scholarly journals Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice

2016 ◽  
Vol 3 (1) ◽  
pp. 89-105
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Creative Writing ◽  
Teaching Practices ◽  
English Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
Theory To Practice ◽  
Efl Classrooms

ABSTRACT Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning. ABSTRAK Pembelajaran berbasis proyek (PBL) merupakan suatu pendekatan instruksi yang mengajarkan suatu konsep kurikulum yang didukung prinsip pengajaran yang terpusat pada siswa, otonomi siswa, pembelajaran kolaboratif, dan pembelajaran melalui tugas. Kajian ini memberikan alasan tentang implementasi PBL untuk merancang dua proyek utama dan aktifitasnya di kelas Creative Writing dan Second Language Acquisition pada program studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia. Selain itu, kajian ini memaparkan secara rinci praktik pedagogi dan sumber pembelajaran yang digunakan di kedua kelas tersebut. Pembahasan dalam kajian ini nampak mengindikasikan bahwa penggunaan PBL dalam kedua proyek tersebut menunjukan tingkat partisipasi siswa yang tinggi dan praktek pengajaran guru yang inovatif. Akhirnya, kajian ini berharap untuk memberikan guru Bahasa Inggris sebagai Bahasa Asing yang mempunyai praktik pengajaran serupa dengan ide praktis yang mereka bisa modifikasi dan kembangkan untuk membantu siswa mencapai tujuan pembelajaran tertentu dalam kelas mereka dan melanjutkan kecenderungan positif pada implementasi PBL dalam pengajaran dan pembelajaran. How to Cite: Mali, Y.,C., G. (2016). Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice. IJEE (Indonesian Journal of English Education), 3(1), 89-105. doi:10.15408/ijee.v3i1.2651 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.2651

scholarly journals Input-Based Activities

2019 ◽  
Vol 20 (39) ◽  
pp. 51-56
Author(s):  
Lance Piantaggini
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Language Acquisition ◽  
Teaching Practices ◽  
Language Teaching ◽  
Teacher Stress ◽  
Communicative Language Teaching ◽  
Pedagogical Practices ◽  
Last 300 Years

As for the benefits of moving away from grammar-translation to more comprehension-based and communicative language teaching (CCLT), few can argue they are insignificant and dismissible. In fact, the more one hears about thriving Latin programs, reduced teacher stress, increased student engagement, and inclusivity of all learners, the harder it becomes to justify pedagogical practices of the last 300 years or so (Musumeci, 1997). Still, hearing about current changes to teaching practices often leaves teachers perplexed. Where to start? Not only can navigating 40 years of Second Language Acquisition (SLA) research be daunting, but teachers are often left with a lack of support and practical resources to affect any change. In many cases, even the change itself is feared.

scholarly journals IL FOSSILIZATION PHENOMENON ANALYSIS IN STUDENTS’ WRITING PERFORMANCE

2021 ◽  
Vol 22 (1) ◽  
pp. 1-17
Author(s):  
Nurul Aini ◽  
Muhammad Khoirul Mufid
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Education ◽  
Study Program ◽  
Writing Performance ◽  
Education Study ◽  
The Common ◽  
Academic Year

It has been widely recognized that interlanguage fossilization is the common phenomena in second language acquisition. The present study tried to investigate the students’ writing performance to find out whether interlanguage fossilization occured or not. The primary goal of this research was to give information relating to interlanguage fossilization in students’ writing performance.This research was qualitative research. The writer used observation, documentation and interview to collect the data. Purposive sampling was the technique for choosing the ten students of the sixth and the eight semester of English Education Study Program of IAIN Jurai Siwo Metro in the Academic Year of 2017/2018. The result of this research showed that there were two types of interlanguage fossilization commonly produced by students. They were syntactical fossilization and morphological fossilization. Syntactical fossilization consisted of 71, 86% and morphological fossilization consisted of 28, 14%.  Moreover, interlanguage fossilization phenomenon in students’ writing performance was caused by the students’ low English proficiency. Therefore, the students should be more active to improve their English ability.

scholarly journals The Case Against the Case Against Holding English Classes in English

2015 ◽  
Vol 39 (5) ◽  
pp. 15
Author(s):  
Rintaro Sato
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
High School Teachers ◽  
English Learners ◽  
English Education ◽  
Target Language ◽  
School Teachers ◽  
English Classes

