To see the other types of publications on this topic, follow the link: Out-of-class English use.
Journal articles on the topic 'Out-of-class English use'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Out-of-class English use.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ahmed, Zhakaw H., and Wrya I. Ali. "Out-of-class English Practicing." Cihan University-Erbil Journal of Humanities and Social Sciences 5, no. 1 (January 20, 2021): 7–15. http://dx.doi.org/10.24086/cuejhss.v5n1y2021.pp7-15.
Full textAbstract:
Research in Second/Foreign language learning indicates that using English outside of the classroom is an essential part of the language learning process. However, certain studies have been cared out on university-level EFL students indicate that students use English minimally when outside of the classroom. This study furthers the research on English use outside of the classroom to more fully understand out-of-d all types of language learners and the link between language proficiency and out-of-class English language use. For methodology, three private universities in Erbil are concerned. The tools that are used in this study is a questionnaire and also interview. Validity and reliabilities are regarded here. The aims are to investigate the use of of-out-of class activity type that promotes using English and even their attitudes toward the benefits of using English outside of class. Research explores some recommendations to English language departments in the three universities which are helpful for the students’ language proficiency, the research also provides some suggestions for further studies.
2
Daukšaitė-Kolpakovienė, Aurelija. "Out-of-Class English Language Learning Among Upper-Intermediate Level Students." Sustainable Multilingualism 17, no. 1 (November 18, 2020): 124–46. http://dx.doi.org/10.2478/sm-2020-0016.
Full textAbstract:
SummaryThis article discusses a small scale research project that investigated how students learn and use English outside the classroom. It was conducted during the 2019–2020 academic year and completed by administering a questionnaire to 47 students enrolled in the B2-level English language course offered at Vytautas Magnus University in the fall semester of 2019. The data were collected through an online survey. The participants were asked to choose the ways which helped them to learn English outside of the classroom and to comment on them based on how useful they were in terms of learning English. The students were also asked to indicate the frequency of such out-of-classroom (OOC) activities, in other words, how often they engage in the chosen OOCs. The results showed that most of the activities that the research participants engaged in outside the classroom were related to popular culture and their free time activities that were fun and entertaining rather than consciously chosen activities with the purpose of learning English. These activities helped to expand vocabulary and listening, but they did not help to practice speaking and writing (productive skills).
3
Visgatis, Brad, and Tamara Swenson. "Motivational Change After Curricular Revision: Intersections With Out-of-Class Time Use." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 135. http://dx.doi.org/10.37546/jaltpcp2020-17.
Full textAbstract:
This paper reports on changes in the motivation and out-of-class time allocation to English by students at one university in Western Japan following curricular revision. Changes to the English curriculum made beginning in the 2012 academic year included a redistribution and increase in writing class hours, a shift to ebooks for first-year content-based materials, an introduction of an online extensive reading program for first-year students, and the implementation of receptive and productive vocabulary testing in first- through third-year courses. Data from a motivational survey in Japanese and time use diaries were collected from participants in 2018 and compared to previous data from 2011. No significant difference was found between the two groups in the participants’ motivational profiles or amount of out-of-class time allocation to English. Some important differences were found in how time was allocated, yet total study hours outside-of-class fall short of program and governmental expectations. 本稿は、西日本の大学に在学する学生の教室外での英語学習の時間配分と英語学習動機の関係についての研究報告である。対象大学では英語カリキュラムの改訂が2012年から実施された。改訂内容は、ライティングの時間の増加と再配分、初年度の学生へのコンテントベースクラスの読解教材の電子書籍化とオンラインでの多読プログラムの導入、1〜3年次を通した受容語彙と産出語彙のテストの導入等であった。日本語による英語学習動機付けの調査と日記のデータを収集し英語カリキュラム改定後の2018年と改訂前の2011年で比較した。その結果、参加者の教室外での英語学習動機プロファイルおよび英語学習時間数において有意差は見られなかった。一方、学習時間の配分に関しては重要な差が見られたが、教室外の総学習時間量は、大学および文部科学省の期待値に及ばない結果となった。
4
Lolita, Yuri, Endry Boeriswati, and Ninuk Lustyantie. "The Impact of Computer Assisted Language Learning (CALL) Use of English Vocabulary Enhancement." Linguistic, English Education and Art (LEEA) Journal 4, no. 1 (December 30, 2020): 206–21. http://dx.doi.org/10.31539/leea.v4i1.1896.
Full textAbstract:
This study aims at improving students’ comprehension on English vocabulary using computer and finding out the effectiveness, efficiency and the attractiveness of Computer Assisted Language Learning (CALL) in English learning. It was carried out at SMP Sunan Giri Gresik by using proactive action research method and intervention action model. The participants belonged to 3 different class groups. Thirty of them were from 7th grade (Amanah class) and thirty-two of them from (Hidayah class). The other 30 participants from (Inayah class). The data were collected and analyzed by using mixed method approach. Instruments used for collecting data in this study are questionnaires, documents, observation check list, interview, and achievement tests. The results showed that the treatments give affect positively for students especially treatment on cycle 2. It also can be seen by the students’ involvement actively during learning process. Computer assisted learning especially using software gave students chance to explore their English skill especially the vocabulary through interacting directly with computer by doing exercises given individually in pair or group. From the explanation above it can be concluded that English learning in junior high school can be improved with the help of computer assistance in this matter called Computer-Assisted Language Learning (CALL) mainly to improve English vocabulary.
Keywords: Computer-assisted language learning (CALL), English vocabulary, Students’ comprehension
5
Adri, Adriana, and Acep Haryudin. "THE USE OF CIRC TO IMPROVE STUDENT’S READING ABILITY." PROJECT (Professional Journal of English Education) 2, no. 3 (May 11, 2019): 345. http://dx.doi.org/10.22460/project.v2i3.p345-351.
Full textAbstract:
The purpose of research was to find whether the learning model of the CIRC based on student learning was effective in improving reading ability in English learner. This activity aims to get experience in learning process and education activities that is used as a provision to become a candidate for educator. Researcher need to be able to have values, attitudes, knowledge and the skills needed as an english teacher. Research activities starts from observation to implementation in learning process in class and activity carried out after doing consultation with the teacher supervisor first and also guidance with the Lecturer Field Advisor. In teaching process the writer found in class that students need to improve their reading ability. That's why the writer use the titte in this journal is The Use Of Circ To Improve Student's Reading Ability. CIRC is Cooperative Integrated Reading and Composition. Implementation of this research was carried out in the class XI Manajemen Pemasaran SMK YPKKP Bandung.
