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1
Nurohman, Eko. "THE IMPLEMENTATION OF TEACHING SPEAKING PROGRAM AT LANGUAGE CENTER ENGLISH COURSE PARE KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 2, no. 1 (2020): 10. http://dx.doi.org/10.32503/proficiency.v2i1.1380.
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Non – formal education is one of the solution to help the student learning the subject.One of non – formal education is English course to complete the studying in formal education, to give more knowledge, human skill, and to be able to develop the ability, improving the skill and independence. When the students cannot get maximal in speaking English at school, they can join some courses that is focusing on English. LANGUAGE CENTER English Course has known well to make students able to speak English because they will be helped by 100 teachers who is professional in English. The Implemntation of teaching speaking program at LANGUAGE CENTER English Course are including teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking .The research used descriptive qualitative as research design. The subject was 13 students of basic speaking class at LANGUAGE CENTER English Course. The method used in collecting data was interview, observation and documentation. Interview and observation were used for collecting data on teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking at LANGUAGE CENTER English Course and documentation used for collecting picture and video that we did research. The result of research is to show that teacher’s preparation, material taught, teacher’s evaluation and students’ response in teaching speaking program at LANGUAGE CENTER English Course was very good.
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Sood, Parul, and Diane Taveggia. "From General ESL to EAP." Issues in Language Instruction 8 (September 17, 2019): 16–25. http://dx.doi.org/10.17161/ili.v8i0.11829.
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This paper is based on the presentation by the same name given in Lawrence, KS on December 7, 2018 as part of the Building Bridges for English Language Centers conference. The presenters were two instructors, Diane Taveggia and Parul Sood, who taught EAP courses for the first time after teaching general ESL classes for many years at the Applied English Center (AEC) at the University of Kansas (KU). The presentation focused on the skills taught in two English for Academic Purposes courses - EAP 101 taught by Parul Sood and EAP 102 taught by Diane Taveggia in the Academic Accelerator Program at KU. This paper expands upon the difference between the University’s IEP and the Academic Accelerator Program as well as the challenges of the transition experienced by the two instructors who made the leap from ESL to EAP for the first time.
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Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals." English Language Teaching 10, no. 2 (2017): 150. http://dx.doi.org/10.5539/elt.v10n2p150.
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English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.
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Irawan, Lalu Ari, and Haerazi Haerazi. "ISLAMIC CULTURAL NOTES IN ELT INSTRUCTION IN THE ISLAMIC BOARDING SCHOOLS OF HARAMAIN NAHDLATUL WATHAN NARMADA, WEST NUSA TENGGARA." AKADEMIKA: Jurnal Pemikiran Islam 25, no. 2 (2021): 385. http://dx.doi.org/10.32332/akademika.v25i2.1437.
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Islamic contents and English were taught at Islamic Boarding School (IBS) Haramain Nahdlatul Wathan (NW) Narmada. English is taught as a general subject and compulsory subject as well. An English community (Language Asrama) is established by Kiai. It is aimed at practicing speaking English and exercising public speaking skills. IBS Haramain NW Narmada includes one of the IBSs in Indonesia in which it reflected Islamic values, cultures, and indoctrination in its teaching and learning. The pieces of evidence showed that this institution taught English for students (Santri) as a tool to gain global information around the world. Dealing with the ELT classrooms, IBS Haramian NW Narmada employed some learning strategies reflecting Islamic cultures and values such as syawir, Lalar, Hafal (memorizing), and Setoran (deposit). The strong emphasis on Arabic and English in daily communication addresses the immersion language program. It is a method applied to teach foreign languages. Based on the application, the IBS Haramain NW Narmada applied a total immersion program, in which Arabic and English are the target languages.
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Crooks, Anthony. "Professional Development and the JET Program: Insights and Solutions Based on the Sendai City Program." JALT Journal 23, no. 1 (2002): 31. http://dx.doi.org/10.37546/jaltjj23.1-2.
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This paper examines the role professional development can play for Japanese Teachers of English (JTEs) and native speaker Assistant English Teachers (AETs) working together in the Japan Exchange and Teaching om Program. Aiming for a communicatively-based team-taught approach, the program has been in existence in Japanese high schools since 1987. Japanese government documents, academic reports, and participants' reflections have been examined to reveal some of the program's shortfalls. A detailed description of Sendai City's training and in-service system is offered as a way to maximize the success of the JET Program through consistent professional support for ]TEs and AETs.
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Marhamah, Marhamah, and Mulyadi Mulyadi. "The Effect of Using Word Wall Picture Media and Linguistic Intelligence to Enhance Learning Outcomes of English Vocabularies." Journal of Educational and Social Research 10, no. 2 (2020): 134. http://dx.doi.org/10.36941/jesr-2020-0033.
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This study focused on investigating the effect of word wall picture on the fourth grade Elementary School in learning outcomes of English vocabularies. The experimental method used in this study and the participants were 98 fourth grade elementary school of Al-AzharSyifa Budi,Bekasi, Eastern Jakarta, Indonesia academic year 2016-2017, as well as samples with a stratified random technique based factorial design that was selected group of students. The data were analyzed using statistical program SPSS 21.0 for descriptive analysis and inferential analysis with ANOVA two lanes to test the hypothesis followed by Tukey's test. The results showed that: 1) there was a significant difference in learning outcomes of English vocabularies between students who taught by using word wall picture and students taught by using printed media. 2) there was an interaction in learning outcomes of English vocabularies on a test comprised of “linguistic intelligence” between students who taught by using word wall picture and students taught by using printed media .3) there was higher learning outcomes of English vocabularies for higher linguistic intelligence students who taught by using word wall picture than students taught by using printed media. 4) there was lower learning outcomes of English vocabularies for lower linguistic intelligence students who taught by using word wall picture than students taught by using printed media. Based on these findings it can be concluded that the word wall picture is effective to improve learning outcomes of English vocabularies, and to enhance linguistic intelligence.
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Sidky, Gihan. "The Efficacy of a PD Program on Enhancing On-The-Job Teaching Skills." International Education Studies 10, no. 11 (2017): 63. http://dx.doi.org/10.5539/ies.v10n11p63.
