EBONY: Journal of English Language Teaching, Linguistics, and Literature

Assessing 4C Competencies in English Language Learners: Tools, Challenges, and Implications

2024-06-17T16:44:04+00:00

In the era of globalization and the Fourth Industrial Revolution, 21st-century skills—Critical Thinking, Communication, Collaboration, and Creativity (4C)—are essential for learners' success in dynamic and competitive environments. This study evaluated 4C competencies in English language learners, focusing on comprehensive assessment tools, challenges, and implications. The literature review method was used to analyze various peer-reviewed sources, highlighting effective tools such as rubrics, performance-based assessments, and technology-enhanced platforms. Challenges include the subjective nature of evaluating creativity and the necessity for extensive teacher training. The study emphasized the need for integrating 4C skills into English language curricula to create dynamic learning environments that enhance both language proficiency and essential life skills. The findings suggested that adopting innovative assessment strategies and providing ongoing professional development for educators are crucial. Ultimately, assessing and cultivating 4C competencies will contribute to developing adaptable, innovative, and effective communicators, preparing students for the complexities of the 21st century. Continuous research and investment in this area are vital for advancing English language teaching and learning.

Games in Enhancing Productive Skills for EFL Students

2024-06-13T11:31:28+00:00

This article explores the use of games as an effective pedagogical strategy for improving EFL students' speaking and writing skills. Conducted through a literature review, the study examines various games used in language classrooms and their impact on language learning outcomes. The importance of language as a communication tool and the need to enhance students' English-speaking and writing skills are emphasized. Teachers' role in leveraging innovative game-based learning strategies is highlighted, focusing on games like Zepeto, board games, spinning wheel games, and guessing games. These games offer engaging, real-time language practice, promoting fluency, confidence, and motivation. The research method used by this study was literature reviews. Findings indicate the efficacy of these games in enhancing speaking and writing skills for the EFL students. The study underscores the value of game-based learning in making language education more enjoyable and effective. Concluding, the study advocates for the integration of game-based strategies in language classrooms to boost students' interest, engagement, and proficiency in English.

Enhancing Reading Comprehension Among Informatics Management Students through the Grammarian Android Game: A Classroom Action Research

2024-06-13T11:35:51+00:00

This research investigates the effectiveness of the Grammarian Android Game in improving the reading comprehension skills of third-semester Informatics Management students at Piksi Input Serang Polytechnic. The study adopts a Classroom Action Research (CAR) methodology, conducted in two cycles, involving 28 students. Initial observations indicated significant challenges in reading comprehension, with most students scoring below the required competency level. The introduction of the Grammarian Android Game aimed to address these challenges by providing an interactive and engaging learning tool. Results showed substantial improvements in students' reading comprehension scores, increasing from an average of 60.72 in the pre-cycle to 92.21 in the second cycle. The iterative process of planning, acting, observing, and reflecting facilitated continuous improvement in teaching strategies, leading to enhanced student engagement and understanding. The study concludes that the Grammarian Android Game is an effective tool for enhancing reading comprehension, making the learning process more enjoyable and effective. This research contributes to the understanding of digital game-based learning's impact in higher education, particularly in technical fields.

Exploring Thematic Progression of EFL Students’ Argumentative essays

2024-06-13T11:47:24+00:00

This paper aims to investigate the thematic progression patterns in students’ argumentative essays produced by Tunisian EFL learners. The data originated from 27 academic essays written by second year Business English students were collected, investigated and interpreted employing a qualitative approach with descriptive analysis relevant to thematic progression patterns based on the theory proposed by Bloor and Bloor (2004). The preliminary results suggested the students’ predominant use of the constant pattern which implies that they are successfully able to ensure smooth information flow in their writings. Besides, the thematic analysis revealed the presence of the linear pattern, which proved the writers’ ability to maintain the essays’ cohesion by introducing new information and making a Rheme to become the Theme of the next clause. However, the results demonstrated the low presence of the split-rheme pattern and the total absence of the derived theme in the students’ argumentative essays, which indicates their limited writing skills in creating, developing, and connecting complex clauses. This study intends to provide contributive insights that may help EFL and ESL instructors as well as curriculum designers to enhance the students’ textual coherence as well as their academic writing proficiency.

