SENIOR HIGH SCHOOL TEACHERS’ CHALLENGES AND COPING STRATEGIES IN TEACHING LITERATURE IN ONLINE ENVIRONMENT

The teaching-learning process in Indonesia was mostly done online due to the Covid-19 pandemic. This sudden shift caused challenges for EFL teachers. Aside from providing linguistic lessons, EFL teachers also struggled in providing literature lessons, as it had distinct ways of teaching from linguistics. However, only a few studies researched the teachers’ challenges in teaching literature online and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in teaching literature in an online environment and their strategies to deal with them. This study used a narrative inquiry method and the data were gathered with a semi-structured interview from senior high school teachers. the results showed that the teachers faced challenges with their technology uses, including internet, websites, applications, and gadgets; students, including their internet, understanding, and participation; and subject delivery, including material adjustments, students’ interests, and accessible activities. Teachers’ strategies were: having asynchronous classes, posting materials ahead, utilizing WhatsApp, helping students’ technology experience, assisting their online learning, providing accessible learning activities, using familiar literary works, and giving less demanding activities. This study can help the teachers to identify their challenges in teaching literature in an online environment and find the solutions

Scrutinizing Grammatical Challenges within Indonesian-developed Mobile Game: ‘Code Atma’

The use of another language can cause barriers to transferring ideas from one language to another, such as grammatical challenges. It happens when the structures for delivering information are different within languages. Grammatical challenges can also occur for Indonesian EFL users. To combat this, various media are continuously developed to assist with language learning and give exposure to the English language in use. Games are an example of excellent learning sources that provide texts, descriptions, and stories. However, games might not be developed by natives and could potentially contain errors. Yet, previous research rarely conducted grammatical error analysis on games. Therefore, this study aimed to investigate the grammatical challenges within the Code Atma game. This study used document analysis to evaluate the grammatical accuracy of the passages in Code Atma. The findings showed that there were 630 grammatical errors, with verb errors accounting for the highest percentage and incomplete sentences for the lowest. is-selection was the type with the highest number of errors, while blends were the lowest. The implications of this study are the improvement of the game’s grammatical aspect, the use of games as EFL learning sources, and the identification of grammatical errors using error analysis

Exploring the Organization and Framing of the Literature Review of English Language Education Study Program Theses

Literature reviews provide the literature that illustrates the common knowledge and the researchers’ stand in their research. The literature review is designed with suitable organization and framing so the readers can build their knowledge. However, only few studies on the organization and framing of a literature review. Therefore, the researcher wanted to conduct a study on English Language Education Study Program (ELESP) theses. There are two research questions in this research: “How are the literature reviews of the ELESP students’ theses organized?” and “How are the literature reviews of the ELESP students’ theses framed?” The goal of this research is to explore the organization and framing of the literature review of the ELESP students’ theses. This research used content analysis. The data were gathered from thirty theses in education and linguistic fields from batch 2016 to 2018. The instruments to gather the data were two structured observation sheets for the organization and framing. The result shows that for the organization, thirty theses used thematic organization, none of them used chronological organization, and combinations of organization existed. Regarding the framing, some elements, author, year, topic, and result, were always mentioned in every observed thesis

Scrutinizing Grammatical Challenges within Indonesian-developed Mobile Game: ‘Code Atma’

The use of another language can cause barriers to transferring ideas from one language to another, such as grammatical challenges. It happens when the structures for delivering information are different within languages. Grammatical challenges can also occur for Indonesian EFL users. To combat this, various media are continuously developed to assist with language learning and give exposure to the English language in use. Games are an example of excellent learning sources that provide texts, descriptions, and stories. However, games might not be developed by natives and could potentially contain errors. Yet, previous research rarely conducted grammatical error analysis on games. Therefore, this study aimed to investigate the grammatical challenges within the Code Atma game. This study used document analysis to evaluate the grammatical accuracy of the passages in Code Atma. The findings showed that there were 630 grammatical errors, with verb errors accounting for the highest percentage and incomplete sentences for the lowest. is-selection was the type with the highest number of errors, while blends were the lowest. The implications of this study are the improvement of the game’s grammatical aspect, the use of games as EFL learning sources, and the identification of grammatical errors using error analysis

Adjective clauses in the -er suffix of occupation definitions in online dictionaries

