scholarly journals TO TRANSLANGUAGE OR NOT TO TRANSLANGUAGE? THE MULTILINGUAL PRACTICE IN AN INDONESIAN EFL CLASSROOM

2018 ◽  
Vol 7 (3) ◽  
pp. 687 ◽  
Author(s):  
Rasman Rasman
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Video Recording ◽  
Pedagogical Practice ◽  
School Students ◽  
Analysis Technique ◽  
Actual Use ◽  
Dialectical Relationship

Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecological approach to explain the dialectical relationship between local interaction and the wider socio-political context. The findings show that translanguaging could help learners to develop their multilingual competencies (including the English language). However, the different socio-politically constructed status of English, Indonesian, and Javanese is still prevalent among students and thus, it inhibits them from maximizing their full repertoire when learning English. Further pedagogical implications related to the translanguaging practice for teachers are also suggested in this article.

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

2014 ◽  
Vol 11 (03) ◽  
pp. 1450022 ◽  
Author(s):  
Minoo Alemi ◽  
Ali Meghdari ◽  
Maryam Ghazisaedy
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Repeated Measures ◽  
English Language ◽  
Junior High ◽  
Humanoid Robots ◽  
School Students ◽  
Significant Difference ◽  
Post Test

This paper presents the effect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Tehran, Iran. After taking a vocabulary pre-test, 46 beginner level female students at the age of 12, studying in their first year of junior-high participated in two groups of RALL (30 students) and non-RALL (16 students) in this study. The textbook used was the English book (Prospect-1) devised by the Iranian Ministry of Education for 7th graders, and the vocabulary taught and tested (pre-test and post-test) were taken from this book. Moreover, the treatment given by a teacher accompanied by a humanoid robot assistant in the RALL group took about five weeks in which half of the book was covered, and the non-RALL group was taught in a traditional method. Finally, the teacher administered the post-test and delayed post-test whose results of repeated measures ANOVA and Two Ways ANOVA indicated that there was a significant difference regarding participants' vocabulary gain and retention in RALL group comparing to non-RALL group. In addition, the teacher reported the students' positive reaction to RALL in learning vocabulary. Overall, the results revealed that RALL has been very influential in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education, language teaching, and social robotics fields.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

scholarly journals Junior high school students’ difficulties of English language learning in the speaking and listening section

2020 ◽  
Vol 9 (1) ◽  
pp. 45-54
Author(s):  
Alan Jaelani ◽  
Olivia Widad Zabidi
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Learning English

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.

scholarly journals Student's Perception toward The Use of Tik Tok in Learning English Vocabulary

Khazanah ◽  
2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Risma Galuh Pitaloka Fahdin ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Positive Impact ◽  
School Students ◽  
Online Questionnaire ◽  
The Media ◽  
Learning Language

Background: Nowadays, Tik Tok as one of the most popular applications influences the growth of its users significantly because it can be used for educational purposes. The growth of content creators that teaches everything based on their background knowledge takes positive impact on people who watch their videos. Especially videos that increase vocabulary and the usage of it, for example, a video that shows people do something while mention what they do can be called as verb. Today, many content creators make English material content. One of the reasons people difficult to understand English language is because they do not understand the meaning. This study aims to describe the influence of Tik Tok to improve vocabularies. By improving various vocabularies they are easy to understand what they read, speak, and listen. Junior high school and senior high school students were the participants of this research. Method: This research used survey as research design by applying online questionnaire as instrument. Results: The findings of this research show that short videos on Tik Tok that contain English material contents help them to expand their English vocabularies. Students show positive feedback of utilizing Tik Tok as their language learning media that the English content videos easy to understand and easy to memorize various vocabularies they found on those videos, like vocabularies about verbs, nouns, etc. Conclusion: Using Tik Tok as the media for learning language can be considered nowadays. Students expressed positive impact of English material contents that increase their vocabulary by watching those videos.

scholarly journals Study Abroad and Willingness to Communicate: A Case Study at Junior High School

2015 ◽  
Vol 39 (3) ◽  
pp. 3
Author(s):  
Adrian Leis
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Study Abroad ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Willingness To Communicate ◽  
School Students ◽  
Study Abroad Program

The goal of this paper is to gain a deeper understanding of whether a short study abroad program is effective in increasing its participants’ willingness to communicate in a second language. Using a questionnaire designed by Yashima (2002), a pre-post design study was used to examine a sample of 80 Japanese junior high school students who participated in a ten-day study abroad program to Sydney, Australia. The results indicate that although there were no statistically significant differences seen in the second language learning motivation of the students participating in the study abroad program, there were salient decreases observed in the anxiety students felt towards speaking English. Furthermore, as clear differences were seen in international posture, joining the study abroad program also meant that students felt more a part of the global community. Based on these results, the author concludes that traveling abroad for the purposes of study is indeed effective for adolescent learners of English, helping them feel more comfortable using the language as a tool for communication. 本論の目的は、短期海外研修参加者の第2言語におけるWillingness to Communicate (WTC) の向上に及ぼす効果について、より深い知見を獲得することである。八島（2002）によって作成されたアンケートを用い、シドニー•オーストラリアでの10日間の海外研修に参加した80人の日本人中学生のサンプルを事前事後調査方式で研究を行った。結果からわかったことは、統計的にみると海外研修に参加した生徒の第2言語における学習意欲には有意差が見られなかったが、生徒が英語を話すことに対して抱いていた不安の軽減が顕著に見られたということである。さらに、国際的な姿勢に明らかな差異が見られ、海外研修への参加は、生徒が国際社会の一員としての認識を強めるものとなっていた。これらの結果により、筆者は、学習を目的とする海外研修は英語を学ぶ生徒には非常に効果があり、海外研修によって生徒たちはより安心感を持って言語をコミュニケーションツールとして用いることができるようになったとの結論に達した。

Benefits of Film Adaptations of Literary Works for English Language Learning

2021 ◽  
pp. 178-198
Author(s):  
Sunay Öztürk ◽  
Buğra Zengin
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
English Language ◽  
Academic Research ◽  
Film Adaptations ◽  
Mixed Method Research ◽  
School Students ◽  
Literary Works ◽  
Film Scripts

Despite their potential in language learning, films have not been covered adequately in academic research except some attempts to develop strategies. One of these strategies has been to compare film scripts and their translations, to identify chunks, technical terms, and creative language examples and to list them with their translations, and to do creative dialogue writing activities especially by modeling these scripts where chunks are used extensively. Believing in the importance of evaluating the film scripts with their translations, this study aims to investigate the processes the researcher/teacher's high school students went through in learning and using the target language starting with the use of the film adaptations of the literary works, writing their scripts modeling the film scripts, acting their own scripts, and shooting their performances. The mixed method research design was used with the triangulation of the qualitative and quantitative data. The 68 high school students' views were investigated with Likert scale (1-5) questionnaire along with their comments about the items.

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