seek out the pedagogical functions behind the teacher's decision to code-switch and determine the students' perception towards the teacher's code-switching. The classroom observation and two interview sessions are conducted with one teacher and three participants by applying a case study. It is found that the student's shallow English proficiency influences the student's perception of code-switching, and the teacher is very conscious of the pedagogical functions when she decided to code-switch.
The level of understanding of reading English narrative texts at the junior high school level still needs to be given extra learning. There are many factors that prevent students from understanding the narrative text, one of which is students who have difficulty understanding English words in narrative texts. This study uses the theory of constructivism, namely two-way learning carried out by the teacher and the students in the class. This research uses a qualitative method, in which the researcher uses research by means of classroom observations, and interviews in an effort to obtain data at school. The participants in this study were eighth grade students in one of the public schools in Bekasi Regency, West Java. The selected students are representatives of several students in the learning group. The results of this study are, there are some students who still do not master and understand the narrative legend text using constructivism techniques.
Learning to read is one of the important factors in teaching English. Therefore, students need instructions and strategies that can help them carry out reading learning activities. It resulted several views regarding reading teaching learning instruction in the context of language learning. This study focused on how the students' cognitive engagement in reading narrative texts with the help of CALLA instructions. The participants of the study were five vocational students at one of vocational school in Karawang. This research was conducted using narrative inquiry design and the data were collected through interviews, observation and documentation. To conduct the analysis, this study employed thematic analysis suggested by Braun and Clarke. This study showed that (1) Students have attention on learning classroom, (2) Using dictionary builds students’ resource management learning, (3) Repetition strategy reinforce students’ reading comprehension, (4) Students’ self-elaboration creates them to connect the reading passage. It indicates that CALLA-based instruction engages students cognitively in reading teaching and learning classroom.
Technology has evolved and produced a wide range of devices to enhance education and teaching methods that can assist students in learning languages. This study aims to describe students’ experiences in implementing Duolingo-assisted Listening learning. The participants of this research were three Junior high school students in Karawang. The method and design in this research are to use descriptive qualitative research conducted through Observation, interviews, and Questionnaires. This research analyzes the data using thematic analysis. The findings showed that the participants initially had difficulty listening, and after Duolingo-assisted, students were happy, easier, excited, and motivated to learn listening skills using Duolingo. Due to the gamification of learning and listening exercises provided by Duolingo, students find it easier to learn listening. Because it offers students new experiences in learning English, Duolingo is an effective tool for use in the classroom. In conclusion, this study indicates that students have positive experiences implementing Duolingo-assisted Listening Learning.
English learning should be supported by an interesting and good strategy to make students’ learning valuable, enjoyable, and interested, as well as in a Speaking setting, but the most important thing is a willingness to study. The purpose of the study is to describe the experience faced by one English education student in enhancing English speaking skills after facing offline or face-to-face classes and then suddenly facing online classes because of the covid-19 pandemic attack. This research is using Qualitative approach and Narrative Inquiry as a research design in gaining the data. The participant of this research is one English education student in the eighth semester who has faced offline or face-to-face classes and then suddenly face online classes because of the covid-19 pandemic. The result of this research describes some interesting experiences that the participant has passed to enhance her English speaking skill, such as some habits and strategies that she has been doing and joining competitions, which construct her to become a good English speaker.
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