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This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers’ needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is identified by teachers as their basic needs to improve teachers’ linguistic skills and to allow teachers to get acquainted with recent teaching techniques that focus on enhancing the qualifications of the graduate students. The participants in the study were 50 English teachers who graduated from faculties of tongues and arts, English major. They were studying to get a general diploma in education. Some of them had different years of English teaching experience and others never taught in their life. Three instruments were implemented to elicit teachers’ needs from the methods of teaching English course: a pilot study to elicit teachers’ needs and expectations of the methodology course and a directed questionnaire that resulted in a number of suggested topics to be included in the methodology course. A pre and a posttest were administered before and after the implementation of the program to record changes in teachers’ knowledge and skills due to the application of the revised course. Teachers’ responses showed that the participants were dissatisfied with the topics and applications offered by the methods of teaching English course in its first form and suggested a number of topics and applications to be added to satisfy their future needs and expectations. The program was revised and reconstructed in light of teachers’ needs and it was taught for two semesters during the academic year 2014/ 2015. The results showed a noticeable improvement in teachers’ knowledge and skills, which were manifested in teachers’ responses to the posttest.
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Menken, Kate, and Sharon Avni. "Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School." Annual Review of Applied Linguistics 37 (September 2017): 185–202. http://dx.doi.org/10.1017/s0267190517000149.
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ABSTRACTDual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century. We argue that the policies and guidelines for the provision of DLBE and the scholarship upon which they are based are rooted in notions of linguistic purism that fail to consider or meet the needs of communities enrolling in bilingual education programs today.
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Kim, Sojeong. "College Students’ Perception on Extracurricular Synchronous Online English Program." Korean Society of Culture and Convergence 44, no. 5 (2022): 1041–62. http://dx.doi.org/10.33645/cnc.2022.5.44.5.1041.
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The purpose of this study is to examine college students’ perceptions and satisfaction of an online extracurricular synchronous program during the COVID-19 pandemic. 100 college students participated in this program taught by native English instructors by Zoom in small groups for 8 weeks and a survey was conducted after the program. The results of this study showed significant student satisfaction with the extracurricular course. The reasons are satisfaction with course contents, native English instructors, and efficiency of the small group. The reasons for dissatisfaction were the difficulty of communicating with native-speaking professors. The reasons for satisfaction with the online synchronous course are it could be taken anytime, anywhere, high concentration, ease of time management and safe from corona infection. The reasons for dissatisfaction were feelings of disconnection, poor learning concentration, errors in Zoom program and unstable network connection. Taking this program, there were positive responses that students felt their English skills highly improved. In the future, via this program they would like to take basic English conversation skills most and English skills related to their major or employment. If these research results are reflected in the design of online programs, it is expected to be an effective online program.
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Wahyuni, Resty. "PENGGUNAAN METODE PEMBELAJARAN MULTIMEDIA BERBASIS OBJECT-ORIENTED PROGRAMMING (ADOBE-FLASH) PADA MATA PELAJARAN BAHASA INGGRIS." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, no. 2 (2021): 168–75. http://dx.doi.org/10.24114/sejpgsd.v11i2.27204.
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The aim of the research are (1) to know an influence on the development of Adobe-Flash multimedia programs on the ability of students to improve vocabulary skills in English. (2) to find the percentage of the influence of the development of multimedia programs on the ability of students to improve vocabulary skills in English. This research is an experimental research. The program implementation technique for this research is a preliminary test used to measure students' vocabulary abilities of the material being taught while the final test is carried out to determine student learning outcomes after being treated using Multimedia-based Object-Oriented Programming (AdobeFlash) learning methods in English. Keywords: Multimedia-Based Learning Method, Vocabulary Skills, English.
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Khoshaba, Samir. "English As Course Instruction Language. Experiences From Machine Design Courses." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 145–48. http://dx.doi.org/10.2478/cplbu-2014-0031.
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Abstract Globalization and internationalization of higher education around the world is “forcing” many universities and colleges from non-English speaking countries to offer a significant part of their educational programs in English. The main motivation to do so is partly to successfully implement student exchange programs such as the European Erasmus Program, and partly to attract “fee-paying free-moving” students from abroad. A third long-term reason to teach in English is to educate young pre-professionals for the global market. However, the adaptation of technical courses from national languages to English cannot be done overnight. On the contrary, this process demands time-consuming preparations that typically involve the expansion of background references and careful planning. In addition, the English skills of course instructors must assure the effective transmission of information, and very often professors face certain difficulties and uncomfortable limitations. Generally speaking, instructing in a foreign language results in less “colourful” expressions. Recent investigations conducted in Sweden on higher education show that teaching efficiency is inferior for courses taught in English when compared with the same courses given in Swedish. This paper deals with various experiences related to the process of changing the language of instruction from Swedish to English in three Machine Design courses taught at Linnaeus University.
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Awuku, Ameyo S. "French influence on English in Togo." English Today 31, no. 3 (2015): 22–27. http://dx.doi.org/10.1017/s0266078415000218.
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This paper looks at English language use in law discourse and particularly in university classrooms in Togo. Togo makes extensive use of the English language despite the fact that it is a francophone country. English is taught in almost all public institutions, except for primary schools. Financial institutions, such as banks, make extensive use of English. This is evidenced at first glance at the large computer screens positioned at the entrances to these institutions. At the Université de Lomé alone, there are several ESP (English for Specific Purposes) programs. Each of the five faculties (with several departments) and ten schools and institutes have an ESP program. The ESP course is applicable to first-year students on BA programs and to those on MA programs. However, despite this extensive presence of English, traditional language norms and the influence of French on English in Togo in general are still very strong.
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Hudnut-Beumler, Julia, Ashley Smith, and Seth J. Scholer. "How to Convince Parents to Stop Spanking Their Children." Clinical Pediatrics 57, no. 2 (2017): 129–36. http://dx.doi.org/10.1177/0009922817693298.
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English- and Spanish-speaking parents of 1- to 5-year-old children were invited to view 5-10 minutes of parent training program, “Play Nicely,” as part of the well-child checkup. Key measures were parents’ plans to change how they discipline and, if they planned to use less spanking, how the program worked in their situation. Of 197 parents who participated, 128 (65.0%) planned to change how they discipline. Nineteen parents (9.6%) reported that they planned to spank less. The most common reasons for parents to plan to spank less were that the program taught other discipline options (12/19, 63.2%) and that the program taught that spanking was not recommended as a form of discipline (6/19, 31.6%). The majority of parents report that the program works because it offers alternatives to spanking. This study has implications for the development of parent training programs and the primary prevention of child abuse, violence, and other health problems.