6
Marsella, Elisabeth. "Exploring Teachers’ Use of First Language (L1) in EFL Classroom." TEKNOSASTIK 18, no. 1 (January 30, 2020): 15. http://dx.doi.org/10.33365/ts.v18i1.483.
Full textAbstract:
Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording, and interview were conducted to collect the data. From the data, it is obtained the teacher talk (TT) where the teachers mostly used English. Although the teachers used English and encouraged students to use English, it turned out that in some situation L1 is unavoidable. The teachers used L1 during the class learning. This teachers’ L1 was then analyzed from the perspective of initiation, response, feedback (IRF) exchange. The result shows that teachers performed typical acts and functions in the class interaction. Moreover, teachers’ L1 was not necessarily showing incompetence or reluctance to use L2. Rather, L1 use performed functions in the classroom that it helped teachers build students’ knowledge and manage the class more efficiently.
7
Sargsyan, Mane, and Anna Kurghinyan. "The use of English language outside the classroom." Journal of Language and Cultural Education 4, no. 1 (January 1, 2016): 29–47. http://dx.doi.org/10.1515/jolace-2016-0003.
Full textAbstract:
Abstract This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students’ interests into the classroom.
8
Nur, Istia Fadilah, and Yuli M. Pd Astutik. "An analysis of code mixing and code switching used by teacher and students in english class." International Journal on Integrated Education 3, no. 1 (January 24, 2020): 118–22. http://dx.doi.org/10.31149/ijie.v3i1.293.
Full textAbstract:
The purpose of conducting this study is to find out the kinds of code mixing and code switching used by teacher and students in English class and some factors that make the teacher and students use code mixing and code switching in English class. This research used qualitative method. The researcher use basic technique in analyzing the data which are recording the entire content, transcribing the utterances, classifying and organizing the data, grouping data and the last is analyzing data. Based on the data found by the researcher, the result of the research shows 4 types of code mixing and code switching namely outer code mixing (English with Indonesia and Indonesian with English) and external code switching (English into Indonesian and Indonesian into English). There are 51 utterances total of code mixing and switching in English class. And some factors that make they use code mixing and switching because the teacher often found out that the students confused or did not understand, the students lack of vocabulary and English knowledge, feel afraid of being wrong in using English and they are not used to talking only in English.
9
Mukti, Thomas Wahyu Prabowo, and Ouda Teda Ena. "The Use of Code Switching in General English Classes for Non-English Department Students in Indonesia." Indonesian Journal of EFL and Linguistics 3, no. 2 (November 12, 2018): 185. http://dx.doi.org/10.21462/ijefl.v3i2.80.
Full textAbstract:
The issue of the use of code switching as instructional languages in the class has already become a worldwide concern. Some experts may say that it is beneficial while others believe that it is not since it may become the interference for the learning. Through this paper, the researchers want to investigate the use of code switching in General English Classes for non-English Department of Sanata Dharma University. Employing a quantitative approach, specifically observation method by recording the class activity, this study tries to find out the types and analyse code switching employed by lecturers in the classes. The data analyses revealed that tag switching, intra-sentential and inter-sentential code switching are employed by lecturers and the code switching itself functions as the topic switch, repetitive and affective function. The inter-sentential code switching was mostly used by the lecturer and it mostly served as a repetitive function to explain and show their affection to students
10
Farid, Rezqan Noor, and Andriany Hadisyah. "the impact of language use bullying on Indonesian students' language development." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (October 3, 2020): 59. http://dx.doi.org/10.20527/jetall.v3i2.7899.
Full textAbstract:
Bullying is an issue that is difficult to be eliminated even in high education level. Bullying in high education may interfere the learning processes. Some of the students think that bullying is common. However, some others think that it is a bad situation for them. The study was conducted in University of Muhammadiyah Banjarmasin. The subject of this study is students of Intensive English Class. Case study is implemented to collect in-depth information about bullying factors in Intensive English Class. From indepth interviews that were conducted, the researcher found out that bullying factors included aspects of humiliation and mocking, intimidating, Ignoring, and Criticizing one’s appearance or background. The impacts found are considered safe and not severe since bullying in language use only caused shyness and not affecting the development of English learning.
11
Liu, Binmei. "Social class, language attitudes, and language use." Chinese Language and Discourse 11, no. 1 (June 3, 2020): 5–30. http://dx.doi.org/10.1075/cld.19002.liu.
Full textAbstract:
Abstract Few previous studies have examined the impact of social class on language attitudes and language use in mainland China. A total of 215 questionnaires were collected from a university in China for this study. The participants were classified into four social classes: upper middle class, middle middle class, lower middle class, and lower class. Then an individual interview was conducted with 10 students. Findings show that the students from the upper middle class had significantly lower attitudes toward local dialects and they had the lowest percentage of current use of dialect at home. The study adds evidence to findings of previous studies that local dialects might face certain danger of maintenance. It also shows that this change would start from people from the upper middle class. The study also points out a possible future tendency that social class privilege will play a more significant role in English learning and education.
12
Yi-Hsiang, Lin,, and Huang, Yen-Ling. "The Investigation of the Listening Strategies Teachers Instruct and the Listening Strategies Students Use." Journal of Language Teaching and Research 12, no. 4 (July 1, 2021): 557–65. http://dx.doi.org/10.17507/jltr.1204.05.
Full textAbstract:
When people learn a new kind of language, the listening ability is the first ability people will encounter. Listening ability will also influence people to speak a new type of language fluently and correctly. This research aimed to determine the relationship between teachers' listening strategies and the listening strategies students use. Moreover, this research also intended to investigate what kind of listening strategies students usually use when practicing English listening. In this study, the researcher again examined the listening strategies teachers usually instruct during the class. The participants of the study were all freshmen of the Department of Applied Foreign Languages, University of central Taiwan with a certain level of English listening ability. The participants were going to fill out a questionnaire about their English listening habits. After analyzing the data, the researcher revealed final findings that indicated differences between teachers' listening strategies and the listening strategies students use. Teachers preferred to combine different materials and knowledge when they were in the listening class. Moreover, students tended to choose the materials that they are interested to improve their English listening after the course. Moreover, teachers also facilitate students with methods to enhance their English listening skills after class.