Understanding the Role of Language on Twitter: From Hashtag to Discourses

2024-06-13T11:58:03+00:00

This article delves into the intricate dynamics of language on Twitter, tracing the evolution from the simple use of hashtags to the emergence of complex discourses. The study explores how language shapes and influences the trajectory of discussions within Twitter. By analyzing the linguistic elements embedded in tweets, unravel the nuances that contribute to the formation and evolution of broader discourses on the platform. The research investigates the multifaceted role of language in shaping online conversations. From the early days when hashtags served as mere categorization tools, Twitter has transformed into a space where language plays a pivotal role in constructing and deconstructing narratives. Through a qualitative analysis of tweet content identify linguistic patterns and examine their impact on the development of larger discussions.

Difficulties Encountered by English Teachers in Using Storytelling to Teach Young Learners

2024-01-22T14:24:45+00:00

Teachers of English utilize storytelling as a common strategy while teaching second languages, especially to young learners. However, because young learners have various features when it comes to second language proficiency, English teachers will find it challenging to use storytelling in these courses. The purpose of this study was to identify the difficulties faced by English teachers while teaching through these methods. The qualitative research technique was utilized in conjunction with the phenomenological design. The three English teachers were selected as participants, who were teaching to five grade students through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. This study found that teachers found it difficult to find stories that were suitable for children, did not know the criteria for stories that were suitable for children, lacked the confidence to compose children's own stories, and had very limited time available (75 minutes once a week). It is recommended that resource rooms be established to provide English teachers with the greatest possible training opportunities.

Students’ Perception of Game-Based Learning Using Kahoot! In Learning English

2024-01-17T13:56:18+00:00

This study aims to evaluate students' perceptions of the use of Kahoot! application in English learning and its impact on students' learning motivation in terms of its effectiveness and competitiveness,. This study used observation, questionnaire, and interview methods with 23 students in class XI Language of SMAN 1 Palangka Raya. The results showed that most students agreed that Kahoot! is an effective tool for English learning in class. Kahoot! increased their learning motivation through the Game-Based Learning (GBL) method, including competitive feeling, interactive learning, visual experience, fun learning, and customization. The results of this study show that Kahoot! is an effective learning tool to increase students' motivation in English learning. In addition, the use of Kahoot! can improve students' mood and help them understand the material more quickly also students feel more creative and enjoy learning due to the interactive and fun nature of the platform. The implication of this study is that students respond more positively to interactive, visual and fun learning media such as Kahoot! Teachers can consider using Kahoot! routinely in learning to improve students' motivation and learning outcomes. With this, Kahoot! is expected to be the learning tool whose influence has been sought.

A New Paradigm of Language Teaching Methods in ESP Instruction

2024-01-17T13:38:50+00:00

The implementation of the Merdeka curriculum, in language teaching requires a specific method that accommodates the curriculum goal. This writing tries to describe the implementation of some language teaching methods used in the Merdeka Curriculum at a higher level of education in English for specific purposes (ESP) context. This article also give recommendation for lecturers to engage Case Based Learning (CBL), Project Based Learning (PBL), Technology Based Learning (TBL) as language teaching methods in ESP instruction considering their advantages to attain Merdeka curriculum goals.

The Use of English Outside the Classroom by Students of the English Education Study Program

2024-01-14T15:38:29+00:00

English is a widely used language in various countries. The purpose of this study is to determine whether students use English beyond the classroom and to identify reasons for not doing so, with a focus on speaking. The study utilizes a quantitative research method, involving descriptive statistical data analysis, with students from the English 2023 program as subjects. Data was collected through a Likert scale with 10 statements and reasons for not using English outside the classroom. Results indicate that 71 students used English outside of class, with lack of participation being the primary reason for those who did not. It is important for students to use English beyond the classroom to improve their speaking skills and vocabulary.

Student-teachers’ Emotion Regulation in Speaking

2024-01-12T16:02:43+00:00

Several scholars in education have asserted that emotions play a significant role in motivation to learn. On the side of self-regulated learning theory, it is believed that a learner would succeed more if he owned fully constructed self-regulation in learning. This research aims to describe the student-teachers’ academic emotions, specifically in speaking, and later to elaborate on their tendency to regulate it. The researcher applied mixed methods in this study. The data was obtained through questionnaires and in-depth interviews. Supporting theory used to gain the description of the student-teacher state of academic emotion is the theory proposed by Pekrun et al. (2002). The result showed that the student-teachers tend to perceive negative emotions about their ability to speak. However, they managed to use a cognitive reappraisal strategy to modify their academic emotion in both stages of preparation and mastering speaking. Meanwhile, they tend to use expressive suppression to manage their academic emotion in performing speaking. Moreover, the implications and implementation of emotion regulation in the East Nusa Tenggara context as a part of the researcher’s reflection are also discussed.