Differences in EFL Student’s Simile and Metaphor Comprehension:  Influence of Gender and Age

I Ketut Wardana

doi:10.23887/jpbi.v12i1.78213

Authors

I Ketut Wardana Universitas Mahasaraswati, Denpasar, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v12i1.78213

Keywords:

assessment, language learning;, metaphor;, simile

Abstract

English simile and metaphor comprehension by EFL students in Indonesia as an imaginative function plays a crucial role in holistic language learning. Therefore, this study aimed to analyze the level of English simile and metaphor comprehension among university students and analyze whether the figure of speech differs according to gender, age, length of study, and different academic backgrounds. The participants were 124 university students in aged 19 to 22 years. Data were collected using 16 English simile and metaphor success test items. The answers were evaluated by two experts. Descriptive statistics and a sequence of Mann-Whitney U tests were applied. This study revealed that students' conception of English similes and metaphors is low on a broad scale. Participants answered 29.11% of the simile questions correctly, while 60.89% of the participants answered the questions incorrectly. Meanwhile, out of eight questions on English metaphors, 38.31% of the students could answer the questions correctly, but 61.69% of the students could not answer the questions. In addition, it was found that the simile and metaphor comprehension of the participants did not differ according to gender but differed based on age, length of study, and academic background. This study advocates that EFL learners should develop their competence in figurative from a cognitive linguistics perspective.

References

Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ Difficulties in Writing EFL. Professional Journal of English Education, 2(1964), 20–25. http://download.garuda.kemdikbud.go.id/article.php?article=1090119&val=16394&title=FINDING DIFFICULTIES IN WRITING EFL

Bin, Y., & Mandal, D. (2019). English teaching practice based on artificial intelligence technology. Journal of Intelligent and Fuzzy Systems, 37(3), 3381–3391. https://doi.org/10.3233/JIFS-179141.

Birello, M., & Pujolà, J. T. (2023). Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing. Teaching and Teacher Education, 122. https://doi.org/10.1016/j.tate.2022.103971.

Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335. https://doi.org/10.1016/j.tate.2021.103335.

Boulton, A., Grauer, K., & L. Irwin, R. (2017). Becoming teacher: A/r/tographical inquiry and visualising metaphor. International Journal of Art and Design Education, 36(2), 200–214. https://doi.org/10.1111/jade.12080.

Burrell, A., & Beard, R. (2023). Investigating playful punctuation in children’s narrative and persuasive writing. Australian Journal of Language and Literacy, 0123456789. https://doi.org/10.1007/s44020-023-00037-3

Certo, J. (2017). Poems That Move: Children Writing Poetry beyond Popularized Poetic Forms. Language Arts, 94(6). https://doi.org/10.58680/la201729165.

Chevrier, B., Lamore, K., Untas, A., & Dorard, G. (2022). Young adult carers’ identification, characteristics, and support: A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.990257.

Csapó, B. (2022). Social determinants of mathematics and science achievement in historical context. Current Opinion in Behavioral Sciences, 46(8), 1–9. https://doi.org/10.1016/j.cobeha.2022.101182.

Darko, C. (2022). Quantitative Analysis Between Blackboard Learning Management System and Students’ Learning. Journal of Engineering Research and Sciences, 1(5), 119–133. https://doi.org/10.55708/js0105013.

Dewi, N. K. S. (2021). EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic. The Art of Teaching English as a Foreign Language, 2(2), 163–168. https://doi.org/10.36663/tatefl.v2i1.172.

Džanić, N. D., & Pejić, A. (2016). The Effect of Using Songs On Young Learners and Their Motivation for Learning English. NETSOL: New Trends in Social and Liberal Sciences, 1(2), 40–54. https://doi.org/10.24819/netsol2016.8.

Fuadi, A., & Anwar, A. (2018). Nationalism and the Challenge of Globalization for the Young Generation in Aceh and Riau. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 1(4), 151–160. https://pdfs.semanticscholar.org/dd8a/d9fe6a0a089e23d2f164b820c36b3fb5b524.pdf.

Gupta, T., Burke, K. A., & Greenbowe, T. J. (2022). Shifting the ownership of learning from instructor to students through student-led instructor-facilitated guided-inquiry learning. In Teaching Innovation in University Education: Case Studies and Main Practices, 69–98. https://doi.org/10.4018/978-1-6684-4441-2.ch005.

Hashim, H. U., Yunus, M. M., & Hashim, H. (2018). Language learning strategies used by adult learners of teaching english as a second language (tesl). TESOL International Journal, 13(4), 39–48. https://eric.ed.gov/?id=EJ1244116.

Huertas-Abril, C. A. (2021). Developing speaking with 21st Century digital tools in the English as a foreign language classroom: New literacies and oral skills in primary education. Aula Abierta, 50(2), 625–634. https://doi.org/10.17811/RIFIE.50.2.2021.625-634.