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Chen, Jiangping. "Mainland Non-English-Major Students’ Perceptions of English Academic Writing in the Taught Postgraduate Program in Hong Kong: A Needs Analysis." Studies in English Language Teaching 6, no. 1 (2017): 21. http://dx.doi.org/10.22158/selt.v6n1p21.
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<p><em>As higher education is being internationalized globally, it is also not rare to find degree programs delivered in English, the world’s lingua franca, in countries where English is learned as a foreign language. In mainland China, such courses are available for bachelor and master’s degrees. Accordingly, students in those programs have to meet the academic English requirements, by which writing is assumed to be the most challenging. This small-scale research was conducted among 81 mainland non-English-major students studying in the taught postgraduate program in Hong Kong, with the instruments of questionnaires and follow-up interviews. Within the framework of needs analysis, it reports their detailed perceptions of English academic writing. Results indicate that those upper-intermediate language learners are generally able to get accustomed to academic writing in English, but some writing skills, and particularly language issues (academic lexis, grammar, and style) pose challenges to their studies. The article concludes with some feasible pedagogical implications for updating the university English education system in mainland China.</em></p>
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Porras, Anthony. "EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (2020): 1–8. http://dx.doi.org/10.21460/saga.2020.11.7.
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The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.
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Thirunavukkarsu, Karunakaran. "Reintroduction of English as Medium of Instruction in Sri Lanka: With Special Reference to Jaffna." International Journal of English Language and Literature Studies 1, no. 1 (2012): 1–8. http://dx.doi.org/10.18488/journal.23/2012.1.1/23.1.1.8.
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English is now introduced in grade 6 once the children finish their primary education in vernacular. The main aspect of the way in which English is used as medium of instruction is that in government schools some subjects are taught in English while some other subjects are taught in Tamil. This helps the students be balanced bilinguals because they constantly learn their first language while acquiring mastery in L2. Eventually, it is assumed that this will facilitate the additive bilingualism and children would be balanced bilinguals. This paper tried to appraise the potential success of one decade –long English medium program and also see the different perspectives of the stakeholders involved in the English medium education. This study captured the views of parents, teachers and children: English medium and vernacular children.
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PERMATASARI, YOVITA DYAH. "INTEGRASI PEMBELAJARAN BAHASA INGGRIS BERBASIS PENDEKATAN ISLAMI." JURNAL PENDIDIKAN GLASSER 3, no. 2 (2019): 205. http://dx.doi.org/10.32529/glasser.v3i2.270.
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This research discussed about the use of Teaching English with Islamic Values. The lecture teached the students’ by using Islamic culture involved in the way of teaching English. This research conducted in Islamic Institution of Al- Falah Assunniyyah Kencong. It included of students in Islamic department of education. By using interview, observation and also the score of students’ in English subject. The researcher analyze that this research take many advantages for the students and also the lectures. They very interesting in the process of study English without ignore the Islamic culture. And also enjoy the class with implemented the values of Islamic culture in their daily life. The findings of this study indicate that lecturers have taught English in islamic contexts. But the teaching provided is only in a simple scope, besides that the lecturer still does not have a reference to teaching materials that are in accordance with the study program / department of the students being taught. the application of ESP (English for Specific Purposes) needs to be developed ,in order to get the synergy between teaching materials for courses with study programs / student majors can be allied and balanced
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Kelsen, Brent Allan, and Hsin-yi Liang. "Indicators of Achievement in EFL Classes at a Taiwanese University." Education Research International 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/635964.
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Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.
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Newman, Ian M., Carolyn S. Anderson, and Katherine A. Farrell. "Role Rehearsal and Efficacy: Two 15-Month Evaluations of a Ninth-Grade Alcohol Education Program." Journal of Drug Education 22, no. 1 (1992): 55–67. http://dx.doi.org/10.2190/qqwe-pfj5-pvky-fqqk.
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A ninth-grade alcohol education program aimed at reducing drinking, drinking and driving, and riding with a drinking driver was developed on the basis of problem behavior theory, social cognitive theory and role theory. In Year 1 the program was taught by Social Studies teachers to half of the eighty-four ninth-grade classes in all nine junior high schools in a single school system; the other half served as controls. In Year 2 the program was taught to the ninth-grade students of the same school system by English teachers. Students' knowledge, skills and practices were measured before and four-six weeks and one year after the program. Results indicated significant increases in knowledge and perceived ability to resist pressures to drink among experimental students. No significant differences were noted for the drinking or the drinking and driving practices of either group. One year after the program, significantly fewer students in the experimental classes reported riding with a driver who had been drinking. Results suggested that English teachers were more effective than Social Studies teachers in teaching this program.
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Hengki, Hengki, and Ratna Ratna. "Creating Realistic Scenarios in Teaching Speaking Skill Through Virtual English Camp During Covid-19." Journal of English Language Teaching and Learning (JETLE) 4, no. 1 (2022): 38–49. http://dx.doi.org/10.18860/jetle.v4i1.17983.
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The purpose of this study is to determine whether creating realistic scenarios (CRS) for teaching speaking skills through a Virtual English Camp is beneficial in improving students' speaking skills (VEC). Determine the impact of generating a realistic scenario through VEC on improving the capacity of English major students to deliver speeches, participate in public speaking events, participate in discussions, and participate in the debate. This study is an experiment involving a one-group pre-test and post-test design, as well as a survey design to determine the overall average of the scores. The participant of this study is 145 college students of English Majors from South Kalimantan, Indonesia. They put out a significant effort to improve their communication skills. Their trainer trained them and compelled them to refrain from acting as a language instructor during the discussion program, and instead to speak in the target language, which was English, throughout the program. During this study, it was found that students who were taught with VEC thereafter had higher post-test scores than students who were taught before they were tested for their communicative competence. Students' communicative competence increases significantly when they participate in the VEC model program to teach them speaking abilities.