13
Syarief, Ivan Ferdiana, Yanuarti Apsari, and Arsy Nastiti Karya Dewi. "THE USE OF BOOK STORY IN TEACHING READING COMPREHENSION." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 276. http://dx.doi.org/10.22460/project.v3i2.p276-282.
Full textAbstract:
In general, students' difficulties in understanding of reading is in expressing the meaning and purpose of the reading. The researcher found these problem while conducting research at one of the Islamic Schools in class VIII at SMP PLUS YPP DARUSSURUR CIMAHI. This study aims to improve the reading ability of students through English-language storybook media. This research used Classroom Action Research design which includes planning, action, observation, reflection or evaluation activities. The study was conducted SMP PLUS YPP DARUSSURUR CIMAHI. The sample of the research is class VIII C that contain of 26 students. The results showed that before treatment was given using the English-language storybook media, after reading comprehension learning using English-language book story at the first cycle the average value of reading comprehension skills of students increased still in the medium category In cycle 1, the researcher discover that 70% or 18 out of 26 students got the score under KKM, and learning was done on the second cycle was found that 86.20% of the students or 25 out of 26 students got the score more than or equal to 70 related to the Minimum Mastery Criteria of reading comprehension ability of students experienced an increase in average value with a very high category. Keywords: Reading, Media Story Books, CAR
14
Intan, Mera, Kismullah Abdul Muthalib, and Iskandar Abdul Samad. "The use of English Conversation Journal (ECJ) to improve students’ speaking performance in business English communication." English Education Journal 12, no. 1 (January 31, 2021): 71–88. http://dx.doi.org/10.24815/eej.v12i1.19133.
Full textAbstract:
This experimental research was intended to make an analysis and assessment toward the use of English Conversation Journal (ECJ) whether it is effective to improve students’ speaking performance in Business English Communication or not. The objectives of this study were to find out whether there are any significant differences between students who are taught by using ECJ and without ECJ in terms of students’ speaking performance in Business English Communication. The Researcher employed quantitative research with two groups consisting of pre-test and post-test groups through random sampling where Office Management students (OM-35) as control class and (OM-36) as experimental class. The result revealed that the mean difference is 11.75. It showed that the average result of students’ deviation score in Control and Experiment groups was 69.50-81.25=-11.75. In other words, there are significant differences in students’ Speaking Performance in Business English Communication between those who were taught by using English Conversation Journal (ECJ) and those who were not. Therefore, improving student’s speaking performance in Business English Communication by using English Conversation Journal (ECJ) can be an alternative in teaching and learning process.
15
Mujiono, Muji Adi, and Thalia Medina Diputri. "INTRA-SENTENTIAL SWITCHING USE IN CLASSROOM ACTIVITY." PROJECT (Professional Journal of English Education) 1, no. 5 (September 1, 2018): 568. http://dx.doi.org/10.22460/project.v1i5.p568-572.
Full textAbstract:
The research focused in the intra-sentential code switching used by the students in English Department of IKIP Siliwangi Bandung. The research was conducted to find out the intra-sentential switching that used by the students, why the students switch code, and the function of intra-sentential switching in classroom activity. The research employed a qualitative descriptive study involing field research. The samples are 3 groups presentation from class A2 English Education 2015 IKIP Siliwangi Bandung. This study explored pattern of intra-sentential code-switching (CS) that are manifest in classroom activity of English-Indonesia-Sunda in class A2 English Education 2015 IKIP Siliwangi Bandung, the reason why students switch thier code and in what situation students switch their code or language. The result of this research are 3 groups presentation were switching their language in type of intra-sentential switching, the reasons they switch their langugae are less vocabulary, to make they easier to express their mind, to make listener or audience easier to understand, and nervous. In presentation, group discussion, speech & daily conversation are situations they switch their code or language.Keywords: Code switching, Intra-sentential switching, classroom activity.
16
Limbong, Sunarlia, Mafrisal Chaniago, Hotman Tua, and Citra Prasiska PT. "The Use of Kahoot! in Teaching English Maritime Subject." PROSIDING POLITEKNIK ILMU PELAYARAN MAKASSAR 1, no. 4 (March 3, 2021): 105–13. http://dx.doi.org/10.48192/prc.v1i4.331.
Full textAbstract:
Technology is being increasingly integrated as a part of teaching in view of enhancing students’ achievement in learning English. This paper presents outcomes of research that examined the effect of using Kahoot! in teaching English Maritime for second semester at Nautika II class of Politeknik Ilmu Pelayaran Makassar. This study used pre-experimental design. In taking the sample, this study used purposive sampling technique. This study was carried out among 20 students from total population of Nautika II classes. The data were analyzed by using descriptive and inferential statistics. Descriptive statistics in the form of frequency, means, standard deviation and independent t – test. From this study, it was found that the students’ test scores were higher when they were taught using Kahoot! on the learning process. The result of hypothesis testing showed t-test (17.321) was more than t-table (2.093). Therefore, it can be concluded that H0 was rejected and Ha was accepted. It means that there was a significant effect of using Kahoot! on the students’ vocabulary and grammar achievement at second semester in Nautika II class C. From these findings, it can be suggested that online media like Kahoot! is strongly recommended to be used in the teaching and learning process of English vocabulary and grammar. It is expected that the finding of this study would enlighten the relevant literature of the area.
17
Aeni, Nur, Fitriani Fitriani, and Nur Fitri. "The Use of Circle Games to improve the Mastery of English Vocabulary of the Indonesian Maritime Academy Students." Journal of Educational Science and Technology (EST) 5, no. 3 (November 17, 2019): 239. http://dx.doi.org/10.26858/est.v5i3.9424.
Full textAbstract:
The research's aim was to find out if the use of circle games substantially enhances the vocabulary competence of the learners and to find out whether or not the learners are interested in using circle games. The study used a quasi-experimental technique. The study population was AMI AIPI Makassar's first year students in the academic year 2018/2019. The sample consisted of 50 students in Technical Class A and B. The research used cluster random sampling. In AMI AIPI Makassar, the investigator took two classes of the first year Technical Class students. The classes were split into the experimental class and class control. The results showed an important distinction between the score of the learners taught using circle games and without Circle Games. It was demonstrated by the experimental class ' mean score, which in the posttest was greater than the control class. The test outcome showed that the use of Circle Games substantially increased the mastery of the students. Analysis using the Likert Scale showed that learners wanted to learn English through Circle Games.