15In senior high school, teachers are now officially supposed to conduct their English lessons mainly in English to develop students’ communication abilities (MEXT, 2011). However, some researchers in English education have raised the case against this “English lessons in English” principle, asserting that conducting English lessons in the target language of English is not only ineffective, but harmful. This paper aims to refute critics of MEXT’s guideline for conducting classes primarily in English by considering studies in second language acquisition (SLA), theories for English learners’ motivation in the Japanese context, and offering an alternative for judicious use of the L1, Japanese. 現在、高校での英語の授業は主に英語で行うことになっている。しかしながらこの「英語での授業」には一部の英語教育研究者から, 効果が無いばかりか害があるとの強烈な反対意見もある。本稿では、この「英語での授業への反対意見」を第２言語習得理論や日本人学習者の英語を話そうとする意欲、有効な日本語の活用などの観点から反論する。

scholarly journals Omission: Common Simple Present Tense Errors in Students' Writing of Descriptive Text

2019 ◽  
Vol 6 (1) ◽  
pp. 30-39
Author(s):  
Masruddin Masruddin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Education ◽  
Education Department ◽  
Early Stages ◽  
Class D ◽  
Present Tense ◽  
Omission Errors

This research is aimed to determine and to describe the errors in using simple present tenses in writing descriptive texts made by students, especially in the class D of sixth semester of English Education Department at IAIN Palopo. The data were obtained by conducting a test and using a checklist. Then, the writing products were analyzed using Surface Strategy Taxonomy by Dulay (1982). The result of this research was presented descriptively. From the result, the omission errors were found as the highest of occurrence, which was about 47,05% which revealed that in the class D of sixth semester in English Education Department at IAIN Palopo, still made errors in using simple present tense in writing descriptive text. The errors that are mostly made by students were errors of omission. It is in line with Dulay (1982) which stated that errors of omission are found in greater abundance during the early stages of second language acquisition.

Numa Markee, Conversation analysis. Mahwah, NJ: Lawrence Erlbaum Associates, 2000. Pp. xv, 216. Pb $22.50.

2001 ◽  
Vol 30 (2) ◽  
pp. 289-291 ◽  
Author(s):  
Hansun Zhang Waring
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Conversation Analysis ◽  
Empirical Data ◽  
Popular Discourse ◽  
Theory To Practice ◽  
New Frontier ◽  
Theoretical Considerations ◽  
Empirical Analyses

Conversation analysis has opened up a new frontier for both Conversation Analysis (CA) and second-language acquisition (SLA). It is a gutsy and timely book. As a first endeavor of its kind, it ventures to apply an increasingly popular discourse analytic methodology to a field whose research has traditionally been governed by experimental paradigms. It also strikes an impressive balance between theoretical considerations and empirical analyses. The book begins with purely theoretical discussions on the larger issues that govern the two fields, then moves on to incorporate empirical data in illustrating the possibility of connecting them. The theory-to-practice continuum is completed by applying CA to two SLA-related collections of data. In a remarkable way, the author manages to become fully engaged in micro-analytic procedures without for a moment losing sight of the larger pictures that motivated these procedures.

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

Effect of iconic gestures on second language vocabulary retention in a naturalistic setting

2020 ◽  
Vol 58 (3) ◽  
pp. 263-287 ◽  
Author(s):  
Tasha N Lewis ◽  
Matthew Kirkhart
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vocabulary Acquisition ◽  
Pedagogical Practices ◽  
Vocabulary Retention ◽  
New Words ◽  
Testing Procedures ◽  
Naturalistic Setting ◽  
Growing Body

AbstractThere is a growing body of evidence that suggests that the learning of new vocabulary during second language acquisition is facilitated by associating words with gestures. This study investigates the learning of new vocabulary words when paired with congruent and incongruent iconic gestures using instructional and testing procedures consistent with current second language pedagogical practices. Results indicate that incongruent gestures inhibit learning, while congruent iconic gestures facilitate vocabulary acquisition when participants were encouraged to pay attention to the use of the gesture when studying new words. Further analyses suggest that, as has been found repeatedly, nouns are easier to remember than verbs. However, gestures are most helpful with learning adjectives compared to nouns and verbs.

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