A lack of online reading ability can lead readers to become confused in evaluating the credibility of sources, and this may be one of the factors that caused them to be reluctant to check the credibility of online sources. Another study that illustrated the perception of the credibility of online sources is by Mehrabi et al. 2009) through their survey investigating factors influencing non-academic professional staff on their perception of media credibility.
RESEARCH METHOD
One of the weaknesses of the study is related to the homogeneity of the subjects' educational background. The implication of this reality is that the results of the experiment are only valid for this specific student population.
FINDINGS AND DISCUSSION
Meta-cognitive strategies as the most preferred group of the six strategy categories have exactly the same resources from both studies, i.e. the reason could be that the English language instructors in both countries are aware of the importance of training meta-cognitive strategies.
CONCLUSION
I draw a picture, in my head or on paper, to help me remember a new word (for example, when I learn the word bicycle, I imagine a bicycle in my head). I try to find opportunities outside of school (tutors or study schools) to practice my English. I am trying to discover grammar rules of the English language (use is for singular and are for plural, for example).
I am interested and ready to learn about the culture of English-speaking countries (for example, America or England).
BIOGRAPHY OF AUTHOR
EFL STUDENTS’ PERSPECTIVE ON WHATSAPP AS MEDIA OF ONLINE TEACHING AND LEARNING IN COVID-19 PANDEMIC
Arsyada Nihayati 1 , Lilia Indriani 2 Universitas Tidar 1,2
INTRODUCTION
THE EFL STUDENTS' PERSPECTIVE ON WHATSAPP AS A MEDIA FOR ONLINE EDUCATION AND LEARNING IN THE COVID-19 PANDEMIC. Online teaching and learning can be completely online or combined with face-to-face interactions (Bakia, 2012; Nguyen, 2015). For example, this article discussed EFL students' perspectives on Whatsapp as a media for online teaching and learning in the COVID-19 pandemic.
The first to fifth statements were used to describe EFL students' perceptions of the benefits of online teaching and learning through WhatsApp. CI noted and coded detailed evidence-based strengths and challenges of implementing online teaching and learning through WhatsApp. In addition, this research focused on EFL students' view of WhatsApp as an online teaching and learning medium in the COVID-19 pandemic.
As I teach and learn online, I tend to get distracted by other reports of it being unrelated to the subject matter.
I feel comfortable doing online teaching and learning via WhatsApp (ST1)
I prefer discussing topic/material using WhatsApp instead of other social media (ST2)
I prefer to discuss topic/material with WhatsApp than any other platform or social media as I can deliver my idea freely. I also notice that my friends, those who don't seem to be too active in offline learning, become more active in expressing their ideas about online learning during WhatsApp. For that, the class will no longer be passive, and I can bounce my ideas together.
In addition, the lecture can also control its students, because WhatsApp offers special features that can detect those who have already read the messages, a record for those who paid attention to the discussion or not. It will be different from all other social media, because the lecturer cannot see who is watching the lecture from the beginning to the end. I have been using WhatsApp for six years and I don't know much about any other social media that has the same qualification as WhatsApp.”
The discussions via WhatsApp helped me to understand the material effectively (ST3)
During online teaching and learning, I join the discussion on WhatsApp actively (ST4)
I understand the material easily (ST5)
More precisely, 52.5% of students disagreed that they could easily understand the material conveyed through WhatsApp media. While related to the interview results, several things help students understand the material easily while teaching online. Student A and Student B agreed; apart from the WhatsApp features, which do help this, there are other factors influencing as well.
In addition to the supporting features, there are other factors that make it easy for me to understand the material, namely the mood. I can easily understand all the online learning material as I can share my knowledge with others and share my ideas without worrying about losing my notes. However, in general, I can understand the material while learning online since I have a lot of time to study the material first, and the atmosphere of interaction in the classroom seems not too nerve-wracking.”
During teaching and learning online, I utilize all of WhatsApp features (ST6)
I always check online teaching and learning notifications regularly (ST7)
While doing online teaching and learning, I tend to get distracted by other messages that are not related to the material (ST8).
While doing online teaching and learning, I tend to be distracted by other notification that it is not related to the material (ST8)
My Internet connection supports online teaching and learning through WhatsApp (ST9)
Based on the above discussion, it can be concluded that two main points relate to the perception of students and the challenges of implementing online learning via WhatsApp for EFL students. They feel comfortable and actively participate in the discussion of the subject matter during online teaching and can understand the subject matter easily and effectively. Second, another finding mentions that most students take advantage of all the features of WhatsApp to support online teaching.
Mobile Assisted Language Learning (MALL): Using Whatsapp as an Effective Tool to Support ESL/EFL Writing Skill. The effect of "WhatsApp" use on the attitudes of students towards English self-efficacy and English courses in out-of-school foreign language teaching. International Journal of Research Studies in Educational Technology Lam, Y., & Lawrence, G 2002, 'Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change?'.
