scholarly journals Investigating The Effectiveness of Computer Assisted Language Learning (CALL) Using Drill in Enhancing Vocabulary-A Study on Junior High School

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yuri Lolita
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Word Processing ◽  
English Language ◽  
Junior High ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Vocabulary Retention

<p>Vocabulary is one of English components which supports English skill. Teaching English vocabulary by using media has been interesting in research. This study tried to analyze the effect of CALL using drill and non-CALL using drill as media on teaching vocabulary to know whether it could increase students’ vocabulary retention in Junior High School. Computer-Assisted Language Learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warshauer &amp; Healay,1998) Studies show that the CALL trend has facilities students in their English language vocabulary with useful tools such as computer based activities and word processing. Students are able to produce higher quality essays in a student-centered nature and less-intimidating manner (Braine, 1997).In line with this research, it was used quantitative design. This study also purposes to find out to how the students’ response towards using CALL. This study was investigated seventh grade students consist of 126 learn. There are A class consist of 30 persons, B class consist of 34 persons, C class consist of 32 persons and D class consist of 30 persons. English vocabulary with CALL using drill and non-CALL using drill. In conclusion, of students’ response toward using CALL, the experimental group students are agree that CALL using drill is effective media for learning vocabulary retention, and have positive response rather than control group students. Therefore, teacher should be more creative to teach the students vocabulary skill because it can give the students impact for teaching and learning process.</p>

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals Teaching English Grammar in an Indonesian Junior High School

2021 ◽  
Vol 13 (2) ◽  
pp. 1046-1056
Author(s):  
Agis Andriani ◽  
Vani Dwi Yuniar ◽  
Fuad Abdullah
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Teaching English ◽  
Focus On Form ◽  
Teaching Techniques ◽  
English Grammar ◽  
Focus On Forms

English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.

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 THE EFFECT OF SQ3R STRATEGY ON STUDENTS’ READING COMPREHENSION

2019 ◽  
Vol 5 (1) ◽  
pp. 48-57
Author(s):  
Duvis Nava Yunensia Ovi Adila
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Hypothesis Test ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objective of the study is to investigate the effectiveness of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. The study used quantitative method with quasi-experimental design because there were two different groups for the samples namely experimental and control group and also the researcher gave different treatment for both experimental and control group. For experimental group the researcher taught by using SQ3R strategy while for control group the researcher taught by using skimming-scanning strategy. The researcher took VII A as control group and VIID as experimental group by using flipping coin. The instrument of this study was a reading test conducted twice as a pretest and post-test and the supporting instrument was a questionnaire. The results of hypothesis test showed that significance value was 0.000. So, there was a significance effect of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. In other words, SQ3R strategy was effective and applicable for seventh grade students at State Junior High School 2 of Bululawang specifically on descriptivetext. Indeed, this strategy is recommended for teachers and students in learning English especially in reading skill to increase the students’ reading comprehension and stimulate the students’ activeness during teaching-learning process. Key Words: SQ3R Strategy, English Language Skill, Reading Comprehension.

scholarly journals Students’ Attitude toward English Learning: A Study in a Junior High School

2019 ◽  
Vol 7 (2) ◽  
pp. 75
Author(s):  
Lizawati -
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Microsoft Excel ◽  
Emotional Aspect ◽  
Language Attitude ◽  
Level 1 ◽  
Student’S Attitude

AbstractStudents’ language attitude is one of important things to be successful in language learning process. Student’s attitude is classified into: cognitive, behavior and emotional aspect of attitude. The purpose of this research is to identify students’ attitude toward English language learning in a junior high school. This research employed survey research specifically in Junior High School X with 158 students as research participants. The researcher collect the data by using “Behavior Cognitive Emotional Attitude (BCEA) questionnaire consisting 45 items with five point-likert scale from level 1 to 5. The data were analyzed by using SPSS and Microsoft excel. The findings show that Behavior Aspect of Attitude (BAA) Mean=3.304641; SD=0.815134, Cognitive Aspect of Attitude (CAA) Mean= 3.579747 ; SD=0.829148, Emotional Aspect of Attitude (EAA) Mean: 3.457384 SD: 0.83255 which means students’ in Junior High School X have positive attitude toward English learning.Keywords: Students’ Attitude, Language Learning, Behavior, Cognitive, Emotional.

