scholarly journals The Use of Contextual Teaching and Learning in Writing Subjects: A Case Study of the Second Year Students at SDN 3 Bareng Lor Klaten in 2013/2014

2014 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Lisrohli Irawati
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Male Students ◽  
Second Year ◽  
Contextual Teaching ◽  
Learning English

In Globalization era, English becomes one of the crucial subjects to be taught. Generally, it is taught from the Elementary schools level to university levels. To be a creative and innovative teacher are important things to develop students’ ability because English is a foreign language. One of the method is to use CTL in teaching and Learning. The objective of this study is to find out about teaching and learning writing using contextual teaching and Learning (CTL) in the second year at SD N 3 Barenglor. The writer observed and made interview to the teacher and students to get data and the process of teaching and Learning using CTL. The object of this study involved 30 students; consist of 13 male students (boys) and 17 female 17 students (girls). The results show that CTL is used in teaching and Learning in SD N 3 Barenglor and CTL had succesfully improved the motivation of the students to study English. Keywords: CTL ; Teaching and Learning ; English

scholarly journals The Use of Contextual Teaching and Learning in Writing Subjects: A Case Study of the Second Year Students at SDN 3 Bareng Lor Klaten in 2013/2014

2014 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Lisrohli Irawati
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Male Students ◽  
Second Year ◽  
Contextual Teaching ◽  
Learning English

In Globalization era, English becomes one of the crucial subjects to be taught. Generally, it is taught from the Elementary schools level to university levels. To be a creative and innovative teacher are important things to develop students’ ability because English is a foreign language. One of the method is to use CTL in teaching and Learning. The objective of this study is to find out about teaching and learning writing using contextual teaching and Learning (CTL) in the second year at SD N 3 Barenglor. The writer observed and made interview to the teacher and students to get data and the process of teaching and Learning using CTL. The object of this study involved 30 students; consist of 13 male students (boys) and 17 female 17 students (girls). The results show that CTL is used in teaching and Learning in SD N 3 Barenglor and CTL had succesfully improved the motivation of the students to study English. Keywords: CTL ; Teaching and Learning ; English

Motivation in foreign language classrooms at tertiary level: A case study

2021 ◽  
Vol 5 (2) ◽  
pp. 32-40
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

scholarly journals Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 43-51
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

scholarly journals Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region

2019 ◽  
Vol 2 (6) ◽  
pp. 94-96
Author(s):  
Zebo Botirova Hakimjon qizi ◽  
Islomjon Umrzoqov Israilovich
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Context ◽  
Efl Teachers ◽  
Learning English

One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools.

Pembelajaran Inovatif Ipa Di Sd/Mi Berorientasi Konstruktivistik (Contextual Teaching And Learning)

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 217-229
Author(s):  
Elya Umi Hanik
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Dominant Strategy ◽  
Learning Science ◽  
Practical Implementation ◽  
Natural Phenomena ◽  
Full Knowledge ◽  
Contextual Teaching

This article discusses about the Contextual Teaching and Learning (CTL) as an innovation of learning science in elementary schools. In fact, the practical implementation of learning is still focused on the teacher as the main actor in which instruction is the dominant strategy in the learning process. Basically CTL is a concept of learning that helps educators link between what is taught with real-world situations of students and encourages them to make connections between the knowledge possessed and implemented in their lives. The concept of CTL applied in science teaching course could have implications, especially in learning to understand the natural phenomena that are not only conceptual. In consequence, students can receive full knowledge built through real experiences.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Teaching and Learning English as a Foreign Language

1946 ◽  
Vol 30 (1) ◽  
pp. 55
Author(s):  
Robert A. Hall ◽  
Charles C. Fries
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning English

Autonomy, agency, and identity in teaching and learning English as a foreign language

2021 ◽  
pp. 1-2
Author(s):  
Erika Novia Wardani ◽  
Alam Djati Nugraheni ◽  
Dwi Wara Wahyuningrum ◽  
Ashar Fauzi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Agency And Identity ◽  
Learning English

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

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