scholarly journals Self-organized learning environment teaching strategy for ELT in Merdeka Belajar concept for high school students in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 199-204
Author(s):  
Muhammad Anis ◽  
Choiril Anwar
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Language Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Global Network ◽  
School Students ◽  
Language Class ◽  
Self Organized ◽  
The Government

As the development of the industrial revolution takes place, disruptions are happening constantly in almost every major sector of the current industries. Companies and organizations complained about the competencies of the graduates entering the work force. This matter questions the readiness of the education system in preparing the students for the real world. Problems in education such as the regulations, strict policies and instructions from the government are undermining the role of the teachers to do what they think best for their students. This standardization has harmed the motivation and enthusiasm to learn, especially in English language class. Lack of motivation and English Language competency could harm students’ opportunity in accessing the vast global network of knowledge. Merdeka Belajar and SOLE are the promising alternatives in improving ELT. This article is somewhat a position paper trying to clear one side of a debatable opinion about a hot issue. It aims to persuade the reader that our opinion is valid and defensible. In doing so, we then separate the discussion into several parts regarding the analysis of concepts of Merdeka Belajar and SOLE (Self-Organized Learning Environment) related to ELT and motivation in language learning, as well as innovation in education. HIGHLIGHTS: SOLE (Self-Organized Learning Environment) is a concept developed by Sugata Mitra, and the researchers at the SOLE Centre in Newcastle University. SOLE with its highly influenced Constructivism approach lets the learners to take steer of their learning process gives them the ability to make meaning of the subject on their own. Merdeka Belajar (Freedom to Learn) is a new concept that needs to be tread carefully to direct the discussion objectively.

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.

scholarly journals SONGS, RHYME, GAMES: Getting Children Drawn in the Language Class Through Fun Activities

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
A. Wahyuni Ratu
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Effective Technique ◽  
Language Class ◽  
Language Classroom ◽  
Free Environment ◽  
Free Language

Boredom makes children disinterested in the language classroom. Certain fun activities could be appliedas the strategy of getting children drawn in the language class and to ensure a natural anxiety-free language learning environment. Songs, rhymes and games were fun activities and effective technique to be used for children in the language class. This paper gives a perspective on the useful of Songs, rhymes and games in English language class especially in SMP level to ensure a stress-free environment for beginner English learners by providing the required conditions so that the children learn English with a lot of amusement in the classroom.

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.

scholarly journals Empowering Teenage English Language Learners Through Creative Projects

2020 ◽  
Vol 2019 (1) ◽  
pp. 67
Author(s):  
Mari Nakamura
Keyword(s):  
English Language Learners ◽  
High School Students ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Small Scale ◽  
Private Language ◽  
School Students ◽  
Japanese Students ◽  
Senior High School Students

Research shows that Japanese students’ motivation for English study tends to decline as they move through their schooling and that secondary-level students’ schoolwork-related anxiety rises as they grow older. In this practice-oriented paper, I first discuss the learning background and needs of junior and senior high school students at my private language school. I then describe small-scale “creative projects” that I design and implement with the aim of fostering the students’ intrinsic motivation for English language learning and to improve their confidence in expressing and discussing original ideas in English. The description of a sample project illustrates the project goal, class profile, and project procedure. My reflective comments regarding the effectiveness of the project in achieving the above-mentioned goals are also provided. Finally, the limitations of creative projects and possibilities of further improvements are discussed. 数々のリサーチが日本の中高生の英語学習への意欲は学年が上がるほどに減退し、彼らの学習についての不安は成長とともに高まると示唆している。この実践報告レポートでは、まず筆者の主宰する民間英語教室での中高生の学習状況と彼らが有する独特のニーズを自己決定理論と内発的動機づけに関する理論の観点を通して紹介する。次に、彼らの英語学習への内発的動機を育み、英語で独自のアイディアを表現する自信を高めるために当校で開発、実施している小規模な創造的プロジェクトを解説する。プロジェクトの描写ではプロジェクトの目的、クラス構成と活動手順を示し、プロジェクトが目的を果たす上での効果についての指導者の振り返りコメントも提示する。また最後に、現在の創造的プロジェクトの限界と今後の改善の可能性を述べる。

scholarly journals The Lacuna of Secondary Skills Among High School Students of South Coastal Andhra Pradesh

2021 ◽  
Vol 9 (5) ◽  
pp. 123-134
Author(s):  
Palle Manohar ◽  
Dr.G.Chenna Reddy
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
English Language ◽  
School Level ◽  
High School Level ◽  
School Students

The present paper covers the teaching and learning process of English language teaching in government schools of Andhra Pradesh. As the aim of the syllabus by the SCERT, Andhra Pradesh, the learners of English are expected to achieve proper communication skills to apply it in the global context. Bright and Marc Gregor (1978) have remarked that “there is no language learning without exposure” At this juncture mere knowledge of English, based upon listening, speaking, reading and writing directed towards acquisition of communication skills among high school students. The present study intended to find out the lacuna of secondary skills in English language among the students at high school level. An Oxford dictionary defines lacuna as ‘an absent part’. This paper portrays the percentage of expected and achieved skills of the students which is technically the term called as ‘Lacuna’. Most of the students are promoted to the next classes without adequate all the skills expected by the SCERT. Gradually the differences between expected and achieved skills have been increasing by the students year by year. At this juncture, it is very much needed to fill the lacuna between expected and achieved skills among the students for the strong foundation of the students in the field of communication skills.

scholarly journals SITUATED PERSPECTIVES ON THE MOTIVATIONAL TRAJECTORIES OF HIGH SCHOOL STUDENTS LEARNING ENGLISH IN RURAL VIETNAM

2017 ◽  
Vol 4 (2) ◽  
pp. 249-266
Author(s):  
Cuong Huy Pham
Keyword(s):  
High School ◽  
English Language Learners ◽  
High School Students ◽  
Language Learning ◽  
Rural Areas ◽  
Social Practice ◽  
English Language ◽  
School Students ◽  
Situated Perspective ◽  
Learning English

Despite the growing body of research on the complex and contextually contingent nature of language learning motivation, investigations into the motivation of English language learners in rural areas have remained limited. This study explores the motivational constructions of two high school students learning English in rural Southeast Vietnam from a situated perspective. The students, one female and one male, were in their first year at high school and had relatively low levels of English. Data gathering took approximately one and a half years and was based primarily on interviews drawing on a social practice approach and observations. Findings reveal that students developed diverse motivational trajectories resulting from a synergy of social and idiosyncratic elements pertinent to their own learning conditions, interpersonal relationships, and their agentive appraisals of language affordances and learning opportunities available within and across settings. The longitudinal and situated perspective of this study provides insights into the ways in which students’ appraisals of affordances were shaped and reshaped by on-going interactions with significant others as well as by the sociocultural values permeating their agentive practices.

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.

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