scholarly journals Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta

2019 ◽  
Vol 7 (07) ◽  
Author(s):  
Hendrico Dolok Mauliate ◽  
Aceng Rahmat ◽  
Siti Wachidah
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Evaluation Model ◽  
Lesson Plan ◽  
English Language Learning ◽  
Learning Assessments ◽  
A Value

The study aims to evaluation the lesson plan of english language learning. This research was conducted at the Junior High School, Seraphine Bakti Utama West Jakarta. The research methodology used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key informant is the principal, teacher, and student. The results showed that: (1). The use of the lesson plan drafting principles occurs a negative (-) gap that resides in the quadrant (-2) because it earns a value of 40%, particularly on the full aspects of the basic competency of spiritual attitudes, attitudes Knowledge and skills, centered on students, context, kinship, feedback and alignment. (2). The implementation of lesson plan preparation of the (+) gap occurred at the Quadrant (2) because it gained a value of 60%, especially in the aspect of syllabus assessment, and the development of learning assessments. (3). In the implementation of lesson plan there is a negative positive (-) gap that resides in the quadrant (-2) because it has a value of 40%, especially in the introduction of activities, core activities and closures. In conclusion, the preparation of lesson plan should refer to Permendikbud No. 103 year 2014 about learning in primary education and secondary education.

scholarly journals A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study

2021 ◽  
Author(s):  
◽  
Dwi Agustina
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Autonomy Development ◽  
Teachers Beliefs ◽  
New Curriculum

<p>The new junior high school curriculum in Indonesia requires teachers to develop learner autonomy and create a student-centred approach in English classrooms. It is therefore important to study what perceptions Indonesian English teachers have of this requirement and how their perceptions are reflected in their teaching practices. Learner autonomy may be perceived differently by Indonesian teachers as traditionally this concept has been applied in Western countries whose teaching traditions differ from those of non-Western countries. The research site is a tourist area where Indonesian students may have access to English users and authentic English language materials unlike other regions in Indonesia. This context prompted me to investigate how teachers perceived and used these local English language resources to facilitate their students’ English language learning and autonomy development. This study used S. Borg and Al-Busaidi’s (2012a) survey instrument within an explanatory sequential mixed-method design to investigate 145 junior high school teachers’ perceptions of developing learner autonomy. The second phase was a multiple-case study of nine English teachers in Magelang Regency, Central Java, Indonesia.  The findings from the survey and the thematic analysis show that in general Indonesian teachers had positive perceptions about learner autonomy and its development. These teachers’ willingness to introduce the concept of autonomy suggests that there were no perceived cultural barriers to adopting this Western concept in Indonesia. However, the teachers did not share a common understanding of autonomy which may have affected the way they applied the curriculum. Teachers displayed complex underlying beliefs about the importance of autonomy and also about the different supports and constraints offered by their teaching contexts. These included different levels of experience in managing classrooms which appeared to result in varying levels of effectiveness in implementing learner autonomy.  This study reveals a complex interrelationship among teachers’ beliefs, practices, and contextual factors in which teaching experience played an important role. Positive beliefs about learner autonomy did not always result in good practice. Conversely, lack of facilities did not always undermine the practice of developing learner autonomy provided teacher belief in it was strong. Classroom management skills appeared to exert significant influence on developing autonomy in practice, as without these skills, teachers’ efforts to facilitate autonomous language learning seemed to result in teachers’ losing control of the classroom. These findings signal the importance of assisting teachers to develop the classroom management skills necessary for autonomous language learning.  Some tensions among teachers’ practices also emerged in this study. The new curriculum, like its (2006) predecessor, required that learning contexts should be extended outside the classroom, but the use of authentic local learning resources was still limited by many teachers’ understanding of the new requirements of the 2013 curriculum. The participant teachers were also coming to terms with the new, government-mandated textbooks. This heavy reliance on textbooks suggested that their primary focus continued to be on preparing students for the examinations, which were still the primary means for assessing student achievement. Teachers also seemed uncertain about how the use of Information and Communication Technology (ICT) facilitated autonomy development, how to assess students’ learning, and how to play new and unfamiliar facilitation roles in the classroom. In addition, not all teachers had participated in professional development to prepare them for curriculum implementation, and not all schools had received the required government textbooks. These findings suggest that there was a rush towards curriculum implementation in Indonesia in 2013.  This study also shows that access to local learning resources such as tourist sites in Magelang Regency did not necessarily facilitate autonomy development. Some teachers had taken students to the temple in the past but some perceived that the new curriculum and other new challenges inhibited them from continuing this practice. These constraints outweighed teachers’ positive perceptions about the use of those local resources.  This study contributes to the study of English Language Teaching (ELT) in an English as a Foreign Language (EFL) context as it provides insights into how teachers begin to implement a new curriculum requirement to develop student autonomy and / or use authentic learning resources in the local area as resources for autonomy development. This study highlights subtle differences in the individual systems of teachers’ beliefs about learner autonomy and uses complexity theory to analyse how these beliefs interacted with the local environment to contribute to the various degrees of success in promoting learner autonomy.</p>

