ELS Journal on Interdisciplinary Studies in Humanities

Leveling Up English Writing Skill: The Role of Gamification in Language Education

Satriani Satriani — 2024-09-01

Integrating game aspects into non-gaming environments, or "gamification," has become a potent technique in education that can make conventional teaching methods more engaging. Gamification has shown promise in the field of language education for improving a variety of skills, including writing. This study aimed to know whether the use of the gamification teaching method has a significant effect on the students’ writing skills and their attitudes toward the method. This study used a pre-experimental method with a one-group pre-test and post-test design. A writing test was used to determine the students’ writing skills before and after using the gamification teaching method. Meanwhile, a questionnaire was used to determine the students’ attitudes toward the method. The result of this study shows that the mean score of the pre-test was 52.5714, and the mean score of the post-test was 70.2875. The result of the questionnaire also indicates that the use of the gamification teaching method helps students write descriptive texts and engages them in the learning process. It can be inferred that students' writing skills have improved, and they exhibit a highly positive attitude when taught using the gamification teaching method.

12th Grader’s Perception Regarding Tertiary Students Teaching Practices

Putu Wahyu Sudewi — 2024-09-02

This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.

Derivational and Inflectional Morphemes in Native American Winter Stories on Loe.Org Website

Angelina Kusuma Jelita Mawarni — 2024-09-03

This research identifies most of the types of derivational and inflectional morphemes. It categorizes the process of derivational and inflectional morphemes in the Native American winter stories on the website that is loe.org. The data consists of 22 derivational morphemes and 57 inflectional morphemes. The method was conducted descriptive qualitative. Results showed that adjective to adverb. Most derivational types occur nine times or 40.90 per cent, followed by the suffix –ly. Meanwhile, the most inflectional type is past tense, which used the suffix –ed occurrences 20 times or 35.08 per cent. The results showed six categories of derivational processes, namely the verb to adjective (23.72%), noun to adjective and noun to adverb (13.63%), adjective to adverb (40.90%), verb to verb and adjective to adjective (4.54%). On the other hand, the six categories of inflectional processes are plural (12.05%), past tense (35.08%), progressive (28.07%), past participle (1.75%), superlative (3.50%), and comparative (10.52%).