Learners’ dictionaries are often intended to assist students with distinct proficiency levels. However, few studies have shown how dictionaries with different intended users were compared. This paper aimed to compare and contrast adjective clauses in -er suffix occupation definitions in two online dictionaries. Data, consisting of 33 occupation words with the suffix -er, such as ‘barber’ and ‘waiter’, were collected from the online Longman Dictionary of Contemporary English (LDOCE) and the online Oxford Advanced Learner’s Dictionary (OALD) using purposive sampling. The data were analysed using syntactic analysis, focusing on the components of adjective clauses. The results showed the head noun of the adjective clauses differed; LDOCE used pronouns most frequently (80.6%), while OALD used noun phrases only (100%). The relative pronoun ‘who’ was used more frequently in LDOCE (48.4%) and ‘whose’ in OALD (62.5%). Transitive verbs were used the most in LDOCE (48.4%), but in OALD, it was linking verbs (57.9%). The additional information that affected the length of the adjective clauses was longer in OALD compared to LDOCE. The study results provide pedagogical implications for English learning-teaching by utilizing online dictionaries. English teachers and learners are encouraged to integrate dictionaries into the learning-teaching activities

TECHNOLOGY USE IN TEACHING LITERATURE AMID AND POST-PANDEMIC: TEACHERS’ PERCEPTIONS

The impact of the COVID-19 pandemic caused the teaching-learning process to be done online. The online learning environment required EFL teachers to increase their technology use, including teaching literature classes. This influenced the teachers’ technology use in the long run, especially in post-pandemic teaching. To the best of researchers’ knowledge, only a few studied teachers’ perceptions of their technology use in EFL teaching and the post-pandemic era, especially for teaching literature. Therefore, this study aimed to investigate EFL teachers’ perceptions of their technology use for teaching literature and the technology use for teaching literature in the post-pandemic era. This study used a narrative inquiry design and a semi-structured interview to gather data from six senior high school teachers and analyzed using thematic analysis. The results showed that teachers had challenges in using technology for teaching literature at first because of low experience, but they had positive views on their current technology use for teaching literature, had positive perceptions on hybrid learning, and perceived that they had to make more adjustments for teaching literature in the post-pandemic era. This study may help teachers reflect on their technology use and adjust their technology use in online learning to meet the needs of the teachers and students

Teacher’s Use of Code-switching Types and Functions in Teaching TOEFL and IELTS Preparation Classes

In English courses, TOEFL and IELTS preparation classes are opened to accommodate the students’ need in learning English skills intensively and passing those standardized tests. As the EFL students still learn the target language, teachers often code-switch to give exposure and explanation. This research aims to study the use of code-switching in English courses. The research questions posed in this study are “what are the types of code-switching used by the teacher in TOEFL and IELTS preparation classes?” and “what are the functions of code-switching in TOEFL and IELTS preparation classes?” This study used descriptive statistics with two structured observation sheets as the instruments. The results showed that the teacher uses seven types of code-switching, intersentential, intrasentential, emblematic, lexical borrowing, integrated loanword, situational, and metaphorical switching in both observed TOEFL and IELTS classes. The researcher finds the six functions of code-switching: referential, directive, expressive, phatic, metalinguistic, and pedagogical functions. &nbsp

Scrutinizing Grammatical Challenges within Indonesian-developed Mobile Game: ‘Code Atma’

The use of another language can cause barriers to transferring ideas from one language to another, such as grammatical challenges. It happens when the structures for delivering information are different within languages. Grammatical challenges can also occur for Indonesian EFL users. To combat this, various media are continuously developed to assist with language learning and give exposure to the English language in use. Games are an example of excellent learning sources that provide texts, descriptions, and stories. However, games might not be developed by natives and could potentially contain errors. Yet, previous research rarely conducted grammatical error analysis on games. Therefore, this study aimed to investigate the grammatical challenges within the Code Atma game. This study used document analysis to evaluate the grammatical accuracy of the passages in Code Atma. The findings showed that there were 630 grammatical errors, with verb errors accounting for the highest percentage and incomplete sentences for the lowest. is-selection was the type with the highest number of errors, while blends were the lowest. The implications of this study are the improvement of the game’s grammatical aspect, the use of games as EFL learning sources, and the identification of grammatical errors using error analysis

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

In the IELTS writing preparation class, the teacher can facilitate the students by integrating the stylistic approach in building writing students’ style. Not only achieving the primary goals in English proficiency by focusing on the writing style, but students can also comfortably share their ideas in their style. The paper examined the stylistics integrated material in IELTS writing through noun phrase construction. This study employed a qualitative method and a descriptive design. The data were collected using structured observation sheets as the instrument and were analyzed stylistically. Writing materials and the writing results of 12 students at an English course were collected. Results showed that stylistics was used in phrase complexity and ambiguity as a part of writing strategies. It was supported by the three dominant types of noun phrases produced by the students in their writing: determiner + head, determiner + pre-modifier + head, and pre-modifier + head, as the evidence of the implementation of integrated material in IELTS writing. For the noun phrase uses, the students could vary the noun phrases in their complexity, function, and type in their tests, though the variations in each of those aspects were still low. Implications of the results are stylistics could be implemented in language learning-teaching activities in general. It could encourage students to develop their writing style for self-expression and more explicit writing products