scholarly journals SOCIO-CULTURAL CHALLENGES OF ENGLISH TEACHING IN REMOTE AREAS OF INDONESIA

2021 ◽  
Vol 32 (1) ◽  
pp. 97
Author(s):  
Dwi Poedjiastutie ◽  
Velmi Mayaputri ◽  
Yudhi Arifani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Dimensions ◽  
English Teaching ◽  
Cultural Challenges ◽  
Remote Areas ◽  
Cultural Aspects ◽  
The Social ◽  
Underdeveloped Region

The development of English language learning in any country is interdependent with its socio-cultural experiences. Learning is determined by the social, historical, economic, political, and cultural dimensions of its context. This study aims to explore the socio-cultural challenges of teaching English in a remote area. It was conducted in Pemana Island (East Nusa Tenggara) using the ethnography exploration. Pemana is one of the Indonesian government’s target locations for a teaching program to improve educational quality and overcome the problem of limited number of teachers in remote areas. This program involves bachelor degree holders of English being deployed to teach in the frontier, outlying and underdeveloped region. Several challenges of English teaching and learning emerge due to socio-cultural aspects. These include the economic situation of the society, the community beliefs about English teaching, and the ill-fitting curriculum with the social condition. The teaching implications are then discussed here.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals Evaluation of ELLIS Program at SMP Bopkri 3 Yogyakarta Based on CIPP Model

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Pranesti Widhi Hapsari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Research ◽  
English Teaching ◽  
Cipp Model ◽  
Collection Data ◽  
Teaching Learning ◽  
Learning English

This research aimed to describe the evaluation of ELLIS (English Language Learning and Instruction System) Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta in terms of the context, input, process, and product aspects.This research is an evaluation research employing CIPP model by Stufflebeam (2010). The data were collected through observation, open questionnaires, and interviews and were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The findings revealed that the evaluation of ELLIS Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta related to the process of context was in line with the objective of the program that is improving the students’ English skills and the program can support the English teaching-learning process. In term of input, the program is appropriate according to the required standard for good teaching learning English, this program is supported by the school’s entire component, the facilities of the teaching-learning process is completed, the material in ELLIS program can apply consecutively to be able to improve students’ English skill. On the process of teaching and learning has appropriated, the schedules of ELLIS program is held correctly and on time, every meeting the teacher always use ELLIS, the procedures and activities ELLIS program are implemented correctly, the students always participate actively during the learning process, the students more interested in learning English. Dealing with product the students more understand, easier in catching the material and more comfortable in taking part of the learning process, they feel happy and feel that their ability in learning English increase, the students’ English skill can improve successfully, the students can communicate with the teacher and their other friends in English correctly, the aim of this program can hold successfully. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.

Learning English through Movies: Adult English Language Learners’ Perceptions

2018 ◽  
Vol 8 (12) ◽  
pp. 1567 ◽  
Author(s):  
Waheeb S. Albiladi ◽  
Fahad H. Abdeen ◽  
Felicia Lincoln
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Tools ◽  
English Teaching ◽  
Reading Vocabulary

The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.

scholarly journals Pragmatics of English Speech Acts: Compliments Used by Macedonian Learners

2018 ◽  
Vol 8 (5) ◽  
pp. 272
Author(s):  
Marjana Vaneva ◽  
Marija Ivanovska
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Speech Acts ◽  
Teaching And Learning ◽  
English Language ◽  
Speech Act ◽  
Language Education ◽  
Pragmatic Competence ◽  
English Teaching ◽  
Pragmatic Knowledge

This study investigated the pragmatic knowledge and competence of the Macedonian learners of English, i.e. Macedonian high school English students’ views on and perceptions of pragmatics, their pragmatic competence in the speech act of complimenting, and the language learning strategies employed in the process of acquiring pragmatic knowledge.Although “student-oriented” and “evaluation-oriented”, the teaching methods currently used do not sufficiently develop students’ communicative competence in the process of English teaching and learning. Many students lack pragmatic knowledge of how to use the foreign language in specific settings and how to interpret certain utterances used by native speakers of the other language.Despite all the efforts made to improve the English language education in Macedonia, yet greater emphasis should be put on students’ linguistic and pragmatic competence in the English teaching and learning process. This area is the focus of the current study that analyses the English speech act of complimenting and its use by the Macedonian learners of English.  

scholarly journals Improving the Efficacy of English Instruction at Qawmi Madrasas (Islamic Seminaries) in Bangladesh

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092404
Author(s):  
Azam Md Golam ◽  
Tatsuya Kusakabe
Keyword(s):  
Language Learning ◽  
Central Region ◽  
Teaching And Learning ◽  
English Language ◽  
The South ◽  
Teacher Salaries ◽  
English Teaching ◽  
South Central ◽  
English Textbooks ◽  
Southeastern Region

This study examined English teaching and learning (Grade 8 level) in Qawmi Madrasa schools, which are not recognized by the Bangladeshi government’s Education Department. The study investigated the improvements needed in Qawmi Madrasas English teaching programs to enable students to secure public university admission and Bangladeshi civil service positions. We conducted ethno-methodological surveys in 2018 with the students, teachers, and principals of eight Qawmi Madrasas in the south-central and southeastern areas of Bangladesh. The study found that the environment in Qawmi Madrasas in the south-central region was not conducive to English learning, in contrast to the situation in the southeastern region. In addition, teacher salaries and other resources were inadequate in the south-central region in comparison to the southeastern region. In the south-central region, the student interviewees commented that classroom resources, that is, English textbooks, should be more effectively implemented. The findings of this research also indicate an urgent need for teacher training in English-language learning in the south-central region to develop teachers’ skills in teaching methodologies and strategies.

scholarly journals Power Distance and Individualism-Collectivism in EFL Learning Environment

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdulaziz Alshahrani
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Power Distance ◽  
Cultural Dimensions ◽  
Collectivist Culture ◽  
Individualism And Collectivism ◽  
Japanese Learners ◽  
Attitudinal Changes ◽  
North Vietnam

The aim of this review was to critically evaluate the research works done on power distance and individualism-collectivism in English as a foreign language (EFL) and other types of English language learning. There is a more or less agreement on what happens to teaching and learning processes in high and low power distance (PD) classrooms. However, there are some findings suggesting thesimultaneous existence of both individualism and collectivism (e.g. North Vietnam). In that case, individualism and collectivism have separate identities, rather than being mutually exclusive parts of a single dimension. There are some works in which Hofstede’s(1983, 1986) cultural dimensions could not explain observed differences in thelearning environment. There are possibilities of learning-specific new sets of cultural dimensions in classrooms due to the attitudinal changes of students compared to the average culture of the general population. In many works, a variety of approaches has been suggested for the teacher either to adapt to the culture of the classroom or to use methods of low PD and individualistic methods in high PD-collectivist classrooms in a cautious manner. Communicative Language Teaching (CLT) seems an effective alternative to Grammar-Translation Method (GTM). Contradictory findings have been reported on Japanese classrooms. In one, the students desire to study independently, which the high PD and the collectivist culture of Japan does not allow. Two, for the Japanese learners, group working is more effective due to the collectivist culture. The contradictions involved in the two contentions need to be resolved through more research.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

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