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Sari, Ambar Wulan, Resty Wahyuni, and Alfitriani Siregar. "ANALISIS METODE PEMBELAJARAN MULTIMEDIA BERBASIS OBJECT – ORIENTED PROGRAMMING (ADOBE – FLASH) PADA MATA KULIAH ENGLISH FOR TOURISM." Jurnal Suluh Pendidikan 8, no. 2 (2020): 63–70. http://dx.doi.org/10.36655/jsp.v8i2.324.
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The purpose of this study is (1) Is there an influence on the development of Adobe-Flash multimedia programs on the ability of students to improve vocabulary skills in English For Tourism courses ?. (2) What percentage of the influence of the development of multimedia programs on the ability of students to improve vocabulary skills in English For Tourism courses? This research is an experimental research. The program implementation technique for this research is a preliminary test used to measure students' vocabulary abilities of the material being taught while the final test is carried out to determine student learning outcomes after being treated using Multimedia-based Object-Oriented Programming (Adobe-Flash) learning methods in the eyes English for Tourism lecture.
 
 
 Key Words: Multimedia-Based Learning Method Object-Oriented Programming (Adobe-Flash), Vocabulary Skills, English for Tourism
 
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Liska Oktavia, Fetriani, Ririn Putri Ananda, and Kiagus Baluqiah. "Concept-Oriented Reading Instruction (CORI) Strategy in Improving Students’ Reading Comprehension." Teaching English and Language Learning English Journal (TELLE) 2, no. 3 (2022): 183–90. http://dx.doi.org/10.36085/telle.v2i3.4715.
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The aim of this research was to know whether has an effect of Concept-Oriented Reading Instruction (CORI) Strategy in improving students’ reading comprehension at second semester English Study Program of UMB. This research is a quasi experimental research. In this research, the population on the research included all second semester English Study Program of UMB in academic year 2021/2022. There were 32 students for the class. One class is an experiment class, it used concept-oriented reading intruction (CORI) and another without using concept-oriented reading intruction (CORI). The instrument on this research was reading test and aimed to measure students’ reading comprehension. The researcher used essay form with total 10 questions. Those question have been valid and reliable since it was adopted from Reading for Intermediate textbook. The finding of the research showed that there is a significant difference in post-test results between the group that was taught with CORI strategy and the group that was taught with conventional technique at second semester English Study Program Students of University Muhammadiyah Bengkulu. Moreover, the finding of this research confirmed the hypothesis of this research.
 Keywords : Concept-Oriented Reading Instruction (CORI) Strategy, Reading Comprehension
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Khafidhoh, Khafidhoh. "Material Development for Peer-Assisted Learning Program (PALP) in Higher Education." Asian Social Science 15, no. 1 (2018): 32. http://dx.doi.org/10.5539/ass.v15n1p32.
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Teaching English as a foreign language in higher education becomes more challenging from year to year. Based on the learner and learning needs, nowadays, English should be taught in relation to the other fields of the study. The phenomena require a certain &lsquo;scenario&rsquo; to support the students&rsquo; English mastery. In accordance to the condition, English Education Department of Universitas Ahmad Dahlan has a program to help the students improving their English skills called Peer-Assisted Learning Program PALP. As an official program in the department, PALP is managed professionally by the boards. However, developing the appropriate materials for the program still becomes one big question to everyone dealing with the program, especially the boards. It is a really challenging work to develop such informative and practical materials for the students joining the program. Thus, in this paper, the writer will discuss several theories as the basis in developing the materials for PALP. It will cover the information about PALP, learner needs, learning needs, criteria of good materials, material development, and materials evaluation/assessment.
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Funada, Kyoko. "PENDIDIKAN BAHASA INDONESIA DI JEPANG." LINGUA : JURNAL ILMIAH 15, no. 1 (2019): 40–56. http://dx.doi.org/10.35962/lingua.v15i1.14.
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BIPA is an abbreviation for Indonesian for Foreign Speakers. Precisely, Indonesian language skills learning programs, namely speaking, writing, reading, and listening to foreign speakers. In Japan, Indonesian is taught at universities, language schools and several high schools. In some universities Indonesian language can be learned as a second foreign language / language of choice after they learn English. In general, the material taught is only about language. However, there are several universities that have Indonesian Language Study Programs or Programs. The scope of teaching is broader. In addition to language, those who take the program can study the arts, culture, literature, religion, social, economics, and politics of Indonesia. Can I study Indonesian language in a department or study program that can be called BIPA? According to the author it is different from BIPA because BIPA is only limited to language learning. Indonesian (Malay) education in Japan began in the early 1900s in Tokyo. This article discusses the development of Indonesian language education in Japan from the past to the present.
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Helmes-Hayes, Richard. "“Building the New Jerusalem in Canada’s Green and Pleasant Land”: The Social Gospel and the Roots of English-Language Academic Sociology in Canada, 1889-1921." Canadian Journal of Sociology 41, no. 1 (2016): 1–52. http://dx.doi.org/10.29173/cjs24707.
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According to the conventional account of the history of English-Canadian sociology, the discipline was established in the 1920s at McGill, followed by developments at Dalhousie, Toronto and elsewhere. I dispute this account by documenting the substantial institutional footprint of so-called “social gospel” sociology in Canada’s Protestant universities and religious colleges, 1889-1921: courses taught; faculty appointments made; programs established. Between 1889 and 1921, 28 men, many of them clerics, taught sociology for two years or more in one of Canada’s English-language universities or Protestant denominational colleges. By 1921, 11 institutions offered sociology courses, 7 institutions had made a dedicated faculty appointment in sociology, and 8 institutions offered a program in sociology. In most cases, their teaching reflected the political – but not theological – principles of the social gospel. I argue that these men are the true pioneers of Canadian sociology and that we should rewrite the first chapter of Canadian sociology to give them their due.
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Bali, Valentina A. "Sink or Swim: What Happened to California's Bilingual Students after Proposition 227?" State Politics & Policy Quarterly 1, no. 3 (2001): 295–317. http://dx.doi.org/10.1177/153244000100100304.
