Pedagogical Research Journal

EFL STUDENTS’ PERCEPTION OF USING SMARTPHONE FOR ENGLISH LANGUAGE LEARNING AT UNIVERSITAS LANCANG KUNING

Winda Septiana Sitanggang — 2024-06-30

In this day and age, there is an increasing tendency towards utilizing smartphone for the purposes of language learning Overall, there is a significant acceptance of mobile learning among language learners, especially in terms of usefulness, efficiency, interactivity, and convenience. The main goal of this survey research was to investigate the perspectives of first-semester students at English Education Department towards mobile applications use for the purpose of learning English. Data on the study findings are reviewed in the discussion part in order to either corroborate or refute certain earlier research findings. The researchers collected data using a questionnaire adopted from Hidayati (2019). The finding shows that the students’ perception of using smartphone for language learning was in the level “Moderate” indicated by Mean=3.31 and SD=.655. This study might be helpful for future investigations on the use of cellphones to learn languages. It is anticipated that the study's conclusions will be beneficial to students as one of their resources when they wish to use cellphones for language learning.

A SURVEY ON EFL STUDENTS’ E-LEARNING READINESS

Findi Audia Agustin — 2024-06-30

Online learning readiness for students has been a topic of investigation in several studies. Factors influencing E-learning readiness include preference, beliefs, competence, self-directed learning, computer skills, knowledge, attitude, work experience, and motivation. Data were collected from twenty-one respondents using a questionnaire (adopted from Ünal and Soyda, 2017) Descriptive statistics (Mean and Standard Deviation) were used to analyze the scores and Standard Deviation) were used to analyze the scores of the student questionnaire scores. This study revealed that the perception of English students in the first indicator namely E-learning "readiness" is categorized into "Moderate" (M = 3.38). The second indicator "students’ acceptance in E-learning" reached the level of "Moderate" (M=3.79). The third indicator "students’ training in E-learning" was at the "Moderate" level (M= 3.28). In general, English students' perceptions of online learning readiness in EFL classes are categorized into "Moderate". Future research can further explore what has been designed, planned, and implemented and evaluated in terms of E-learning in their EFL classrooms.

The STUDENT’S ATTITUDE TOWARD DIGITAL MEDIA FOR LEARNING

Muhammad Ramadaniel — 2024-06-30

This survey research aims to determine students' perceptions of the use of Digital Media. This research focuses on "How do students perceive the use of Digital Media in the learning process? This quantitative research was conducted on 5th semester students of English Education Department, Faculty of Education and Vocational Studies. Data was collected from thirty respondents using a questionnaire (Flew, 2008, pp. 2- 3) which consisted of three indicators namely perceived use, benefits and barriers. Descriptive statistics (Mean and Standard Deviation) were used to analyze the students' questionnaire scores. This research revealed that the first indicator; students' perception towards the use of Digital Media Support was categorized as "Moderate" (M=3.84).The second indicator, "Students’ Attitude towards Technology was "High" (M=4.03).The third indicator, "Students' Perception towards Understanding of the Assignment, was "Moderate" (M=3.96).The fourth indicator "Knowledge Construction", was ”High” (M=4.05). in general Student's Attitude Toward Digital Media For Learning is categorized as "Moderate". Overall, the perception of Student's Attitude Toward Digital Media For Learning falls into the Moderate category (M=3.97). In short, English students' perceptions towards the use of digital media in the learning process implies that students are already using digital media in the learning process. Future research can further explore what students think and do about digital media.

CONVERSATIONAL ANALYSIS IN ELT CLASSROOM

Tampubolon Esthy Fani — 2024-06-30

Conversational analysis (CA) is a research method that focuses on examining the language used in everyday interactions, such as classroom conversations. In the field of English Language Teaching (ELT), CA can be used to study how language learners communicate with each other and with their teachers, uncovering the intricate dynamics of language use and negotiation. By studying conversational data like audio or video recordings, transcripts, and observations, educators and researchers can identify patterns and techniques that impact language learning, such as the ways in which students take turns, use discourse markers, and repair misunderstandings. This method offers valuable insights into how learners make meaning, resolve conflicts, and develop relationships, ultimately informing the creation of more effective language teaching approaches. Through employing a CA perspective, ELT professionals can gain a deeper understanding of the social and linguistic aspects of language learning, allowing for the development of targeted and responsive teaching methods that meet students' needs.

ETNOGRAPHY OF COMMUNICATION IN STUDENT WHATSAPP GROUP ANALYSIS

Cut Khairunnisa — 2024-06-30

The integration of digital tools in education has significantly transformed traditional teaching methods, with WhatsApp emerging as a pivotal platform for educational communication. This study examines the ethnography of communication within a student WhatsApp group, particularly focusing on a class of 4.1 English education students. Through the lens of various studies, this analysis explores the multifaceted roles of WhatsApp in educational settings. This study underscores the importance of WhatsApp in enhancing educational communication, fostering student engagement, and supporting various instructional functions.