Kecskes, I. (2021). Processing implicatures in English as a Lingua Franca communication. Lingua, 256, 103067. https://doi.org/10.1016/j.lingua.2021.103067.

Kolawole, O. D., & Pusoetsile, T. (2022). What difference does literacy make among adult learners? Impact of adult basic education programme in a rural community in Botswana. Journal of Adult and Continuing Education, 28(1), 227–251. https://journals.sagepub.com/doi/abs/10.1177/1477971421100.

Kumandaş, B., Ateskan, A., & Lane, J. (2018). Misconceptions in biology: a meta-synthesis study of research. Journal of Biological Education, 2000–20014. https://doi.org/10.1080/00219266.2018.1490798.

Kumar, V., & Nanda, P. (2019). Social media in higher education: A framework for continuous engagement. International Journal of Information and Communication Technology Education (IJICTE), 1, 5(1), 97–108. https://doi.org/10.4018/IJICTE.2019010107.

Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? International Journal of Management Education, 19(3), 100552. https://doi.org/10.1016/j.ijme.2021.100552.

Nassar, H. (2021). Reasons behind mis/understanding English conversational implicatures by University learners in Yemen. Studies in Pragmatics and Discourse Analysis, 2(1), 40–55. https://doi.org/10.48185/spda.v2i1.291.

Onopriienko, K., Onopriienko, V., Petrushenko, Y., & Onopriienko, I. (2021). Environmental education for youth and adults: A bibliometric analysis of research. E3S Web of Conferences, 234(2), 1–7. https://doi.org/10.1051/e3sconf/202123400002.

Ota, M. K. (2018). Developing Communicative Learning Materials for Teaching English as a Foreign Language to Students of Elementary Teacher Study Program of Flores University of East Nusa Tenggara. Jurnal Pendidikan Bahasa Inggris Indonesia, 6(1), 1–12. https://doi.org/10.23887/jpbi.v6i1.2707.

Padilah, T. N., Sari, B. N., & Hannie, H. (2018). Model matematis predator-prey tanaman padi, hama penggerek batang, tikus, dan wereng batang coklat di Karawang. PYTHAGORAS, 13(1). https://pdfs.semanticscholar.org/1820/259fafd718e48de4e346e49d540d2be2e3b0.pdf

Park, M. (2020). Student’s problem-solving strategies in qualitative physics questions in a simulation-based formative assessment. Disciplinary and Interdisciplinary Science Education Research, 2(1), 1–13. https://doi.org/10.1186/s43031-019-0019-4.

Podina, I. R., Cosmoiu, A., Rusu, P., & Chivu, A. (2020). Positive Thinking is Not Adaptive Thinking: A Cognitive-Behavioral Take on Interpretation Bias Modification for Social Anxiety. Journal of Rational - Emotive and Cognitive - Behavior Therapy, 38(3), 424–444. https://doi.org/10.1007/s10942-020-00344-5.

Pratiwi, K. D. (2016). Students ’ difficulties in writing English : A study at the third semester students of English education program At University of Bengkulu. E Journal Universitas Bengkulu, 1(2), 1–13. https://doi.org/10.29300/ling.v3i1.106.

Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. Language Learning Journal, 44(1), 90–106. https://doi.org/10.1080/09571736.2012.733886.

Su, C.-Y., Li, Y.-H., & Chen, C.-H. (2021). Understanding the Behavioural Patterns of University Teachers Toward Using a Learning Management System. International Journal of Emerging Technologies in Learning (IJET, 16(14), 129–145. https://doi.org/10.3991/ijet.v16i14.22685.

Sulaiman, M. M., & Bello, G. (2022). Effects of metaphor instructional strategy on senior school students achievement in genetics in Ilorin, Nigeria. International Journal of Educational Research Review, 7(3), 165–175. https://dergipark.org.tr/en/download/article -file/2352485.

Tennyson, R. D. (2020). Historical Reflection on Learning Theories and Instructional Design. Contemporary Educational Technology, 1(1). https://doi.org/10.30935/cedtech/5958.

Washbrooke, S. (2023). Teaching and learning with innovative technologies and practices at primary school level. Pacific Journal of Technology Enhanced Learning, 5(1). https://doi.org/10.24135/pjtel.v5i1.165.

Weninger, M., Grünbacher, P., Gander, E., & Schörgenhumer, A. (2020). Evaluating an interactive memory analysis tool: Findings from a cognitive walkthrough and a user study. Proceedings of the ACM on Human-Computer Interaction, 1–37. https://doi.org/10.1145/3394977.

Windiani, I. G. A. T., & Soetjiningsih, S. (2016). Penilaian CAT (cognitive adaptive test)/CLAMS (clinical linguistic & auditory milestone scale) pada Anak di Tempat Penitipan Anak Werdhi Kumara I Denpasar. Sari Pediatri, 12(4), 21–22. https://saripediatri.org/index.php/sari-pediatri/article/download/500/437.