18
Nurdini, Rahmi Aulia. "THE USE OF PICTURE TO IMPROVE STUDENTS’ SPEAKING SKILL IN ENGLISH." IJET (Indonesian Journal of English Teaching) 7, no. 2 (December 31, 2018): 157–62. http://dx.doi.org/10.15642/ijet2.2018.7.2.157-162.
Full textAbstract:
This study is aimed to investigate how to teach English speaking or conversation interestingly for students by using a picture so that the students are easier to learn and enjoy in speaking English to others in the classroom. Method employed was descriptive qualitative method by doing observation and library research. Findings shows that using picture is one of good way to create an interesting learning process, so the students can easier to understand the lesson, and get enthusiastic to speak English to others in the classroom. Finally, if student always practice it repeatedly even out of the class, they will be able to remember permanently what they had learned and they will improve their ability in speaking English automatically.
19
Lara Castro, Jonathan Antonio, and Claudio Díaz Larenas. "Students’ willingness to participate in speaking activities through the use of scripted role-plays." Revista Comunicación 28, no. 2-2019 (December 20, 2019): 71–89. http://dx.doi.org/10.18845/rc.v28i2-2019.4930.
Full textAbstract:
The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play.
The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention.
20
Nuraida, Ida. "THE INFLUENCE OF THE USE THE FIRST LANGUAGE IN INDONESIAN EFL CLASSROOMS." Journal of English Language Teaching and Literature (JELTL) 2, no. 1 (March 18, 2019): 23–30. http://dx.doi.org/10.47080/jeltl.v2i1.540.
Full textAbstract:
Despite widespread use only English in Teaching EFL, the use of first language in EFL class has been a perennial topic of discussion in the field of language education. Most established L2 teaching methods discourage the use of L1 in class. This research attempt to explore the use of first language in Indonesian in the EFL Classroom as well as lecturer and students response toward it. The presents study aimed to find out how the lecturer view first language in language classrooms. This research use experimental methods and to take the sample is use random sampling, The objective of the research includes2 Indonesian EFL Lecturer and 48Indonesian EFL students at first semester of teacher training education faculty in Banten Jaya University. The process to gate the data through the interview and questionnaires. The research finding had good result, indicated that English language give the positive response for the students. The resultalso emphasizing to the comprehension the meaning of English language
21
Handoko, Handoko, and Rabbi Antaridha. "The Use of Instructional Media in Improving Student’s Skill in Essay Writing Through Blended Learning Platform." JURNAL ARBITRER 6, no. 1 (May 25, 2019): 53. http://dx.doi.org/10.25077/ar.6.1.53-58.2019.
Full textAbstract:
The research focuses on the use of instructional media in the blended learning platform to improve students' ability in writing essays. The implementation of blended learning is carried out in three cycles: brainstorming, drafting, and final writing. At the end of each cycle, there is an evaluation to find out the progress of the learning. Feedback is given from the evaluation results to overcome problems that arise in the previous cycle. The subjects of the research are students of Universitas Andalas who divided as control class and experimental class. The purpose of this study is (a) short-term; To help overcome student problems and improve their ability to write essays in English (b) long-term is to provide a basis for learning models of English writing essays at universities. The pretest indicates that 59% of participants from the control class have a low score (below 60) while in experimental class, about 60% of participants get a score below 60. The result of the research shows significant improvement in essay writing performance with an average score of post-test 76.35. By using the t-test can be seen the significance value of 0.06> 0.05, which indicates that the use of instructional media in the blended learning platform can improve students performance in writing an essay.
22
Muamaroh, Muamaroh, Vira Cahya Mukti, and Dwi Haryanti. "The Process and Problems of EFL Learners in English Writing." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 2 (October 15, 2020): 405–18. http://dx.doi.org/10.30605/25409190.215.
Full textAbstract:
The objectives of the study were to investigate the process of English writing from students of undergraduate international class, to describe problems faced by students in writing English, and to find out the factors which inhibit and improve their writing skills. There were six female respondents in international class. The study used documentation from the students’ work, open-ended questionnaire and interview as the instruments for data gathering. All the data were analyzed by using descriptive qualitative approach. The results of this study showed that all students used four stages in the process of English writing: planning, drafting, editing and final revision. The students’ English writing problems covered content, organization, vocabulary, language use and mechanic. The factors which inhibit them in writing English included not being confident in writing English, not mastering grammar and vocabulary, and lack of practice in writing. The aspects which encourage them to write English were due to the demands as international class students, watching English movie, reading English books or journals, listening English songs and having ambition to acquire scholarship overseas.
23
Fata, Ika Apriani, Syamsul Bahri, and Muridhal Muridhal. "From Picture to Text: the Use of Picture in ELT Writing Class." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 29, 2018): 291. http://dx.doi.org/10.24167/celt.v18i2.1654.
Full textAbstract:
Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.
24
Xin, Li, and Zhao Zhongbao. "An Investigation into the Influence of Blended Learning on Oral English Proficiency of Senior High School Students." International Education Studies 14, no. 7 (June 23, 2021): 27. http://dx.doi.org/10.5539/ies.v14n7p27.
Full textAbstract:
We advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high school. A one-semester teaching experiment is conducted to explore whether there is a significant difference in the students’ oral English proficiency between the experimental class and the controlled class. The major findings of the study are as follows: (1) There are significant differences of students’ oral English proficiency before and after the experiment in the experimental class and the controlled class; (2) Blended learning can improve students’ oral English proficiency, among which pronunciation and intonation, range and accuracy of vocabulary and fluency of language are the most significant ones, while the accuracy and complexity of grammatical structure are insignificant.
25
Anggraeni, Candradewi Wahyu, Widya Ratna Kusumaningrum, and Rangga Asmara. "O’SPEAK FOR ENGLISH PHONETIC AND PHONOLOGY CLASS: WHAT’S ON STUDENTS’ MIND?" SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 89–100. http://dx.doi.org/10.21460/saga.2021.22.76.
Full textAbstract:
In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.
26
Candraloka, Olyvia Revalita. "The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran." JELE (Journal of English Language and Education) 1, no. 2 (December 10, 2015): 108. http://dx.doi.org/10.26486/jele.v1i2.165.