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Proposition 227, passed by California voters in 1998, aimed to dismantle bilingual programs in public schools and to replace them with English-only programs. Bilingual education, a long-standing program in California, involved mostly Hispanic students of limited English skills who were taught initially in their native language, and then were gradually transitioned into English-only classes. Using individual-level data from one southern California school district, I find that in 1998, before Proposition 227, limited-English-proficient (LEP) students enrolled in bilingual classes had lower scores in reading than LEP students who were not enrolled in bilingual classes, and who were, in general, more proficient in English. In math, bilingual students had test scores as good as those of non-bilingual LEPs. But in 1999, after Proposition 227, the same set of bilingual students had reading and math scores that were no worse than those of non-bilingual LEPs. Proposition 227, which interrupted bilingual programs and emphasized English instruction, did not set bilingual LEP students back relative to non-bilingual LEPs, and it may have even benefited them.
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Pomat, Nipapat, Arnon Jannok, Adcharawan Buripakdi, and Jeffrey Dawala Wilang. "Partial EMI Nursing Program: Insights From Students and Teachers in Thailand." Theory and Practice in Language Studies 12, no. 7 (2022): 1386–96. http://dx.doi.org/10.17507/tpls.1207.19.
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The adoption of English as a medium of instruction (EMI) in Thailand is not without difficulties. In this study, the needs and challenges of nursing students and teachers were explored qualitatively in a program where courses are allowed to be taught fully in English, fully in Thai or both in Thai and English. Focus group interviews for students were conducted, while semi-structured interviews were employed for teachers to gain in-depth knowledge about the topic at hand. Insights from students revealed the importance of English toward their career goals, their needs and challenges related to EMI (i.e., bilingual support system, clarification of technical terms, code-switching instruction), and their coping strategies when the lesson is challenging to comprehend. On the other hand, teachers confirmed the students’ language proficiency problems. In addition, they also reflected on their challenges in teaching the content subject in English, for example, the lack of time to prepare teaching materials in English. Teaching techniques were also elicited to respond to the learning challenges experienced by the students. Finally, practical implications were discussed to support students and teachers of EMI programs.
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Bernstein, M. M. "ENGLISH LANGUAGE EDUCATIONAL PROGRAM: INNOVATIVE APPROACH TO FORM DEMANDED SPECIALISTS." EurasianUnionScientists 8, no. 4(73) (2020): 12–14. http://dx.doi.org/10.31618/esu.2413-9335.2020.8.73.707.
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Theoretically analyzed the difficulties and contradictions in education of modern specialists demanded in the sphere of international business. In response to extra-volatile business environment a new Master’s degree twoyear educational program was implemented in IBS RANEPA. MSc. “International management” Program is taught completely in English by international faculty for Russian and foreign students. It is aimed at development of professional and soft skills of modern specialists. It gives knowledge and practice to develop students’ crosscultural communicative competence. The program has become a basis of creating international teams of businessmen prepared to implement joint projects on emerging and developed markets.
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Frausto Hernandez, Isaac. "The TOEFL as Exit Criteria in English as a Foreign Language (EFL) Programs in Mexico: A Discourse Historical Analysis (DHA) Approach." Open Journal for Educational Research 5, no. 1 (2021): 105–18. http://dx.doi.org/10.32591/coas.ojer.0501.09105h.
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The purpose of this article is to explore the TOEFL (Test of English as a Foreign Language) assessment under its Institutional Testing Program (ITP) modality as it acts as a curriculum artifact along Mexican undergraduate degree programs considered within the exit criteria. A discourse historical approach (DHA) (Wodak, 2008; Wodak & Meyer, 2009) is taken in analyzing the TOEFL ITP assessment to further understand its implementation. The analysis helps reveal the many linguistic and metalinguistic skills and elements that extend beyond what may be traditionally taught in English courses or programs. The analysis also calls for further questioning of how suitable the TOEFL ITP may be in aiming to assess the proficiency level or development of English learners along undergraduate degrees in Mexico. Alternative types of assessment may better aid in providing a different perspective on the knowledge or progress of these students.
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Rajprasit, Krich, and Roby Marlina. "An attempt to raise Thai students’ awareness of World Englishes in a General English Program." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 1 (2019): 19–34. http://dx.doi.org/10.25170/ijelt.v14i1.1416.
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As witnessed over three decades in the field of Applied Linguistics, the emergence of world Englishes (hereafter WE), thanks to the global spread of English, has prompted various scholars to call for the need to critically revise the ways in which teachers teach English. Specifically, practitioners have been encouraged to raise their students’ awareness of WE. Examples of WE-informed curricula, modules, or lessons have been showcased by WE advocates from different parts of the world. However, most of these curricula, modules, and lessons are taught or delivered within TESOL teacher-education programs, leading some educators to question the relevance of WE to language learners. This paper showcases and evaluates critically how a WE-informed practitioner at one of the leading universities in Thailand attempts to inspire students enrolled in a General English program to develop respectful views of English language variation. Although the attempt has resulted in minor changes in students’ views, it certainly highlights that the teaching of world Englishes to English language learners is far from an idealistic attempt.
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Kadek Maya Cyntia, Dewi, Surya I Gede Galang, and Susanta I Putu Agus Endra. "TEACHING STRATEGIES USED IN ESP CLASSES." Lingua Scientia 26, no. 1 (2019): 14. http://dx.doi.org/10.23887/ls.v26i1.18835.
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This study aimed to describe teaching strategies implemented by lecturers in teaching English of continuing program students at STIKES Bali. Descriptive qualitative design use used. There were 2 respondents involved in this study which were lecturers who taught English in continuing program at STIKES Bali. The data were collected by using observation sheet and interview guide. The data were analyzed descriptively according to descriptive qualitative design. The finding showed that there were 5 teaching strategies from 7 teaching strategies proposed implemented by lecturer such as Direct Instruction, Discussion, Group Work, Co-operative Learning and Performance Activity. Direct Instruction and Discussion were the most teaching strategies that chosen by English lecturers. Teaching strategies were implemented according to the topics and characteristics of the students. Choosing the right teaching strategy is very important in teaching English, especially in continuing program students at STIKES Bali. English lecturers in STIKES Bali are expected to implement more and appropriate teaching strategies to improve the quality of teaching and learning process.
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Gómez Calderón, María José. "EMI and the Teaching of Cultural Studies in Higher Education: A Study Case." Language Value 14, no. 2 (2021): 87–113. http://dx.doi.org/10.6035/languagev.6130.
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This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
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Correa, Doris, and Adriana González. "English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies." education policy analysis archives 24 (August 1, 2016): 83. http://dx.doi.org/10.14507/epaa.24.2459.
