Main Article Content
Abstract
Cross-study is an important activity to improve the quality of education and infrastructure in educational institutions with the aim of adding insight and knowledge that will be applied in the future to be better. it also provides an opportunity for students to experience different atmospheres and learning methods, as well as for students to have the passion and enthusiasm in gaining quality learning ways, especially in English, and create new relationships between students of muhamadiyah university. This study is aimed to explore student’s perceptions of cross-language study in educational contexts. The methode of this research is qualitative descriptive By involving 42 students as respondents, the data collection through a survey and interview which included several questions related to the benefits of cross-language study. The research results show that 98% of the majority respondents have a very positive perception of the benefits of cross-language studies as the representation of social interaction in digital age. They consider cross-language study have a significant impact on their personal and students language improvements, such as listening, and speaking, as well as broadening their understanding of linguistics and cultural diversity. These results demonstrate the importance of cross- language education in increasing understanding of cultural and linguistic diversity, as well as preparing students for future global challenges.
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Copyright (c) 2024 Arjulayana arjulayana, Elsa Rohimah, Suci Kintamani, Siti Nur Hidayah, Intan R. Ramadhan
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EFL Students’ Perspective on Language Cross-study: -. (2024). Journal of English Education and Teaching, 8(3), 717–734. https://doi.org/10.33369/jeet.8.3.717-734
References
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References
Abdelsamea, M. A., Eldardeer, A. A., Eldowy, M. A., & Verma, S. (2014). Exploring the Relationships among Metalearning, Cognitive Holding Power and English Writing Skills of Pre-service Teachers in Egypt. In International Journal of English Language & Translation Studies (Vol. 2, Issue 2). http://www.eltsjournal.orghttp://www.eltsjournal.org
Abduh, A., & Rosmaladewi, R. (2018). Promoting Intercultural Competence in Bilingual Programs in Indonesia. SAGE Open, 8(3). https://doi.org/10.1177/2158244018788616
Al-Alwan, A., Asassfeh, S., & Al-Shboul, Y. (2013). EFL learners’ listening comprehension and awareness of metacognitive strategies: How are they related. International Education Studies, 6(9). https://doi.org/10.5539/ies.v6n9p31
Allan, S., Mcguigan, J., Stevenson, D., Stevenson, N., Dicks, B., Ross, K., Nightingale, V., Mcguigan, J., Barker, C., & Tester, K. (2005). Critical Readings: Media and Gender. European Journal of Communication, 20(1), 143–143. https://doi.org/10.1177/026732310502000117
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Arjulayana. (2018). Teaching listening through video. Globish (An English-Indonesian Journal for English, Education and Culture, 6(1).
Arjulayana, A. (2023a). University Students’ Critical Literacy in Their Speaking Skill. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 8(1), 54. https://doi.org/10.24235/eltecho.v8i1.11855
Arjulayana, A. (2023b). University Students’ Critical Literacy in Their Speaking Skill. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 8(1), 54. https://doi.org/10.24235/eltecho.v8i1.11855
Artelt, C., Schiefele, U., & Schneider, W. (2001). Predictors of reading literacy. European Journal of Psychology of Education, 16(3), 363–383. https://doi.org/10.1007/BF03173188
Ayuanita, K. (2013). Assessing Listening in the Language Classroom. Okara Journal of Languages and Literature, 1(8), 115–122. https://ejournal.stainpamekasan.ac.id
Beltrán-Palanques, V. (n.d.). International Journal of English Language & Translation Studies Journal homepage: http://www.eltsjournal.org Fostering Intercultural Communicative Competence in the Foreign Language Classroom: Pedagogical Implications. http://www.eltsjournal.org
Bjerkvik, L. K., & Hilli, Y. (2019). Reflective writing in undergraduate clinical nursing education: A literature review. Nurse Education in Practice, 35, 32–41. https://doi.org/10.1016/j.nepr.2018.11.013
Cahyono, I., & Mutohhar, M. (2017). Outdoor Learning Activity: Is It Effective To Rouse Students’ Speaking? The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 4(1), 31–37. https://ejournal.unsri.ac.id/index.php/jenglish/article/view/5618
Celeste, E. G. C., Brody, C. M., & Shevin, M. S. (2004). Teaching Cooperative Learning: The Challange for Teacher Education. State University of New York.