Full textAbstract:
The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast
27
Wiannastiti, Melania. "Facebook in an English Guided Self Learning Class." Humaniora 4, no. 2 (October 31, 2013): 771. http://dx.doi.org/10.21512/humaniora.v4i2.3505.
Full textAbstract:
The use of technology especially the Internet in language teaching and learning has become more popular nowadays since it is more interesting and effective. Nowadays, since almost every person has at least a gadget connected to the Internet, the teaching learning is possible to be carried out outside the classroom in the way of autonomous learning. Language learners are likely to look to computers and the Internet for resources of learning. By applying the Internet as the type of learning, students are exposed to optimize the use their gadget connected to the Internet. This type of learning was also applied for Binus pre-university students learning English Smart Program in GSLC (Guided Self Learning Class). Based on the background, this paper aims to explain what GSLC is and describe how Facebook as the Internet social media can be used for supporting GSLC. There are many advantages the students and the lecturer get from using this media in GSLC. From result of the questionnaire, FB is affective to support them in learning. In conclusion, Facebook can be used to support the GSLC activities.
28
Syaripudin, Usep, and Pia Nuristiana. "The Use of Talking Chips Technique in Students' Impromptu Speaking." Academic Journal Perspective : Education, Language, and Literature 1, no. 2 (November 14, 2018): 129. http://dx.doi.org/10.33603/perspective.v1i2.1617.
Full textAbstract:
The purpose of learning language is to communicate with people. It means that speaking is one important skill in learning language. Based on pre-observation, students encountered many problems, such as lack of vocabularies, grammar, fluency and pronunciation. Therefore, the writer wanted to solve those problems by using Talking Chips technique in teaching speaking. The aims of the study were to find out the data of the use of Talking Chips technique affects students or not, and to find out the students' responses about Talking Chips technique in speaking class. The subject of this study was the First Year in University in Cirebon. The total sample was fourty students. This study used quasi experimental design with control class. In experimental class, the class which used Talking Chips technique in teaching speaking, it was conducted in three steps, such as pre-test, treatments, and post-test. The findings of this study were that Talking Chips technique is effective to students' speaking ability, especially in impromptu speaking. By comparing the mean score of experimental and control class, it was found that the Talking Chips technique is effective in teaching speaking. From the data, it can be concluded that many students spoke in English very often therefore the students got higher scores. It was supported by the data of questionnaire of students' responses. Those responses said that Talking Chips gives many benefits to foster students' speaking ability.
29
Amnan, Ari. "THE USE OF ICT IN ENGLISH TEACHING AT SMK (VOCATIONAL HIGH SCHOOL) REGENCY OF NGAWI DURING COVID-19 PANDEMIC." ELTALL: English Language Teaching, Applied Linguistic and Literature 1, no. 2 (September 1, 2020): 45. http://dx.doi.org/10.21154/eltall.v1i2.2447.
Full textAbstract:
The objective of this research is to find out the English teaching during covid-19 pandemic. Due to the COVID-19 outbreak, all institutions of education in Indonesia held the teaching and learning from home as a way to reduce the outbreak the virus spread. The ministry of education has a partnership with some providers (online class) where teachers and students can utilize it as media freely, on the other hand, Teachers preferred to employ WhatsApp (WA) in conducting the class. Not all students have enough access to gain the facilities, such as the cost for buying internet data, mobile phone, and the reachable and stable signal for internet. Teachers and students may require eligible infrastructures to run the class properly.
30
Din, Muhammad. "Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan." Education and Linguistics Research 5, no. 2 (November 15, 2019): 147. http://dx.doi.org/10.5296/elr.v5i2.15839.
Full textAbstract:
Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.
31
Sinaga, Juwita Boneka. "THE EFFECT OF WATCHING ENGLISH MOVIE TO IMPROVE STUDENTS’ LISTENING SKILL." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 1 (June 30, 2020): 110. http://dx.doi.org/10.33373/as.v11i1.2449.
Full textAbstract:
The objective of the study was to find out whether significant effect of watching English movie to improve students’ listening skill at SMAN 16 Batam in academic 2019/2020. The researcher used quantitative method and focused on quasi experimental. The population in this research is all of tenth grade students that consisted of 400 students that selected by using simple random sampling technique. The subject of the study was grade X social 1 and X4. The researcher conducted research in two classes as experimental class and control class. The researcher use quantitative data by giving pre-test and post-test measure the students’ listening skill. The result of the calculating t-test was tcount > ttable (3,269 > 1,990). It means that Null hypothesis was rejected and alternative hypothesis was accepted. Therefore, in this research was a significant effect of watching English movie to improve students’ listening skill at tenth grade of SMAN 16 Batam. Moreover, watching English movie was gave positive effect to improve students’ listening skill. Watching English movie could motivate the students and interested in learning listening skill. Therefore, the English teacher could carry out the watching English movie to improve students’ listening skill.
32
Apandi, Apandi, and Devi Siti Sihatul Afiah. "PROJECT BASED LEARNING IN TRANSLATION CLASS." Academic Journal Perspective : Education, Language, and Literature 7, no. 2 (December 1, 2019): 101. http://dx.doi.org/10.33603/perspective.v7i2.2656.
Full textAbstract:
PROJECT BASED LEARNING IN TRANSLATION CLASSApandiProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonEmail: aapandi5@gmail.comDevi Siti Sihatul AfiahProdi Pendidikan Bahasa Inggris, FKIP Unswagati Cirebon  AbstractThis study aims to identify student learning experiences in the Indonesian-English translation class. This study uses a case study approach with data collection methods in the form of observations, interviews and questionnaires. Observations are made to obtain data sources from direct sources. Interviews were conducted to find out whether the places visited had historical stories, legends or folktales that could be translated into English, and also to find out the obstacles or challenges faced during learning using PBL. A questionnaire was used to identify learning experiences in the Indonesian-English translation class using PBL. Respondents were students of the 6th semester of the English language education program who took part in the English-Indonesian translation course. Data is presented in the form of descriptive explanations and also supported by graph data to facilitate the presentation. This study shows that the use of PBL provides benefits in forming independent learners, improving critical thinking and can improve attitudes in collaboration with peers. However, there are still obstacles and challenges in translation courses using PBL, namely at the beginning of the lecture in the form of less preparation time, adaptation with group mates and also the location of observations that are located some distance from the campus or where students are, and there are difficulties in translating cultural words found.Key words: PBL, Translation, Learning Experience
33
Sucitra, Sucitra. "Students’ Perceptions toward Bilingual Education at ICP Chemistry Education in Makassar." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (August 14, 2020): 8–13. http://dx.doi.org/10.47616/jamres.v1i1.10.
