JETAL: Journal of English Teaching & Applied Linguistic

Unveiling Syntactical Errors in SHS Students

Clarise Tan Contreras — 2024-04-24

Academic writing has always been one of the hardest skills to develop as it requires mastery of the language. With the unforeseen pandemic, developing the said skills of the learners in this generation has become harder as new modes of instruction that are unfamiliar to both teachers and students emerge. With that, the main focus of this study is to identify the types and frequency of errors the students commit in writing academic papers in an attempt to provide the best possible interventions to remediate them. To achieve these objectives, 15 position papers were collected and analyzed. Error analysis designed by Gass and Selinker in 2008 was applied. In the end, results have been tabulated in descending sequence in which grammar appeared as the most frequent error. Strategies, such as the use of AI in checking grammar, and interventions, such as giving feedback and drafting, are recommended.

Analysis of Agents’ Readiness in Taking Calls: Perspectives on Language Assessments and its Effectiveness

Clarise Tan Contreras — 2024-04-24

BPO industry is one of the most popular jobs of choice by many young people in the Philippines. Its popularity is due to the fact that the salary is competitive and it does not discriminate by giving equal chances to jobseekers regardless of their age, gender, or educational attainment. As there are numerous BPO companies in the Philippines, some find it as an opportunity to enhance their communication skills before applying for the job of their dreams. With that, this paper aims to identify the different language assessment tools and tests provided during training and measure how effective it is to prepare the agents in taking live calls. This study also presents common opportunities agents less than 90-day tenure experience and the interventions done by their supervisors to meet the operation needs.

Home Follow-ups:Support to Classroom-Based Remediation in Enhancing Reading Comprehension

Trisha Aira Navarro Lopez — 2024-04-24

Abstract

In the educational realm, all stakeholders must take part in the overall well-being of students, regardless of their age, economic status, abilities, and individual uniqueness. Teachers are at the forefront of keeping the process going; parents are on the side, especially when supplemental assistance must be provided to the learners. This study aimed to understand home follow-ups in support of classroom-based remediation in enhancing reading comprehension skills through the lived experiences of five parents involved in their child’s learning. The study was anchored on the data gathered through a semi-structured interview to deeply understand the parents’ side on this topic. Through an Interpretative Phenomenological Analysis qualitative approach, the researchers divulged how parents’ involvement takes hold of their child’s performance in school. In this paper, five superordinate themes with corresponding sub-ordinate themes were determined: the spectrum of parents’ impressions on the idea of classroom-based remedial sessions; help given at home through follow-up sessions; reasons of parents for stepping up and taking extra actions; the difficulties and challenges encountered; and the essence of home follow-ups to the students’ holistic being. The experiences of parents revealed that home follow-ups positively impact the child, and this is a practice every parent must endeavor.

AI-Driven Classroom Conversations: Revolutionizing Education 5.0 for Enhanced Student Engagement in Speaking Skills

Andi Asrifan — 2024-04-24

This study examines how modern education uses Artificial Intelligence (AI) technologies to improve student engagement and speaking skills. This study emphasizes the importance of tailored learning experiences and the potential of AI to transform language learning in the context of Education 5.0. The research seeks to fill the gap in education literature by showing how AI-driven classroom talks can improve student engagement and speaking skills. The study carefully evaluates AI-facilitated speaking activities in primary and high schools using a qualitative research design. The research shows how AI transforms student learning, improving engagement and speaking competency through case studies. The findings suggest using AI to supplement instructors rather than replace them. The study also explores Education 5.0's theoretical foundations, showing how AI can be used to personalize education, use big data to improve education, and increase education quality. Future studies should examine AI's effects on other language skills and its application to varied student demographics. This research advances the discussion on AI and education, enabling more nuanced studies of technology-enhanced learning.

Errors Found in Students' Theses: Capitalization, Punctuation, and Spelling

Nopa Ayu lia Putri — 2024-04-24

Writing is a skill that is considered difficult because many aspects must be considered. The aim of this research is to investigate and analyze the use of capitalization, punctuation, and spelling in the abstracts of theses. Understand the impact of these errors on written communication and provide concrete recommendations to enhance the quality of academic writing. This research was qualitative approach with text analysis, the population involves undergraduate students from English Department of IAIN KERINCI, and the sample was taken from the theses of the last 5 years, number of tenth theses on abstracts. Data was collected through manual analysis of thesis texts, focusing on capitalization, punctuation, and spelling. Based on the results of the researcher finding capitalization errors are the most prevalent, totaling 60 instances. On the other hand, punctuation errors, specifically in the abstract section of the theses, are comparatively lower, with only 25 occurrences. Meanwhile, spelling errors identified in the abstracts of the theses amount to 30 mistakes.

An Analysis of Sumbawa University of Technology Nusantara Students’ Motivation to Study Sumbawa Language

Topan Rahmatul Iman — 2024-04-24

Sumbawa University of Technology is one of the universities in Indonesia. According to the data from the head of Sumbawa University of Technology students’ admission (Mustaram, personal communication, March 21, 2024), the students of UTS come from 28 provinces in Indonesia. It is assumed that this condition impetuses the students to learn the local language, which is the Sumbawa language. Therefore, the aim of this study is to look at the motivation of Sumbawa University of Technology Nusantara students to study the Sumbawa language. The design of this study was descriptive quantitative research. There were 7 students completed the questionnaire. The data was analyzed in five steps; scoring, adding up, determining the mean, categorizing the mean, and interpreting the mean. There are two motivations for UTS Nusantara students to study the Sumbawa language: intrinsic and extrinsic factors. The intrinsic motivation consists of personal interests and enjoyment of language learning, such as the desire to add linguistic knowledge, interact with Sumbawa people, and avoid discomfort with locals. Extrinsic motivation relates to external rewards or social approval such as the desire to live in Sumbawa, work in Sumbawa, get networking opportunities, and be asked by others to learn the Sumbawa language.

Empowering E-Learning for English Literacy Development: Insights from Lecturers

Adi Isma — 2024-04-25

The integration of e-learning platforms in university settings has experienced notable growth, especially with the onset of the COVID-19 pandemic. This qualitative case study explored university lecturers' perceptions regarding the use of e-learning for teaching English literacy skills, specifically reading and writing. Semi-structured interviews were utilized for data collection with six lecturers from the English Department at Universitas Sulawesi Barat, Indonesia, who taught literacy courses during the 2022/2023 academic year. The findings revealed a spectrum of lecturers' experiences, beliefs, and attitudes toward e-learning-based literacy instruction. While initial challenges were encountered during the transition to online learning, the lecturers recognized benefits such as flexibility, efficient material sharing, and enabling remote assignments. However, connectivity issues, difficulties monitoring student progress, and the need for robust technological skills were identified as significant challenges. The lecturers advocated learner-centered, multimodal pedagogical approaches and emphasized the importance of balanced, blended learning that integrates both traditional classroom and online elements. The study highlights the potential of e-learning for enhancing English literacy education while underscoring the need to address infrastructural and pedagogical barriers.