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In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015-2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.
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Strong, Gregory. "EAP as a Bridge to EMI: Learning from the UK." Language Teacher 43, no. 6 (2019): 3. http://dx.doi.org/10.37546/jalttlt43.6-2.
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Japanese universities are increasing their course offerings through English-medium instruction (EMI) and even full-degree English-taught programs (ETP), but language proficiency and the integration of language support courses and EMI classes remain challenges. English for academic purposes (EAP) courses might be used as a bridge to EMI coursework just as they assist international students coming to study in the UK. UK EAP programs are explored through statistics on international students, a description of testing and degree entry language requirements, and semi-structured interviews with 10 EAP program directors and course leaders who outline program funding and autonomy; program perception by university communities; teachers, course materials, goals, and objectives; program and teacher evaluation; teacher support and faculty development. 日本の大学では、教授言語としての英語（EMI: English as a Medium for Instruction）の授業や、すべての単位を英語で修得するプログラム（ETP: English-Taught Programs）が増えてきているので、英語能力測定試験や学術目的のための英語（EAP: English for Academic Purposes）を大学の入学試験に利用するという、より伝統的なアプローチを考察することは有益である。英国におけるEAPプログラムが、そのモデルとして役立つと思われる。本論では、EAPプログラムを次の点から考察する。まず、英国における留学生の試験や入学要件の統計について述べる。次に、プログラムディレクターやコースリーダーとの（臨機応変に質問を変える）半構造化面接のデータについて述べる。前述の両者は、プログラムの資金と自治、大学コミュニティーによるプログラムの認知、教員・教科書・目的、プログラムと教員の評価、教員支援と専門能力の育成などを意図する。さらに、日本の学習課程が本アプローチを採用する方法を探るための提案を行う。
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Setiawan, Jessica, Istiqlaliah Nurul Hidayati, and Atti Herawati. "A Descriptive Study of English Language Teaching for The Students of Faculty of Science and Mathematics and Faculty of Law." Pedagogia: Jurnal Ilmiah Pendidikan 7, no. 1 (2015): 208–13. http://dx.doi.org/10.55215/pedagogia.v7i1.4883.
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The English learned by university students is supposed to be different from faculty to faculty or from study program to study program. The aim of the research is to describe English Language Teaching process in the Faculty of Science and Mathematics and the Faculty of Law.There are two research questions in this study: 1) What materials do the lecturers teach to the students in Faculty of Science and Math and Faculty of Law? Is it General English (GE) or English for Specific Purposes (ESP)? 2) What method do the lecturers use in teaching English to the students in Faculty of Science and Math and Faculty of Law? In conducting this research, descriptive method is used to portray the phenomenon factually. The data were obtained through interview, observation, and documentation. The research was conducted to the first semester students of Pharmacy Study Program, Computer Sciences Study Program, and first semester students of Faculty of Law. Three English lecturers were taken as the participants. Triangulation was used to check the validity of the data. As the result, the writer found out from the result of the interview, observation and documentation that the materials taught in Faculty of Science and Mathematics and Faculty of Law was English for Specific Purposes (ESP). Discussion and lecturing were the methods applied by the English lecturer in Faculty of Law. Presentation and discussion were applied by the English lecturers in Pharmacy Study Program and Computer Sciences Study Program.
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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.
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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��
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Matchimo, Puchong, Samarn Ekkapim, and Surakan Janghan. "Rethinking General Education Program for Integrating Local Contexts and English Contents." Journal of Educational Issues 7, no. 2 (2021): 375. http://dx.doi.org/10.5296/jei.v7i2.19127.
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The local and global dimensions are now in balance within the COVID-19 pandemic in all sectors, education needs to be adapted and disrupted for tomorrow. Local contexts in the stream of global movement concerns curriculum and instruction. The local contexts are significant content to promote English by various kinds of contents. This research purposes to study general education program for integrating local contexts and English contents. Target group consisted of teachers who have been taught basic English courses, general education program. The research tools used questionnaire and interviewing form to study the problems and needs for understanding the general education category by integrating content according to local context. As it finding, the local context is the authentic learning experiences that students can learn, they can make a link between local and global dimensions. Conceptual framework is proposed for rethinking genera; education program for integrating local and global English courses, the study needs more discussion how to help students develop learning abilities through the suitable curriculum and instructional practices.
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Berardo, Marcellino A., Baiba Šedriks, Geri Lamer, and Marina Greene. "Re-Envisioning ESL for Short-Term Programs." Issues in Language Instruction 8 (September 17, 2019): 26–37. http://dx.doi.org/10.17161/ili.v8i0.11832.
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ESL professionals have traditionally taught the four language skills, vocabulary, and grammar in Intensive English Programs (IEPs) to help incoming students satisfy the university’s ESL requirement. As international education continues to change, however, the ESL profession will need to re-conceptualize its role and make explicit its evolving relevance. IEPs and traditional ESL classes are not necessarily applicable to short-term programs, whose purpose is to give participants some experience at a US institution with a focus on a specific discipline or area of study. This paper demonstrates two ways ESL professionals re-envisioned their role at the university for short-term programs (STPs) by creating English courses for the international education experience. With linguistic and cultural guidance from the ESL instructors, participants in these English courses critically analyzed impactful observations, perceptions, ideas, or events from the STP and gave PowerPoint presentations at a program-wide conference on their analysis of one academic or non-academic concept or observation that had the most impact.
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Aboobacker, Sumayya, Sohel Ahmed, Neeraj Kumar, and Abdullatif Al Khal. "Post-Graduation Anesthesiology Program in Qatar, Viewpoints and Future Challenges." MedEdPublish 12 (March 15, 2022): 19. http://dx.doi.org/10.12688/mep.18965.1.
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Qatar is a country located on the east shores of the Arabian Peninsula. In the past three decades, Qatar has experienced significant changes in its educational and healthcare systems. At the time of writing this paper, there are two accredited Faculties of Medicine, which offer students from all over the world the possibility of becoming doctors. Residency Programs are taught in English and are accredited by Accreditation Council for Graduate Medical Education-International (ACGME-I). In this paper, we outline the organisation of Qatar medical education at undergraduate and postgraduate levels, with particular emphasis on the postgraduate anaesthesiology residency program. We outline the opportunities for curriculum development and its future challenges.
