In the new normal era, the learning system has changed from online learning to hybrid learning. This learning system is widely applied in many universities. Thus surfacing students and lecturers’ voices is of absolute importance in obtaining preferences for best practices in English language teaching. In the EFL context, speaking fluency is one of the elements of speaking that have many difficulties to be mastered by students. This study was conducted to derive suggestions and preferences for best practices in hybrid learning systems for English-speaking ability through Focus Group Discussion (FGD) method. From the FGD, we draw transcripts, back-to-back translations, field notes and activity artefacts to demonstrate the process of the discussion. The information gathered was examined using thematic analysis and an interpretative description approach. The participants of this study were Non-English majors and English lecturers. The result revealed that college students faced speaking challenges during hybrid learning to hone their speaking fluency. Emerging themes were identified wherein in a hybrid learning system, the lecturer utilized multifaceted learning, digital resources and communication tools to improve students' speaking fluency. As for the implementation, technical support and mental readiness for hybrid learning are the reasons for the possibility of hybrid learning that affects students' speaking fluency.
This study aims to determine the sources that cause speaking anxiety overwhelms English learners. It is qualitative in nature and focuses on learners’ speaking anxiety. The samples of the research are composed of senior high school students who deal with speaking anxiety. The primary data-gathering method is interview through semi-structured questions. The data were collected by in-depth face-to-face interview with 10 participants; the data were analyzed by determining the themes and description. The gathered data were analyzed using coding and verbatim quotes from research respondents. The results show 3 themes regarding sources that cause Speaking anxiety: Limitations of English Exposure, Fear of Negative Evaluation, and Learning Condition. It is undeniable that attitude holds an imperative role in learning to speak English. The results show two themes regarding learners’ attitude in causing them to become anxious whenever they speak English; the themes are self-inferiority and fear of making mistakes. Despite sources that cause learners to be anxious in speaking English, they find ways to reduce their anxiety in speaking English and from this study, there are two themes found regarding ways to reduce anxiety; they are: Media intervention and Establish learning support.  Keywords: Speaking Anxiety, Negative Evaluation, speaking skills Â
Asynchronous e-learning is receiving growing attention because it encompasses learner-oriented approach which emphasizes on the development of learners' knowledge and skills. Henceforth it is imperative to explore students’ experience on asynchronous e-learning. This study aims to delineate the experience of senior high school students in learning English through asynchronous e-learning. This is a qualitative descriptive study in nature and the data collected were analysed using thematic analysis by incorporating interpretive description approach. The participants of study were senior high school students from Lemahwungkuk sub-district, Cirebon, Indonesia. The results revealed that in undergoing asynchronous e-learning, the participants have to implement self-access learning and additionally they have to adapt with technology setting which may appear to be challenging due to limited technical support they have; moreover they still have to discover the knowledge by themselves inasmuch as they experience limited interaction with their English teachers throughout the process of learning.
This study aims to investigate teachers’ perceptions of the effectiveness of using the Kahoot application in enhancing students' vocabulary knowledge and increasing learning engagement. The research employed a qualitative research design, specifically utilizing a narrative inquiry approach to collect data. The study's participants were teachers with prior experience using the Kahoot application. Data were gathered through the use of storytelling, where the researchers listened to and transcribed the participants' accounts of their experiences. The findings suggest that the Kahoot application is a valuable tool for teaching vocabulary to English language learners. Teachers can leverage Kahoot to promote dynamic engagement in the learning process, which, in turn, motivates students to participate eagerly. Kahoot's enjoyable assessment features provide teachers with a platform to facilitate vocabulary learning in a more effective manner. The participants' experiences indicate that the majority of students respond positively to the use of Kahoot to enhance their vocabulary knowledge and express an interest in continuing to learn using this application.
Today it is often seen on television shows that moral damage to national graduatesis very worrying, acts of corruption (bribery cases), juvenile delinquency, brawls betweenstudents with physical violence, brutal suicide bombings, and anarchists. In responding to thereality of the moral crisis, the alarming character crisis faced by the Indonesian Nation, the2013 Curriculum has emphasized and directed the nature of education to improve attitudes,which is the essence of education in the real context, as also believed by Ki Hadjar Dewantara,MODEL PEMBELAJARAN KOOPERATIF ING NGARSA SUNG TULADHAKartini Hutagaol1, Louise M. Saija2, Debora C. Simanjuntak390regarding the effort in debriefing the national spirit , the spirit of brotherhood, protecting thosewho apply values that exemplify manners, to form moral people, who have a mind set (tocommit) that is in harmony with social values. The author team conducted a cooperativelearning model design that inspired the idea of Ki Hadjar Dewantara, as revealed by Soedjadi"is it not possible to develop learning models or methods that rely on our own philosophy?Furthermore, Soedjadi said, "once again, it is not impossible that new developments aboutlearning models in Indonesia, that model will affect learning in Indonesia." To addressSoedjadi's expression, the writer's team was challenged to design Ing Ngarsa Sung Tuladha'scooperative learning model, in response to Soedjadi's statement (1999, p. 104) "The authorfeels confident that it is possible to construct a learning model that breathes the idea of KiHadjar Dewantara. This early stage research is conducting an empirical study of learningmodels designed to direct, instill attitudes and character in which the teacher / lecturer isplaced or positioned as a leader, who will provide examples or good examples continuously,giving noble examples to those he leads . All of that aims to ignite the souls of the graduates tobecome leaders who have a nationality, unity, brotherhood, without discriminating ethnicity,customs, and religion, so as to avoid violence and anarchism. Empirical study research in theprocess of running, carried out in higher education, high school, junior high school,elementary school in the West Java region. The target population of tertiary education isstudents of the Faculty of Economics in West Java who study Mathematics Economics, andstudents of elementary, middle and high school in West Java. In this empirical research thefirst phase involved 3 students of English B. Study Program and 3 students of MathematicsStudy Program. Provisional assumptions that attitudes, learning outcomes, teamwork,leadership ability, ability to ask questions and provide answers to questions from students arebetter than those who do not use Ing Ngarsa Sung Tuladha's Cooperative Learning Model.
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