Chapman, S., Colvin, L. E., & Cosentino, S. (2020). Translational aspects of the multidisciplinary study of metacognition. Translational Issues in Psychological Science. https://doi.org/10.1037/tps0000224
Chen, L., Feng, G., Leong, C. W., Joe, J., Kitchen, C., & Lee, C. M. (2016). Designing an Automated Assessment of Public Speaking Skills Using Multimodal Cues. Journal of Learning Analytics, 3(2), 261–281. https://doi.org/10.18608/jla.2016.32.13
Cross, J. (2010). Listening in the Language Classroom. In ELT Journal (Vol. 64, Issue 1). https://doi.org/10.1093/elt/ccp090
Dawson, S., & Siemens, G. (2014). Analytics to literacies: The development of a learning analytics framework for multiliteracies assessment. International Review of Research in Open and Distance Learning, 15(4), 284–305. https://doi.org/10.19173/irrodl.v15i4.1878
Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28–45. https://doi.org/10.1080/09500790508668328
Etelapelto, A., & Bopry, J. (2003). Collaboration and learning in virtual environments. January.
Fuadin, A., Aziz, F.-, Fauziya, D. S., & Arjulayana, A.-. (2023). Project-Based Integrated Learning in Improving 21St Century Interpersonal Language Communication Skills. Globish: An English-Indonesian Journal for English, Education, and Culture, 12(1), 90. https://doi.org/10.31000/globish.v12i1.7842
Galeano, R. (2011). Scaffolding Productive Language Skills through Sociodramatic Play. American Journal of Play, López 2005, 324–355.
Gusmuliana, P., Apriani, E., & Syafryadin. (2021). Improving Students Speaking Motivation by Using Role Play Technique at Institute Islamic in Indonesia. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2020), 532(532), 356–361. https://doi.org/10.2991/assehr.k.210227.060
Haukedal, C. L., Wie, O. B., Schauber, S. K., Lyxell, B., Fitzpatrick, E. M., & von Koss Torkildsen, J. (2022). Social communication and quality of life in children using hearing aids. International Journal of Pediatric Otorhinolaryngology, 152(September 2021). https://doi.org/10.1016/j.ijporl.2021.111000
Hawkins, M. R. (2013). Framing languages and literacies: Socially situated views and perspectives. Framing Languages and Literacies: Socially Situated Views and Perspectives, December 2014, 1–227. https://doi.org/10.4324/9780203070895
Helaluddin, H., Al Aqad, M. H., Wijaya, H., Anwar, J., Nadya, N. L., & Syafryadin, S. (2021). Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1068–1079. https://doi.org/10.35445/alishlah.v13i2.766
Ho, E. S. C., & Lau, K. ling. (2018). Reading engagement and reading literacy performance: effective policy and practices at home and in school. Journal of Research in Reading, 41(4), 657–679. https://doi.org/10.1111/1467-9817.12246
Hussain, I. (2017). Distinction Between Language Acquisition and Language Learning: A Comparative Study. Journal of Literature, Languages and Linguistics, 39(0), 1–5. https://iiste.org/Journals/index.php/JLLL/article/view/39826
Jackson, B. (2020). Teaching Reading. Teaching Mindful Writers, 151–162. https://doi.org/10.7330/9781607329374.c017
Kaur, S., Ganapathy, M., & Sidhu, G. K. (2012). Designing learning elements using the multiliteracies approach in an ESL writing classroom. 3L: Language, Linguistics, Literature, 18(3), 119–134.
