ONLINE TEACHING OF ENGLISH FOR LIBRARIANS: STUDENTS’ PERCEPTION OF THE USE OF VOICE NOTE AND ITS CONTRIBUTION TO THEIR ENGLISH SPEAKING
Abstract views: 33
,
PDF downloads: 28
Abstract
Objective. This study deals with the use of online teaching of English for librarians using WhatsApp voice notes. This study aimed at figuring out the students’ perspectives regarding the implementation of WhatsApp voice notes in teaching English for Librarian courses and investigating to what extent WhatsApp voice is contributing to their speaking skills.
Material and Method. Four examples of dialogue in a library context were used in practice involving 68 students taking English as a Librarian subject. The instrument used to collect data for the study was a questionnaire survey and coding and summarizing were used to analyze the data.
Results. The result of the study showed that the highest percentage (84%) of the participants perceived speaking interchange via voice note as a more helpful way of making and reinforcing their speaking fluency. Independent practice and replayed recordings make their speaking fluency reinforced. The result also showed that the voice notes recordings of their speaking become valuable self-assets for their speaking practice in the library context (76%) and help them recognize new vocabulary and pronunciation in library science (67%).
Conclusion. Based on the findings, it can be concluded that WhatsApp voice note is a useful tool to provide students with opportunities to speak using voice note as an alternative media, to trigger and train student’ self-speaking skill.
Downloads
References
Cooke, S. D. (2013). Examining Transcription, Autonomy and Reflective Practice in Language Development. RELC Journal, 44(1), 75–85.
Harmer, J. (2007). The Practice of English Language Teaching. Pearson Education Limited.
Hashim, H., Yunus, M. Md., Embi, M. A., & Ozir, N. A. M. (2017). Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints. Sains Humanika, 9: 1-5. https://doi.org/10.11113/sh.v9n1-5.1175.
Huang, S. C. (2008). Raising Learner-Initiated Attention to the Formal Aspects of Their Oral Production through Transcription and Stimulated Reflection. International Review of Applied Linguistics in Language Teaching, 46(4), 375–392.
Ikramah. (2017). The effects of video recording on students’ speaking ability [Undergraduate thesis]. English language Education. FETT UIN Ar-Raniry Aceh.
Ju, S. Y., Yan, S., & Mohamed, Y. (2017). . Implementation of Voice Recording Activities in Improving Mandarin Oral Fluency. European Journal of Interdisciplinary Studies, Volume 3, Issue 4.
Kim, Hea Suk and Chang, Jintae. (2010). The Effects of Voice Recording to Improve English Speaking Skills. Studies in Foreign Language Education, 24(2):41-69 DOI:10.16933/sfle.2010.24.2.41
Nurani, L. M. (2019). Everyday English for Librarian. ITB Press.
Nurazizah, H., Frihatin, L. Y., & B. R. Sugiarto. (2019). Whatsapp Voice Note in Speaking Class. Journal of EnglishEducation and Teaching (JEET), 3(3), 343–360. https://doi.org/10.33369/jeet.3.3.343-360
Oksuz-Zereyi, M. (2021). Perceived benefits of whatsapp voice messaging: Investigating EFL students’ experiences. Journal of English Language Teaching, 6 (3).
Pop, A., Tomuletiu, E.-A., & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia-Social and Behavioral Sciences, 1199–1203.
Salamat, A., & Pourgharib, B. (2017). The effect of using a mobile application on EFL learners’ beliefs about language learning (BALL). International Journal of Developmental and Educational Psychology 2(1), 229–238.
Smolinski, F. (1993). Landmarks of American Language and Linguistics. US Information Agency.
Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at LE Thanh High School. Asian Journal of Educational Research, Vol. 3, No. 2.
Wilches, A. (2014). Learners’ Perceptions of the Benefits of Voice Toolbased Tasks on their Spoken Performance. Gist Education and Learning Research Journal, No. 8, 48–65.
Xu, J. (2011). Second Language Learners and Their Self-confidence in Using English: A Social Constructive Perspective. The Asian EFL Journal Quaterly, Vol. 13, 246–271.
Copyright (c) 2022 Dalilan dalilan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