scholarly journals A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study

2021 ◽  
Author(s):  
◽  
Dwi Agustina
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Autonomy Development ◽  
Teachers Beliefs ◽  
New Curriculum

<p>The new junior high school curriculum in Indonesia requires teachers to develop learner autonomy and create a student-centred approach in English classrooms. It is therefore important to study what perceptions Indonesian English teachers have of this requirement and how their perceptions are reflected in their teaching practices. Learner autonomy may be perceived differently by Indonesian teachers as traditionally this concept has been applied in Western countries whose teaching traditions differ from those of non-Western countries. The research site is a tourist area where Indonesian students may have access to English users and authentic English language materials unlike other regions in Indonesia. This context prompted me to investigate how teachers perceived and used these local English language resources to facilitate their students’ English language learning and autonomy development. This study used S. Borg and Al-Busaidi’s (2012a) survey instrument within an explanatory sequential mixed-method design to investigate 145 junior high school teachers’ perceptions of developing learner autonomy. The second phase was a multiple-case study of nine English teachers in Magelang Regency, Central Java, Indonesia.  The findings from the survey and the thematic analysis show that in general Indonesian teachers had positive perceptions about learner autonomy and its development. These teachers’ willingness to introduce the concept of autonomy suggests that there were no perceived cultural barriers to adopting this Western concept in Indonesia. However, the teachers did not share a common understanding of autonomy which may have affected the way they applied the curriculum. Teachers displayed complex underlying beliefs about the importance of autonomy and also about the different supports and constraints offered by their teaching contexts. These included different levels of experience in managing classrooms which appeared to result in varying levels of effectiveness in implementing learner autonomy.  This study reveals a complex interrelationship among teachers’ beliefs, practices, and contextual factors in which teaching experience played an important role. Positive beliefs about learner autonomy did not always result in good practice. Conversely, lack of facilities did not always undermine the practice of developing learner autonomy provided teacher belief in it was strong. Classroom management skills appeared to exert significant influence on developing autonomy in practice, as without these skills, teachers’ efforts to facilitate autonomous language learning seemed to result in teachers’ losing control of the classroom. These findings signal the importance of assisting teachers to develop the classroom management skills necessary for autonomous language learning.  Some tensions among teachers’ practices also emerged in this study. The new curriculum, like its (2006) predecessor, required that learning contexts should be extended outside the classroom, but the use of authentic local learning resources was still limited by many teachers’ understanding of the new requirements of the 2013 curriculum. The participant teachers were also coming to terms with the new, government-mandated textbooks. This heavy reliance on textbooks suggested that their primary focus continued to be on preparing students for the examinations, which were still the primary means for assessing student achievement. Teachers also seemed uncertain about how the use of Information and Communication Technology (ICT) facilitated autonomy development, how to assess students’ learning, and how to play new and unfamiliar facilitation roles in the classroom. In addition, not all teachers had participated in professional development to prepare them for curriculum implementation, and not all schools had received the required government textbooks. These findings suggest that there was a rush towards curriculum implementation in Indonesia in 2013.  This study also shows that access to local learning resources such as tourist sites in Magelang Regency did not necessarily facilitate autonomy development. Some teachers had taken students to the temple in the past but some perceived that the new curriculum and other new challenges inhibited them from continuing this practice. These constraints outweighed teachers’ positive perceptions about the use of those local resources.  This study contributes to the study of English Language Teaching (ELT) in an English as a Foreign Language (EFL) context as it provides insights into how teachers begin to implement a new curriculum requirement to develop student autonomy and / or use authentic learning resources in the local area as resources for autonomy development. This study highlights subtle differences in the individual systems of teachers’ beliefs about learner autonomy and uses complexity theory to analyse how these beliefs interacted with the local environment to contribute to the various degrees of success in promoting learner autonomy.</p>

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