Full textAbstract:
This study aims to find out: (1) students’ perceptions toward bilingual education in ICP (International Class Program) toward the use of two languages of instructions (English and Indonesian) by the lecturer in classroom. (2) to investigate its benefit for students in ICP chemistry education. The researcher adopted a descriptive qualitative research with a case study method. To gain the data, the researcher employed questionnaire with the students. the subjects in this study were 24 of students sixth semester belong to the International Class Program (ICP) chemistry education in State University of Makassar. The results of this study showed that there were the bilingual education helps the students to gain control their English skill. It showed that students’ positive perceptions toward the use of bilingual language as language instruction in the classroom by the lecturer. It is concluded that teaching chemistry in English facilitates the learners’ attempt in learning English.
34
Nur, Nur Aliyah. "DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 268. http://dx.doi.org/10.24252/eternal.v42.2018.a10.
Full textAbstract:
The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.
35
Arief, Yusuf Al, and Siti Haniifah Husnul Khotimah. "CODE-SWITCHING IN THE ENGLISH TEACHING TO NON-ENGLISH DEPARTMENT STUDENTS." Journal of English Education, Literature and Linguistics 2, no. 1 (May 4, 2019): 36–49. http://dx.doi.org/10.31540/jeell.v2i1.233.
Full textAbstract:
Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia, where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages: English, Bahasa Indonesia, Banjarese, and Arabic. There were three types of code-switching used by the lecturers which were tag-switching, intrasentential-switching, and intersentential switching. While for the function, there were three functions of code-switching used by the lecturers which were topic-switch, affective-function, and repetitive function. In conclusion, the lecturers switched their languages in some types and for various functions depending on the situation of their teaching activity and students’ need
36
Ahmad, Tariq, Allan Ramsay, and Hanady Ahmed. "Detecting Emotions in English and Arabic Tweets." Information 10, no. 3 (March 6, 2019): 98. http://dx.doi.org/10.3390/info10030098.
Full textAbstract:
Assigning sentiment labels to documents is, at first sight, a standard multi-label classification task. Many approaches have been used for this task, but the current state-of-the-art solutions use deep neural networks (DNNs). As such, it seems likely that standard machine learning algorithms, such as these, will provide an effective approach. We describe an alternative approach, involving the use of probabilities to construct a weighted lexicon of sentiment terms, then modifying the lexicon and calculating optimal thresholds for each class. We show that this approach outperforms the use of DNNs and other standard algorithms. We believe that DNNs are not a universal panacea and that paying attention to the nature of the data that you are trying to learn from can be more important than trying out ever more powerful general purpose machine learning algorithms.
37
Rodliyah, Rojab Siti, Ernie D. A. Imperiani, and Lulu Laela Amalia. "INDONESIAN TERTIARY STUDENTS’ ATTITUDES TOWARDS THE USE OF LOCAL CULTURE VS TARGET CULTURE READING MATERIALS IN ENGLISH READING CLASS." Jurnal Pendidikan Bahasa dan Sastra 14, no. 1 (April 1, 2014): 109. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.714.
Full textAbstract:
This paper aims at portraying Indonesian tertiary students’ attitudes towards the use of local and target culture reading texts in English reading classes with regard to today’s role of English. It has been widely recognized that today’s role of English is as an international language (EIL) and as a lingua franca (ELF). Regarding this international role of English language, ideally teaching and learning English should be matched with appropriate pedagogical approach, in this case, EIL pedagogy approaches. In other words, teaching and learning EIL should be different from teaching and learning of any other second or foreign languages. Since Indonesia is categorized as an EFL country, it is interesting to find out whether this issue has an impact on ELT practices such as English reading class in this country. The subjects of the study are first year English Education Department students. The data were gained by delivering Likert scale questionnaire to the students on their attitude towards the reading materials given to them in one semester. In addition to this, an interview was conducted to verify the data and gain further information. The findings revealed that in general they show positive attitude to both local culture and target culture reading materials, with the majority of them prefer reading target culture reading materials. Furthermore, a considerable number of the students also acknowledge the importance of the use international culture along with English language teaching.
38
Grathia, Ellyah. "The Effect of Using English Video on Students’ Vocabulary Mastery at SMP PSKD 6 Depok." JET (Journal of English Teaching) 3, no. 2 (May 31, 2018): 143. http://dx.doi.org/10.33541/jet.v3i2.706.
Full textAbstract:
ABSTRACTThe main objective of this research is to find out whether or not there is any significant effect of using English video on students‟ vocabulary mastery at SMP PSKD 6 Depok. This study is an experimental research that consists of two classes, the experimental class and control class. The research was done on April 2016 until May 2016. The subject of the research was eighth graders‟ students VIII B and VIII C at SMP PSKD 6 Depok. The consisted of 20 students. The instruments of the test were pre-test and post-test. The improvement of the eighth graders‟ vocabulary scores can be seen from the results of the pre-test and post-test. The mean scores of the experimental class in the pre-test was 57.35 points. While the mean scores of the control class in the pre-test was 52.60 points. The average score of the experimental class in the post-test was 71.40 points. While the average scores of the control class in the post-test was 60.00 points. The data obtained clarified that there was a significant effect of using English video on students‟ vocabulary mastery. By using English video, students‟ in experimental class ranged of the average score from 57.35 points until 71.40 points. The hypotheses tested in this research showed that there was a significant effect of English video. The value of Sig. of equality variances (0.760) was higher than Sig. α (0.05). This finding indicates that the sample data were taken from homogeneous population variances. Based on the result of the research, it was concluded that the use of English video on students‟ vocabulary mastery at SMP PSKD 6 Depok. The writer suggests using English video is one of the effective technique to improve students‟ vocabulary, especially in teaching English in eighth graders. Keyword: experimental research, English video, vocabulary
39
Wulandari, Fariska. "IMPROVING BUSINESS ENGLISH AND MANAGEMENT STUDENTS’ READING COMPREHENSION THROUGH STRUCTURAL ANALYSIS." Jurnal Pendidikan Bahasa 7, no. 2 (December 1, 2018): 326. http://dx.doi.org/10.31571/bahasa.v7i2.1013.
