Incorporating 9GAG Memes to Develop EFL Learners’ Speaking Ability and Willingness to Communicate

Pranoto, Budi Eko; Suprayogi, Suprayogi

doi:10.15408/ijee.v7i2.17496

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…Their research affirmed that utilizing humor in EFL classroom is effective to create an effective learning setting, good for classroom atmosphere, and smooth relation between teachers and learners. Meanwhile, part of the result of this present research shows a significant development of speaking ability and willingness to communicate of EFL learners (Pranoto, & Suprayogi, 2020). It is believed to be the causes of positive response from EFL learners to the integration of 9GAG humorous memes in the class.…”

Section: Findings and Discussionmentioning

confidence: 48%

Insights from Students’ Perspective of 9GAG Humorous Memes Used in EFL Classroom

Pranoto¹,

Suprayogi²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Funny memes, circulating on the internet, are easily accessible media to produce laughter in any setting, including teaching-learning setting. The laughter resulted can be crucial to tackle barriers of communication for educational purposes. This paper is aimed at revealing EFL learners' perception of funny memes taken from 9GAG Apps used during teaching-learning session in EFL context. It is also set to seek the influence of humor in building learners' engagement in classroom activities. This qualitative research employs questionnaire and observation as the instruments to collect the data from 30 adults EFL learners. These EFL learners have multi-background (gender, intelligence level, and social) which is beneficial to the objectivity of the perception. The results revealed that the majority of EFL learners believed that humor could cheer them during teaching-learning session of English and make them less stressful. Humor also assists to build a better chemistry between teacher and EFL learners; making them remember and understand the lesson better. The last, it also encourages EFL learners to be more actively involved in the classroom activities. Nevertheless, some constraints arise during the application of humor taken from 9GAG. English teacher needs to understand the characteristics of learners and their interests prior to implementing this pedagogical technique. Due to the nature of humor that is segmented, the right humorous material would be more likely acceptable, and it would cause emotional and psychological impact that can develop EFL learners' learning ability.

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Section: Findings and Discussionmentioning

confidence: 48%

Insights from Students’ Perspective of 9GAG Humorous Memes Used in EFL Classroom

Pranoto¹,

Suprayogi²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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“…The passing grade was enacted in the score of 70. According to Aprianoto and Haerazi (2019) Suprayogi, 2020;Passiatore et al, 2019). In the implementation of the snowball method, students are not directed to acquire those competences.…”

Section: Resultsmentioning

confidence: 99%

“…Aprianoto and Haerazi (2019) contend that speaking is a complex skill requiring the simultaneous communication of using a number of different abilities which often develop at different rates because speakers in speaking activities should pay attention to four components of speaking ability such as pronunciation, grammar, vocabulary, and fluency. In developing these skills, many researchers applied various teaching media and learning methods (Pranoto & Suprayogi, 2020;Passiatore et al, 2019;Azis & Dewi, 2020). In this study, researchers tried to improve students' speaking skills using suggestopedia learning activities viewed from teachers' educational background.…”

Section: Introductionmentioning

confidence: 99%

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Syarifuddin¹,

Muhlisin²,

Thinh³

2022

JOLLS. Lang. Liter. Studies

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Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools.

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“…One participant stated that laziness also appeared to be one of the challenges of online learning. Because of the internet and other forms of entertainment media, attracting and maintaining learners' attention was one of the most difficult components of teaching-learning activities (Pranoto & Suprayogi, 2020). This also led to students' laziness.…”

Section: Lazinessmentioning

confidence: 99%

An Exploration of University Students’ Challenges in Learning English as a Foreign Language (EFL) During COVID-19 Pandemic

To'ifah

Sari

2022

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Since the COVID-19 virus outbreak emerged in the world, all industries and aspects of life have changed, including the education system. Face-to-face learning was compelled to be replaced with online learning. Online Learning has made students experience integrating technology into the teaching and learning process. Technological and environmental problems can lead to challenges that may be faced by the students, especially in learning English as a foreign language. Thus, this study was conducted with the aim to identify the challenges that EFL students faced in learning English as a foreign language during the COVID-19 pandemic, as well as describe the students’ strategies to overcome the challenges. This study was designed as a qualitative study. To conduct the study, 10 students of English education major of Universitas Teknokrat Indonesia were invited to be the subject. By reason of study from home, an unstructured online interview about the objectives was conducted via the WhatsApp application. This study finding indicated that the most common issue faced by EFL students in this situation is internet access, followed by a lack of learning media, material understanding, academic dishonesty, and laziness.

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Incorporating 9GAG Memes to Develop EFL Learners’ Speaking Ability and Willingness to Communicate

Cited by 6 publications

References 10 publications

Insights from Students’ Perspective of 9GAG Humorous Memes Used in EFL Classroom

Insights from Students’ Perspective of 9GAG Humorous Memes Used in EFL Classroom

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

An Exploration of University Students’ Challenges in Learning English as a Foreign Language (EFL) During COVID-19 Pandemic

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