Kikas, E., Pakarinen, E., Soodla, P., Peets, K., & Lerkkanen, M. K. (2018). Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade. Scandinavian Journal of Educational Research, 62(6), 832–849. https://doi.org/10.1080/00313831.2017.1307272
La’biran, R., Garoga, M., Karuru, P., & Aprian, E. (2023). development of Listening and Speaking Textbook for General Communication Based on Laboratory Language Operating Software. Journal of English Education and Teaching (JEET), 7(2), 1–23.
Lele, P. B., Putra, S. H. J., Bare, Y., & Bunga, Y. N. (2023). Implementation of Outing Class to Stimulate Student Motivation. Mattawang: Jurnal Pengabdian Masyarakat, 4(1). https://doi.org/10.35877/454ri.mattawang1328
Lubis, N., Lubis, A., & Ashadi, R. I. (2018). Integrating Teaching Models to Enhance Efl Students’ Interpersonal Communication Skill and Creativity. International Journal of Education and Literacy Studies, 6(4), 129. https://doi.org/10.7575/aiac.ijels.v.6n.4p.129
Lum, M., Grady, A., Wolfenden, L., Lecathelinais, C., & Lin Yoong, S. (2023). Implementation of healthy eating and physical activity practices in Australian early childhood education and care services: A cross-sectional study. Preventive Medicine Reports, 36, 102455. https://doi.org/10.1016/J.PMEDR.2023.102455
Luna, C. (2003). (re)writing the discourses of schooling and of “learning disabilities”: The development of critical literacy in a student action group. Reading and Writing Quarterly, 19(3), 253–280. https://doi.org/10.1080/10573560308211
Ly, T. T. (2007). Learners’ motivation and identity in the Vietnamese EFL writing classroom. English Teaching: Practice and Critique, 6(1), 151–163. http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2007v6n1art8.pdf
Mahesa, A. B., Faisal Ramadhan, Tri Wirahadi Kusuma, Muhammad Farid Alfian, & Febri Nur Hudanansyah. (2023). Muhammadiyah Sebagai Gerakan Pembaharuan Pendidikan Islam. JURNAL SOSIAL Jurnal Penelitian Ilmu-Ilmu Sosial, 24(2), 68–74. https://doi.org/10.33319/sos.v24i2.133
Mart, C. T. (2013). The Grammar-Translation Method and the Use of Translation to Facilitate Learning in ESL Classes. 1(4), 103–105.
Meskill, C. (1996). Listening Skills Development Through Multimedia. In Jl. of Educational Multimedia and Hypermedia (Vol. 5, Issue 2).
Mohammadkhani, A., Mazinani, E., Zandvakili, E., & Fard-Kashani, A. (2015). Facebook as a Platform for EFL Learning : Critical Literacy in Social Networking Websites. Journal of Applied Linguistics and Language Research, 2(6), 57–72.
Munday, J. (2015). Style and Ideology in Translation: Latin American Writing in English. In Routledge (Vol. 7, Issue 1). https://www.researchgate.net/publication/269107473_What_is_governance/link/548173090cf22525dcb61443/download%0Ahttp://www.econ.upf.edu/~reynal/Civil wars_12December2010.pdf%0Ahttps://think-asia.org/handle/11540/8282%0Ahttps://www.jstor.org/stable/41857625
Norman Fairclough. (2021). Analysis The Critical Study of Language.
Nur, S., & Butarbutar, R. (2022). Insights of Collaborative Learning Approach in Teaching English from Social-Psychology Perspective: A Systematic Review. Journal of English Education and Teaching(JEET), 6(3), 379–397.
Parratt, A. (2000). Case study research in educational settings. In Teacher Development (Vol. 4, Issue 3). https://doi.org/10.1080/13664530000200293
Petrucione, S., & Ryan, S. M. (1990). Teaching Listening and Speaking Simultaneously (First). Cambridge University Press.
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Purdiyanto, Istapra, E., Kusumah, R. G. T., & Walid, A. (2021). Increasing Students’ Learning Outcomes Through the Implementation of Outing Class Strategy in Natural Science Subject. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2020), 532(532), 377–381. https://doi.org/10.2991/assehr.k.210227.063
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