A teacher's and student's perspective on ethnic snake play in the speech class at Universitas Muhammadiyah Malang.
BIOGRAPHIES OF AUTHORS
Evidence that technology can support and support learning. A literature review in mobile technologies and learning. How to teach with technology: Making both teachers and students comfortable in an age of exponential change.
AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN
Weny Anita Febriantini 1 , Rahima Fitriati 2 , Lulud Oktaviani 3 Universitas Negeri Malang 1
As mentioned above, this study attempts to investigate the use of verbal and non-verbal communication in developing the communication skills of autistic children. On the basis of the above studies, it has been proven that verbal and non-verbal communication are interconnected in the development of communication skills of autistic children. However, there was no deeper explanation of the process of verbal and non-verbal communication used in developing the communication skills of children with different levels of autism.
Therefore, the aim of this study is to discover the process of verbal and non-verbal communication used in the development of two levels of communication skills of autistic children. The aim of this study was to investigate the process of developing communication skills in autistic children through a combination of verbal and non-verbal communication. Observation was done to directly investigate the process of using verbal and non-verbal communication in developing communication skills.
Then it is used to correlate how verbal and non-verbal communication can improve communication skills in autistic children.
The process of verbal communication
Participant A was able to pronounce quite clearly in speech, but still found it a little difficult to pronounce R. On the other hand, Participant B could only pronounce some vowels, but still lost many consonants. This condition made it difficult for him to express what he wanted to say and could also lead to misunderstandings in communication.
The therapist needs to know the best way for both of them to improve their communication skills based on their different abilities.
The process of non-verbal communication
The behavior of parents of children with autism predicts the subsequent development of their children's communication. She has been teaching English for Specific Purposes (ESP) for the last 5 years in Universitas Muhammadiyah Malang. Along with her profession as an ESP lecturer, she has published two books namely English for Biology, 2016; and English for Mathematics, 2017.
Along with her profession as an ESP teacher, she had published two books namely English for Mechanical Engineering and English for Law. In addition to teaching, she is also active in participating as a presenter at national and international conferences and publishing her research in articles and journals. In addition, she has also obtained funding from the Directorate of Research and Community Service in Higher Education five times for Penelitian Dosen Pemula (PDP) and Program Kemitraan Masyarakat (PKM).
EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS
This course makes it easier for third semester students to learn the nature of public speaking and the opportunities to speak in front of the class. The determination of the importance of measuring students' level of public speaking anxiety motivated the researchers to investigate English public speaking anxiety faced by third semester students from the English Department of Universitas Tidar. This study also aims to explore the main reasons that influenced their public speaking class anxiety.
What are the levels of public speaking class anxiety (PSCA) experienced by the third semester students of the English Department at Universitas Tidar. What are the primary factors influencing public speaking class anxiety (PSCA) among third semester students of the English Department at Universitas Tidar. This present study aims to expose the level and the most important factors influencing students' speech class anxiety.
Furthermore, the final version of the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong and Usaha (2012) was used to collect data regarding students' level of public speaking anxiety.
The Level of Students’ Public Speaking Class Anxiety
The Factors of Students’ Public Speaking Class Anxiety
This is followed by 67.6 students who agree that they feel anxious while waiting to speak English, item 14. Then 58.7% of the students answered that they are afraid that others will laugh at them while they speak English. In addition, 55.8% of the students felt that some parts of the body were very tense and stiff while speaking in English.
Finally, Table 5 shows that 41.1% of students have difficulty coordinating their movements while speaking English. Regarding the test anxiety factor, Table 6 shows that 17.7% of students experienced test anxiety during public speaking class, and they agree that most causes of anxiety arise when the teacher asks them to speak English even if they have prepared in advance, see item 7. This frequency shows that almost half of the number of students feel comfortable speaking English.
However, the data for grade 12 shows that 67.6% of students face the prospect of speaking English confidently.
APPENDIX
Kenti Sugiyati is an undergraduate student in the Department of English at the Faculty of Teacher Education and Training, Universitas Tidar. Lilia Indriani, M.Sc. Pd is a lecturer at the Department of English at the Faculty of Pedagogy, Universitas Tidar.
INFORMATION FOR AUTHORS
Journal of Research on Language Education welcomes articles on various topics related to linguistics, literature, and language teaching and learning
The manuscript should be original and has not been published previously
The manuscript can be written in English or Indonesian and consists of 3000-7000 words including an abstract (from 150-250 words) with 3-5 keywords,
The author will be notified whether the files have been successfully received maximally within two weeks after the files are sent
The review and notification of acceptance will be sent to the author not later than one month after the files are sent
Authors interested to send manuscripts may ask for the article template via the email address given above