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Hustiana, Hustiana. "EXPLORING THE MOTIVATIONAL TEACHING PRACTICES IN ENGLISH INTENSIVE PROGRAM AT AN INDONESIAN ISLAMIC UNIVERSITY." English Language, Linguistics, and Culture International Journal 1, no. 2 (2021): 85. http://dx.doi.org/10.24252/elstic-ij.v1i2.22818.
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The aim of this research was to explore the application of motivational teaching practices used by instructors and their impact on the students’ motivation. The researcher applied case study that conducted in English Intensive Program of UIN Alauddin Makassar namely Pengembangan Intesifikasi Bahasa Asing (PIBA) in academic year 2017/2018. The data sources were 2 instructors and 72 first semester students that taken through purposive sampling. The first instructor taught Guidance and Counseling C Department students that consisted of 30 students and the second instructor taught Nursing A Department students that consisted of 32 students. In collecting data, the motivational teaching Practices by instructor was taken through interview and observation. While, the impact of the application of motivational teaching practices on the students’ motivation was taken through questionnaire. In brief, it could be concluded that there were two kinds instructors’ perception about motivational teaching practices, they were Strongly Motivating Instructor (SMI) and Weakly Motivating Instructor (WMI). Besides, there were two kinds of instructors’ motivation teaching practices implementation, they were Highly Implemented Motivational Teaching Practices (HIMTP) and Lowly Implemented Motivational Teaching Practices (LIMTP). Thus, the impact on the students’ motivation was also different. The Strongly motivating instructor who implemented motivational teaching practices highly had more self-confidence students in learning English. While, the weakly motivating instructor who implemented motivational teaching practices lowly had less self-confidence students in learning English. Even though it could not be denied that all of the students from both classes still had high anxiety and low intrinsic motivation. Therefore, it was suggested for the Instructor to applied personal approach to decrease the anxiety of the students and to increase their satisfying in learning English.
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Wulandari, Mahesi Rina, Lely Setyawati, and Agus Amroni. "THE IMPLEMENTATION OF TEACHING ENGLISH USING EMERGENCY TEACHING PROGRAM DURING COVID-19 PANDEMIC AT SMP NEGERI 4 KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 4, no. 2 (2022): 22. http://dx.doi.org/10.32503/proficiency.v4i2.2759.
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This research was motivated by a phenomenon that occurred regarding the implementation of teaching English at the junior high school level during the Covid-19 pandemic at SMP Negeri 4 Kediri, which in the school the learning process had used the emergency teaching program, namely learning carried out online based on emergency curriculum guides. Descriptive qualitative methods are used in this research. Twenty resource persons were taken consisting of four English teachers at SMP Negeri 4 Kediri, one curriculum representative and five students from grades seven to ninth. The data collection in this research was carried out by interviews, observation and documentation and using three instruments there are interview guides, observation checklists, and list of documentation. The results of this research are: 1) The implementation of English teaching using the emergency teaching program at SMP Negeri 4 Kediri consists of three stages, namely planning which includes making lesson plans, syllabus, learning media, semester programs and annual programs; 2) the obstacles in the implementation of teaching English using the emergency teaching program during the Covid-19 pandemic at SMP Negeri 4 Kediri are the delay of students in collecting assignments, the difficulty of students understanding the material being taught, lack of self-confidence, assumptions regarding the difficulty of learning English (internal factors) and namely the lack of parental support for children, not all students have smart phones, and limited funds to buy quotas (external factors). 3) How to overcome the obstacles in implementation of teaching English using the emergency teaching program during the Covid-19 pandemic at SMP Negeri 4 Kediri are providing cell phone assistance to underprivileged students, increasing discipline in collecting assignments, namely by giving sanctions if they are late in collecting assignments.
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Nguyen, Phuong-Bao-Tran, and Lies Sercu. "Students’ Perceptions of Content- and Language- Integrated Learning in Vietnam: A Survey Study." International Journal of Learning, Teaching and Educational Research 20, no. 12 (2021): 1–18. http://dx.doi.org/10.26803/ijlter.20.12.1.
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Content- and language-integrated learning (CLIL), an educational approach, in which the subject matter is taught in a foreign language. This has become popular in tertiary education. Many research studies have shown its benefits and discussed the favorable effects, especially with respect to L2 language gains. Yet, critical voices, also from the primary stakeholders, namely the students taking part in such integrated programs, have also been heard. In an effort to integrate into the international academic and scientific community, universities in Vietnam have also started to teach academic courses in English. The main objective of this cross-sectional survey study (N=104) was to explore Vietnamese students’ perceptions of such dual-training programs and to investigate to what extent they feel the program currently meets their needs. Our findings show that both lecturers and students are struggling in these courses, for one thing, because of insufficient levels of mastery of the English language; while for another reason, since courses cannot be characterized as courses in which disciplinary contents and the foreign language are taught in an integrated way. The way forward seems to be to educate the lecturers and the students well, before allowing them to participate in CLIL English courses. All these issues need to be considered in the context of local Vietnamese educational realities and traditions.
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Marleni, Lusi, and Putri Asilestari. "Developing Social Media-Based Textbook for Speaking Class in English Study Program." JEES (Journal of English Educators Society) 4, no. 1 (2019): 31. http://dx.doi.org/10.21070/jees.v4i1.1764.
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Lack of reference, guidelines, facilities, time and place of practice English become the problems of this research. This study aims to develop textbook based on social media which is used in Speaking Class at English Study Program. The research adapted some steps of the development by Ploomp which included Need Analysis, Self-Evaluation, Expert Review, Small Group Evaluation, Field Test, and assessment phase. The product of this research is a textbook which consisted of fourteen chapters. Each chapter applied speaking activities through social media. The materials written based on social media and taught by using social media included; Facebook, Whatsapp, Instagram, and Youtube. The textbook is developed and implemented based on social media in accordance with the competency standards set in the curriculum of department. The training materials and activities by using social media strongly guide students to practice English and provide a different atmosphere in the learning process.
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Tristanti. "Study on The Effectiveness of Bilingual Learning in PBBI Program in Sekolah Tinggi Ilmu Pelayaran in 2019." PROSIDING POLITEKNIK ILMU PELAYARAN MAKASSAR 1, no. 4 (2021): 232–39. http://dx.doi.org/10.48192/prc.v1i4.344.
