ELLTER Journal

INDONESIAN EFL TEACHERS’ EXPERIENCES OF USING COPING STRATEGIES TO DEAL WITH STRESS AT WORK

Nadya Demes Krisanti, Siti Masrifatul Fitriyah, Annur Rofiq — Tue, 30 Apr 2024 00:00:00 +0700

Teaching has been recognized as one of stressful occupations. In Indonesia, EFL teachers also perceive stress at work due to abundant responsibilities that they carry out. The use of coping strategies is essential to help them deal with stress at work. Therefore, this study aims to explore EFL teachers' experiences, especially the sources of their stress, the coping strategies used by EFL teachers, and the advantages and challenges of using those coping strategies. Using a narrative-based approach to explore their experiences, the findings show that there were 8 sources of EFL teacher’s stress at work. The coping strategies varied from five areas of: work demands, boredom, personal conflict, interpersonal conflict, and emotion. Those coping strategies were helpful to lessen the feeling of stress and resolve teachers’ problems at work. Despite those advantages, the teachers also mentioned that lack of me-time can be a challenge for the optimum use of the coping strategies. Meanwhile, social support from family and friends can contribute to help the teachers deal with their stress at work.

ACADEMIC EMOTIONS OF MIDDLE SCHOOL STUDENTS LEARNING ENGLISH AFTER THE COVID-19 PANDEMIC: HIGH ACHIEVERS' EXPERIENCES

Uswatun Hasanah, Budi Setyono, Musli Ariani — Tue, 30 Apr 2024 00:00:00 +0700

Changes in English language learning experienced by students after the pandemic can elicit a range of academic emotions. These emotional changes can be due to the environment and different learning atmospheres. The existence of these emotional changes will also have an impact on students’ academic achievement. Therefore, this study aims to examine the academic emotions of high-achieving students of junior high school learning English after the Covid-19 pandemic and how they affect students’ effectiveness in learning English. Using a descriptive case study research design to explore students' academic emotions, the research revealed the existence of four types of academic emotions: achievement, epistemic, topic, and social emotions. Each type was accompanied by positive and negative experiences. The positive emotions such as happiness, enjoyment and confidence can be caused by their enthusiasm and interest in learning, which closely related to the achievement obtained. Inversely related to the negative emotions, they tend to feel bad when they do not like something done during offline learning.

The THE RELATIONSHIP BETWEEN STUDENTS’ HABIT IN WATCHING ENGLISH TIKTOK AND THEIR VOCABULARY MASTERY IN SENIOR HIGH SCHOOL

Arya Putra Pratama K, Roslaini — Tue, 30 Apr 2024 00:00:00 +0700

Students are progressively acquiring new vocabulary from their everyday experiences, particularly through various internet applications, with a particular emphasis on social media. TikTok is a highly global social media application used by many students. Teachers may contemplate utilizing TikTok as an instructional instrument for their students. Therefore, this research aimed to find out whether TikTok influences students’ English vocabulary. To get the data, this research uses an observational quantitative with a cross-sectional design. The instruments used are questionnaire and vocabulary test. Both instruments are given to 125 students of SMA Budi Mulia Tangerang, and SPSS is used for analyzing the data. The result of this research indicates that the students’ habit at SMA Budi Mulia Tangerang comes into good category, and the students’ vocabulary mastery can be categorised into very good category. Then, after analyzing the data, it shows that there is a significant correlation between students’ habit of watching English TikTok and their vocabulary mastery within p-value = 0.009. In this case, it can be said that watching English TikTok gives contribution to students’ vocabulary mastery.

TEACHERS’ PERSPECTIVES ON THE USE OF MOBILE APPLICATIONS FOR LEARNING ENGLISH

Rohmah Ni’matur , Siti Zulaiha, Hamzah Puadi Ilyas — Tue, 30 Apr 2024 00:00:00 +0700

This study aimed to discover the strategies used by English teachers in online learning using a mobile application and the challenges they face when using it. This research was conducted in a qualitative case study with an open-ended questionnaire and interview. The participants are 16 English vocational high school teachers in Jakarta. It was revealed that most teachers use Google Classroom, Google Forms, Google Meet, and Zoom Meeting. The teachers consider using the application as the optimal method for online English learning. The challenges teachers encounter are the internet network and less supportive devices. The findings of this research can be used as a guide for teaching methods that include mobile applications in teaching-learning activities. The current study is also expected to contribute to stakeholders involved in the education process and to gain the quality of education in the upcoming process while using mobile applications for teaching.

The STUDENTS’ PERCEPTIONS ON USING GOOGLE CLASSROOM AS MEDIA FOR LEARNING ENGLISH

Noni Ayu Hasma Putri — Tue, 30 Apr 2024 00:00:00 +0700

Learning English would be more helpful when including technology. In this digital era, technology becomes a crucial part to support teaching and learning process. The aim of this research was to find out the students’ perceptions on the use of Google Classroom as a learning media for the tenth-grade students at SMKN 1 Pemangkat. The researcher would like to know the students’ perceptions on using Google Classroom as a media for learning English. The researcher applied descriptive quantitative method. The researcher applied that method to describe the students’ perceptions on using Google Classroom as a media for learning English. The data for this research was obtained via the use of a questionnaire. Tenth grade students of SMKN 1 Pemangkat took part in this research. The results of the study reveal that students perceived Google Classroom as a learning platform that facilitated students’ needs, and it raised students’ interest and motivation in learning English.