scholarly journals Lecturers' Attitudes towards English Varieties Exposure in Indonesia

2019 ◽  
Vol 10 (2) ◽  
pp. 163-173
Author(s):  
Alfan Hariri ◽  
Ahmad Munir ◽  
Syafiul Anam
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
State University ◽  
Qualitative Research Design

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

scholarly journals An Analysis of Language Varieties Used by English Teachers in Young Learners Classes

2018 ◽  
Vol 6 (2) ◽  
pp. 72
Author(s):  
Isry Laila Syathroh
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Strategic Competence ◽  
Language Varieties ◽  
Young Learners ◽  
Qualitative Research Design ◽  
Physical Response

One of competences which teachers should possess is strategic competence. In the classes of English Language Teaching (ELT), teachers must be able to communicate either verbally or non-verbally with students to stimulate them to learn English effectively. This paper attempts to shed some light on language varieties used by English teachers in English to Young Leaners (EYL) classes. The language variation investigated is specified into the way how teachers give instruction, according to Holmes (1993), which is grouped into three categories: descriptive sentences, imperative sentences and interrogative sentences. On the ground of doing this study, two EYL teachers were involved. Since this research employs qualitative research design, the data for this study were gained through direct observation and teacher reflective notes. The study revealed that imperative sentences dominate the expressions used by teachers in EYL classes followed by questions and declarative sentences. Total Physical Response (TPR) is still assumed to be the most effective way to teach English to young learners.  

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

scholarly journals THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
N. M. Sumarningsih ◽  
G. Batan ◽  
L. D. S. Adnyani
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Display ◽  
Scientific Approach ◽  
Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

In the Path of Creating a Relational “How” in Research

2022 ◽  
pp. 120-141
Author(s):  
Yeraldine Aldana
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Short Description ◽  
English Language Teaching ◽  
Research Approach ◽  
Practical Realization ◽  
Doctoral Study

Some researchers consider the qualitative research approach is a finished enterprise; however, this is not the case. This chapter discusses some methodological decisions through a proposal that plurisignifies qualitative research as an otherwise intuitive approach. This derives from a doctoral study about peace construction (PC) in applied linguistics (AL) to English language teaching (ELT). Firstly, a problematization around qualitative research develops to question taken-for-granted methodological beliefs, concepts, and practices, which represent the instrumentalization of research. Secondly, a proposal to re-humanize these problematized aspects is presented through a discussion of its relationalities and a short description of a practical realization of it. Conclusions wrap up the main contributions of this chapter and comment on their possible implications.

scholarly journals Comparison between the Characteristics of Inflectional Systems in Arabic and English Languages

2017 ◽  
Vol 7 (1) ◽  
pp. 94
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Qualitative Research Design ◽  
Pedagogical Orientation ◽  
Arabic And English

The study has contributed to compare the characteristics of the inflectional system of nouns in Arabic and English Language for pedagogical orientation. The main objective was to develop an overview of the two languages system for evaluating the pedagogical significance in Arabic and English. A qualitative research design has been implemented to introduce the nature of two languages and the anticipated difficulties that have been encountered by the learners of the Arabic and English languages. The classification of the nouns and the inflectional system of the two languages have been contrasted through the analysis. It has been observed that the Arab learners of English delete some letters while writing but have proper pronunciation because they have the habit of pronouncing two elements represented in one grapheme.

scholarly journals Learner Autonomy Practices in English Language Teaching in EFL Context

2019 ◽  
Vol 1 ◽  
pp. 53-61
Author(s):  
Jagadish Paudel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Qualitative Research Design ◽  
Taking Charge ◽  
The One ◽  
Language Teaching And Learning

Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted Focus Group Discussion (FGD) with the students. The information elicited from participants was transcribed, codified, categorized and finally themes were generated. The study revealed that, though the teachers and the students were affirmative towards LA, in a real sense, the majority of them did not adopt in English language teaching and learning. The classroom ritual is still teacher oriented. On the one hand, the teachers are still in the cockpit of pedagogy without providing any agency for the students. On the other hand, students' readiness for bearing responsibility of their learning was found weak. They preferred attachment to teachers without taking charge of learning.

scholarly journals The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rusdiah Rusdiah
Keyword(s):  
Social Skills ◽  
Nonverbal Communication ◽  
Creative Thinking ◽  
English Language ◽  
Language Teaching ◽  
Participant Observation ◽  
English Language Teaching ◽  
Self Confidence ◽  
Qualitative Research Design ◽  
Group Consultation

This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students.                    Key words: social skills, speaking, undergraduate English language teaching students 

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