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Maritime Education Institutions need support and encouragement for the development of bilingual programs for cadets or seafarers in general in the future. So far, English, which is a foreign language in Indonesia, is still considered as a barrier to seafarers' communication on ships, especially on ships owned by foreign companies. The research design used in this study included mixed methods: quantitative surveys conducted on final semester of Nautical cadets, field observations and interviews with lecturers and the cadets. This study aims to explore the perceptions of the cadets and the lecturers about learning in English in relation to the bilingual teaching in the classroom. Some of the courses in the Nautical Study Program have been taught in English and Indonesian or bilingual. Some lecturers have an ability to teach bilingual and able to develop good methods of delivery so that the target of understanding the substance of learning materials can be met.
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Adityo, Adityo, and Agista Nidya Wardani. "UTILIZATION OF APPLICATION PROGRAM IN SUPPORTING ASSESSMENT OF ENGLISH PERFORMANCE." JURNAL SCHEMATA Pascasarjana UIN Mataram 8, no. 1 (2019): 107–16. http://dx.doi.org/10.20414/schemata.v8i1.1432.
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English has been taught in early years of school and become one of the main course in the school based on the need of global society while not every school is able to offer the course due to the lack of qualified teachers. The evaluation needed in the learning process face a difficulty in which due to the lack of qualified teachers, is only capable of doing test and not evaluation. Based on the phenomena, this research is conducted to find a new method of evaluating English course by using language tools software that can be used by non-English teacher in accurate and valid evaluation and projected to modernised evaluation process in English course and able to support distance learning. The research employs quantitative analysis in a series of four data collections and analyses involving four participants over the time of 3 months. This research is further supported by language analysis from language expert as a secondary instrument to validate the result of the analysis from the main instrument, P_LEX language tools. The result of the research shows that language tools is valid as a supporting device for evaluating language performance as the result of the language analysis is in parallel to the analysis of language expert.
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Pratiwi, Damar Isti, Akbar Zulkarnain, and Ilham Satrio Utomo. "Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?" Research and Innovation in Language Learning 4, no. 2 (2021): 119. http://dx.doi.org/10.33603/rill.v4i2.4383.
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Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context
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Lavery, Matthew Ryan, Joyce Nutta, and Alison Youngblood. "Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms." Journal of Teacher Education 70, no. 4 (2018): 372–87. http://dx.doi.org/10.1177/0022487117751400.
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Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.
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Aldaihani, Hussein A., Mohammad A. Almutairi, Abdulrahman H. Alqahtani, and Habib S. Alshammari. "Kuwaiti EFL Students’ Perceptions of the Effectiveness of the Remedial English Course 099 at the College of Technological Studies." Studies in English Language Teaching 8, no. 1 (2019): p1. http://dx.doi.org/10.22158/selt.v8n1p1.
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The study aims to evaluate the English remedial course 099 taught in the College of Technological Studies (PAAET) as part of the English program which disseminates English Language Skills to EFL students studying at this college. This study is expected to provide sufficient information to policymakers and educators involved with this program at all levels, with the intention to help them evaluate this course and make useful decisions to improve English Language Teaching in order to combat the deficiency in the English language suffered by college students in Kuwait. A number of 155 students participated in a questionnaire of 15 statements divided into four areas: reading, grammar, writing, and speaking skills. The findings of the study showed that most EFL students benefited from the English course 099, and their language skills were improved. However, there were some drawbacks and weaknesses of the program in terms of learners’ assessments and follow up. The significance of the study arises from the fact that it would enable decision-makers and course evaluators to pinpoint the strengths and weaknesses of the course and hence find ways to improve it.
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Kadwa, Mohammed Siddique, and Hamza Alshenqeeti. "The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program." International Journal of Linguistics, Literature and Translation 3, no. 11 (2020): 55–67. http://dx.doi.org/10.32996/ijllt.2020.3.11.5.
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English plays a crucial role in determining a student’s academic success and career path in Saudi Arabia. This is one of the reasons why all Saudi Arabian universities offer mandatory foundation year programs to university entrants. The assumption is that if a student has high proficiency levels in the English language, the student will be able to meet the challenges and demands of other science courses that are taught in the English language in the first-year program as well as the subsequent bachelor's programs. In order to prepare students for academic success, the trend at Saudi Arabian universities is to use US or UK publishers to provide the resources for its curriculum which is based on the Common European Framework of Reference (CEFR). This study investigates the relationship between Saudi Arabian university students’ English language levels and their performance in science courses in a foundation year program. Using Oxford University’s Q: Skills Placement Test, quantitative data is used to establish the students’ language levels according to the internationally accepted CEFR scales. The scores were then correlated with students’ overall averages in the science courses. Data was gathered over a period of five academic years and statistical analyses were conducted using Pearson’s Correlation Coefficient formula and scatter plots. The findings and conclusions have serious implications for curriculum designers at Saudi Arabian universities as well as institutions of higher learning in the Middle East and the Arab world.
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Nurizzati, Yeti. "Persepsi Mahasiswa Tentang Penyelenggaraan Program Intensif Bahasa pada Pusat Pengembangan Bahasa." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (2017): 141. http://dx.doi.org/10.22515/attarbawi.v2i2.830.
Full textAbstract:
Abstract: Language Development Center (PPB) IAIN Syekh Nurjati Cirebon is one of the Technical Implementation Unit of higher education related to intensive English and Arabic development program. All students from semester one to four must follow and graduate on this program. Assessment of the implementation of this program based on student perceptions of 100 samples is an evaluative study conducted by researchers. Using a questionnaire as a research instrument, it contains input, process, output, lecturers and staff indicators in the learning process. From the research results obtained conclusion that the assessment of the implementation of language intensive program on PPB IAIN Syekh Nurjati Cirebon based on students' perceptions goes pretty well. Most of the students considered that the lecturers of PPB had prepared the teaching well, mastered the taught material, and the exam questions were in accordance with the taught material. Some things that need to be improved are intensive course lectures held on Saturday Sunday, late module distribution, team teaching implementation that has not been optimal, and poor lecturer behavior. Keywords: Language intensive program, Perception