Full textAbstract:
<p>This research was purposed to find out how the use of structural analysis improve the reading comprehension of E class second semester students of Business English and Management Major Tonggak Equator Polytechnic in the academic year 2017-2018 and how significant does the use of structural analysis improve the reading comprehension of E class second semester students of Business English and Management Major Tonggak Equator Polytechnic in academic year 2017-2018. This research was classroom action research which was set out in two cycles, they are the first and second cycle. The subject of this research was E class second semester students of Business English and Management Concentration of Tonggak Equator Polytechnic in the academic year 2017-2018. Field note and test were used in collecting the data. The test consists of pre-test and progress-test. The data of the students' pre-test and progress-test score were analyzed by using the mean score and the data of the observation by using field note was analyzed descriptively. The finding of the research was structural analysis positively improved the reading comprehension of E class second semester students of Business English and Management Major Tonggak Equator Polytechnic in academic year 2017-2018 within two cycles, and the significance of the use of structural analysis in improving the reading comprehension of E class second semester students of Business English and Management Major Tonggak Equator Polytechnic in academic year 2017-2018 could be seen based on the test given they were 64 for the pre-test, 71.6 for the first progress-test and 83.4 for the second progress-test, and from the field note, that the students looked tired, sleepy, looked for answer from student beside them and could not finish the test by the time given by the researcher in the first cycle but have significant progress in the second cycle that the students looked more relax in doing the test and could finish the test by the time given by the researcher.<br />Keywords: reading comprehension, structural analysis, classroom action research.</p>
40
Hertiki, Hertiki. "Evaluating the English Textbook for Young Learners." JET ADI BUANA 4, no. 1 (April 30, 2019): 25–34. http://dx.doi.org/10.36456/j.v4i1.1882.
Full textAbstract:
Evaluating the English textbook used at one of the National Plus Schools in Surabaya (SNA), this study aims at finding out whether “My Pals are Here!†fulfill the objectives of teaching English and whether it is designed according to the principles of Teaching English to Young Learners (TEYL). Further, the instrument of this study was the researcher herself and equipped with an Evaluation Checklist by Bilash (2009). Also, an interview with a teacher who has used that book in class provided for this research. Using the checklist, it was found out that “My Pals are Here!†is in accordance with the objective of teaching English at SNA, which is to help learners to be able to use English for communication especially orally. “My Pals are Here!†is also fulfill the principles of TEYL
41
Hertiki, Hertiki. "Evaluating the English Textbook for Young Learners." JET ADI BUANA 4, no. 1 (April 30, 2019): 25–34. http://dx.doi.org/10.36456/jet.v4.n1.2019.1882.
Full textAbstract:
Evaluating the English textbook used at one of the National Plus Schools in Surabaya (SNA), this study aims at finding out whether “My Pals are Here!†fulfill the objectives of teaching English and whether it is designed according to the principles of Teaching English to Young Learners (TEYL). Further, the instrument of this study was the researcher herself and equipped with an Evaluation Checklist by Bilash (2009). Also, an interview with a teacher who has used that book in class provided for this research. Using the checklist, it was found out that “My Pals are Here!†is in accordance with the objective of teaching English at SNA, which is to help learners to be able to use English for communication especially orally. “My Pals are Here!†is also fulfill the principles of TEYL
42
MacGregor-Mendoza, Patricia. "La palabra enseña, pero el ejemplo arrastra." Spanish in Context 12, no. 3 (December 31, 2015): 327–48. http://dx.doi.org/10.1075/sic.12.3.01mac.
Full textAbstract:
Although previous research has focused on working class immigrants, currently, one out of every nine immigrants from Mexico derives from its university-educated class of individuals, known as profesionistas. Profesionistas’ enhanced cultural capital allows for greater mobility in terms of housing, travel and personal contacts beyond U.S. Spanish-speaking communities as compared to traditional working class immigrants from Mexico. Nonetheless, these same conditions are ripe to promote a shift to English for their families. The present study examines the values held by women profesionistas regarding Spanish and English and their use of both languages within their households. The findings reveal that, in contrast to previous studies of Spanish-speaking communities, Spanish is held in equal esteem with English and profesionista informants aspire for their children to cultivate equally strong skills in both languages and make efforts to guide their children’s development of Spanish.
43
Paranduk, Rida, and Yofri Karisi. "THE EFFECTIVENESS OF NON-VERBAL COMMUNICATION IN TEACHING AND LEARNING ENGLISH: A SYSTEMATIC REVIEW." Journal of English Culture, Language, Literature and Education 8, no. 2 (September 4, 2021): 145–59. http://dx.doi.org/10.53682/eclue.v8i2.1990.
Full textAbstract:
In the reviewed studies non-verbal communication used by teachers in teaching English. The purpose of this research is to study the type of Non-verbal communication by English teachers in teaching and to finding out how English teachers use non-verbal communication in teaching class, much further, whether to seek out the strength and weaknesses of the non-verbal communication, and to find out the effective way to use non-verbal communication efficiently and effectively. This research used a Quantitative approach which the effortsis to collect all of the studies that shared the common field of the study. The result of this study showed that the benefits,the advantages, the disadvantages and its effects. Moreover the non-verbal communicationgive some contributions in education which can be applied by teacher today. Recommendation and suggestion are offered in the current study. Hence,non-verbal communication is recommended to be used by teacher in this classroom.
44
Ambarini, Ririn, Listyaning Sumardiyani, and Subur Laksmono Wardoyo. "PACA (Predicting And Confirming Activity) Reading Strategies to Promote Students’ Teaching Strategy in TEFL 1 Class." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 1 (July 23, 2018): 42. http://dx.doi.org/10.24167/celt.v18i2.893.
Full textAbstract:
This research is based on the study which is attempted to examine the use of PACA reading strategies to promote students’ teaching strategies in TEFL 1 class. The objectives of this study are (1) To find out the students’ teaching strategies in TEFL I class before using PACA reading strategies, (2) To find out the significant difference between the students who use PACA reading strategies and those who do not use PACA reading strategies in their capability of teaching strategies in TEFL I class. The population of this study is the fifth semester students of English Department in PGRI University of Semarang. There are six classes of TEFL I class in English Department and two classes are taken as the sample of the study. The classes are 5G and 5H. They are divided into the experimental class (5G) and the control group (5H). The result of the study shows that the students in the experimental class which were taught by using the technique of PACA Reading strategies to promote their teaching strategies had better achievement than the students in the control group which were taught without using the technique of PACA reading strategies. The average score of the pre-test of the experimental class was 76.72 and the control class was 72.85. The average score of the experimental class was 81.98 and the control class was 72.85. The pre-test and the post-test score then were calculated to get the t-test to know whether there was significant difference between the experimental class and the control class. The t-test was 0.47 and the t-table was 0.213. Then the t-test and t-table were compared. The data shows that the t-test was higher than the t-table. It means that there was significant difference between the experimental class and the control class.
45
Adhikary, Ramesh Prasad. "English Language Learning Strategies Adopted by Bachelor Level Students (A Case Study of Nepal)." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 863. http://dx.doi.org/10.17507/tpls.1008.03.
Full textAbstract:
This research paper is an attempt to find out the difficulties faced by the students of bachelor level in Nepal in learning English language at class. In order to achieve these objectives, two research tools – questionnaire for students and class observation form were prepared. Two colleges of Banke district, Nepalgunj were selected for the collection of data. Twenty-five students were selected from each college. Questionnaires were distributed to the selected students and also classes were observed focusing on the strategies and difficulties of language learning. A very divergent situation was found in the strategies of language learning. It was varied from students to students. It was found out that the maximum use of memory strategy; they were using other strategies too. It was found that students were facing with different problems in language learning.
46
Jinxiu, Jing, and Zeng Zhengping. "Principles and Implementation of Reading Activities in Primary School English Class." English Language Teaching 9, no. 12 (November 20, 2016): 74. http://dx.doi.org/10.5539/elt.v9n12p74.
Full textAbstract:
<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>
47
Lail, Husnul. "THE EFFECTIVENESS OF USING ENGLISH MOVIE WITH ENGLISH SUBTITTLES IN TEACHING VOCABULARY AT THE EIGHTH YEAR STUDENTS OFSMPN 1SELONG IN THE ACADEMIC YEAR OF 2018/2019." Journal of Languages and Language Teaching 6, no. 2 (February 11, 2019): 100. http://dx.doi.org/10.33394/jollt.v6i2.1261.
Full textAbstract:
This investigation was aimed to identify the effectiveness of using English movie with English subtitles in teaching vocabulary in the form comprehension of descriptive text at the eighth year students of SMPN 1 Selong Lombok Timur in the academic year of2018/2019. Learning out comes in this research included learning achievement in the form of cognitive skill and vocabulary mastery. This research was a quasi-experimental research. The population is the whole class VIIISMPN1Selong. Sampling was done by random sampling technique for the population in the unit class. Samples of study were class VIIIA as a control class that uses conventional teaching (lectures) and VIIIB as an experimental class that use media movie with subtitles. The data were obtained through pre test to know the students’ ability. Statistical test used to test the hypothesis was Mann Whitney U test with a normal curve approach Z performed on the data post-test. Data post-test showed at the 0.05significance level, the value of Z table=1.99, and Z count (3.25)>Z table (1.99). Because Z count is greater than Z table, then Ha accepted and Ho is rejected. It was found that the result of this research was the using of media movie with English subtitles was effective in increasing knowledge of vocabulary in class VIII SMAN 1Selong Lombok Timur in the academic year of 2018/2019.
48
Murbaningtyas, Rizka Dinta. "THE PROPER LEARNING ENGLISH METHOD FOR CHILDREN WITH CANCER IN INDONESIA CARE FOR CANCER KIDS FOUNDATION JOGJAKARTA (YKAKI JOGJA)." UAD TEFL International Conference 1 (November 20, 2017): 456. http://dx.doi.org/10.12928/utic.v1.200.2017.
Full textAbstract:
Cancer is a chronic illness that could suffer every people included children. Because of cancer treatment for more than 2 years, some students should postpone their school. Through ‘sekolah-ku’ program, YKAKI Jogja freely gives facility for children getting cancer treatment to continue their study in the hospital and in the shelter home. Children living in YKAKI Jogja were often visited by foreign volunteers and got English literature book donation. They interested in learning English but they felt difficult to use English because English is not their first language. However, the children with cancer have limitation in Learning English caused by: 1) side effect of chemotherapy, 2) less self-confident, 3) less support from their family. The research aimed at finding out the proper learning method to teach English for children with cancer in YKAKI Jogja. The research methods used direct observation and interview in order to gain the research data. In the English class, the researcher used bilingual communication with students and created comfort situation in the ward. Some learning methods were applied during learning English such as playing games, watching English videos, and storytelling. The result of this research showed that the children was more motivated to study English when the researcher combined two of three learning methods in the English class than used one method in that class.
49
Soumokil, Jeclyn Claudia, Renata C. G. V. Nikijuluw, and Felicia Miranda Lekatompessy. "Students’ Perception toward the Use of Note-Taking Strategy in Listening Class." HUELE: Journal of Applied Linguistics, Literature and Culture 1, no. 1 (January 31, 2021): 17–32. http://dx.doi.org/10.30598/huele.v1.i1.p17-32.
Full textAbstract:
As one of the receptive English skills, listening has a significant role as a primary skill for daily communication. Despite its importance, the requirement for doing listening tasks in an academic context has to lead the students to use more practical and effective listening strategies to improve their listening skills and competence, as well. The purposes of this study were to investigate students’ perception towards Note-Taking used in doing a listening activity at listening class, also to find out the benefits and difficulties of note-taking for students. This study used a survey research design by integrating a mixed-method, in which the data was analyzed in qualitative and quantitative ways. The participant of the study was students of English Education Study Program of Pattimura University in the academic year 2017. Classroom observation, a questionnaire, and interview were employed as the techniques in collecting the data. The result showed that 90% of the students have a positive attitude that note taking is important for them to gain information easily. Besides, to see the benefit and difficulties, students’ response that they get more benefits than difficulties in using note-taking enable the students to do the listening activities as being required.
50
Handayani, Sumi, Lilies Youlia, R. Bunga Febriani, and Syafryadin Syafryadin. "THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (October 3, 2020): 65. http://dx.doi.org/10.20527/jetall.v3i2.8445.
Full textAbstract:
This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process