A Corpus-Based Analysis of Future Tense Markers in Indonesian EFL Textbooks for Senior High School

A well-designed textbook can enhance the teaching and learning of a foreign language and it should also consider the authenticity aspect of the target language. This paper aims at studying the use of future tense markers (i.e. will, be going to) in three EFL textbooks for senior high school in Indonesia and comparing to one of the biggest English corpora, Corpus of Contemporary American English, to investigate the authenticity of the textbooks. This study employs corpus-based analysis as it focuses on the frequency and collocates of future tense markers. This study, however, delimits the scope in conversations of the textbooks and the spoken sub-corpus. It shows that, although ‘will’ and ‘be going to’ are used in the textbooks and the corpus, there are some distinctions observed, be they the frequency of use or the collocates preceding the future tense markers. As for the semantic of the verb collocates, there seem to have many differences. These differences then need to be revisited and re-evaluated to improve Indonesian EFL textbooks materials to equip the English learners in a foreign language context with actual language use.

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij28072245s ◽

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.

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Nomino-Adjectival Collocation in Written Production of L2 French

Taikomoji kalbotyra ◽

10.15388/taikalbot.2021.15.11 ◽

2021 ◽

Vol 15 ◽

pp. 143-154

Author(s):

Vitalija Kazlauskienė

Keyword(s):

Teaching And Learning ◽

Native Speaker ◽

Target Language ◽

Foreign Languages ◽

Know How ◽

Frequency Of Use ◽

Lexical Competence ◽

And Performance ◽

Language Context ◽

The Relationship

The acquisition of lexical competence is complex, since it is not enough for learners to distinguish the form and the meaning of a lexical element in order to know how to correctly integrate it into the language context. Learners prefer some lexical combinations to others. Generally speaking, these combinations are determined by usage and by frequency of use in the target language. The question of frequency leads to characterizing the particular cases of co-occurrences as collocations (Anctil, Tremblay 2016). According to Tutin and Grossmann, “one often characterizes collocations by the fact that the meaning is transparent in reception (it is “guessed”), whereas, for a non-native speaker, it is difficult to produce the appropriate lexemes” (Tutin, Grossmann 2002). We will try to verify this statement and define the regularities of lexical combinations in L2 French interlanguage of Lithuanian learners. The aims of this presentation is to take stock of the frequencies and particularities of nomino-adjectival collocations in the written productions of non-native French learners, without claiming to be exhaustive. Thanks to the corpus at our disposal, we have extracted certain characteristics of nomino-adjectival collocations specific to interlanguage. Nomino-adjectival collocations are characterized by the structure (Adj) + N + (Adj) in the corpus. Collocations of the N + Adj type are more frequent than that of the Adj + N type. The corpus also reveals that the combination of words is not always characteristic of the general language. The process of interference and hybridization can be seen as an essential contamination of collocations, both lexically and syntactically. However, partially set phrases, in other words collocations, are an important way of expressing themselves for learner with B1 level. The results of this study demonstrate that the analysis of collocational constructions can reveal the relationship between competence and performance of speakers. This type of data could also form the basis of various scientific approaches relating to teaching and learning of foreign languages.

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij29082245s ◽

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

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Implementing Scientific Approach to Teach English at Senior High School in Indonesia

Asian Social Science ◽

10.5539/ass.v13n2p33 ◽

2017 ◽

Vol 13 (2) ◽

pp. 33 ◽

Cited By ~ 3

Author(s):

M. Zaim

Keyword(s):

High School ◽

Foreign Language ◽

Teaching And Learning ◽

Teaching Strategy ◽

Senior High School ◽

Quality Of Teaching ◽

Detailed Instruction ◽

Scientific Approach ◽

Teaching Learning

Scientific approach is a teaching strategy using scientific steps in teaching subject matter at senior high school in Indonesia. Scientific approach has the characteristics of “doing science” that allows teachers to improve the process of learning by breaking the process down into steps which contain detailed instruction for conducting student learning. Although the scientific approach offers significant breakthrough in improving the quality of teaching English as a foreign language (TEFL) at Senior High School in Indonesia, there were still some obstacles faced by English teachers. This study aimed at investigating the implementation of scientific approach to teach English at Senior High School in Indonesia and problems of teaching and learning in implementing scientific approach. The data were collected through observation of teaching learning process and interview with the teachers and the students in two senior high schools in Padang, Indonesia. The findings showed that, among the five steps of scientific approach, the teachers were not able to implement the observing and questioning steps optimally yet. Meanwhile, in experimenting and associating the teachers have applied them well, and in communicating the teachers have applied them optimally.

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The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

Nordic Journal of Modern Language Methodology ◽

10.46364/njmlm.v3i2.143 ◽

2015 ◽

Vol 3 (2) ◽

Author(s):

Deborah Larssen ◽

Ion Drew

Keyword(s):

Foreign Language ◽

Student Teachers ◽

Lesson Study ◽

Teaching And Learning ◽

Teaching Practice ◽

Picture Book ◽

Target Language ◽

Educational Method ◽

Efl Learners ◽

Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

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Teacher Communication Pattern in English Learning Process as Foreign Language in Senior High School

Proceedings of the 6th International Conference on Community Development (ICCD 2019) ◽

10.2991/iccd-19.2019.55 ◽

2019 ◽

Author(s):

Hanafi ◽

Kristi Nuraini

Keyword(s):

High School ◽

Foreign Language ◽

Learning Process ◽

Senior High School ◽

Communication Pattern ◽

English Learning ◽

Teacher Communication

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TEACHING READING COMPREHENSION BY USING EXPERIENCE-TEXT-RELATIONSHIP METHOD TO SENIOR HIGH SCHOOL STUDENTS

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v18i2.1837 ◽

2020 ◽

Vol 18 (2) ◽

pp. 147

Author(s):

Yuliana Mara Yuliantini ◽

Aunurrahman Aunurrahman ◽

Ageung Darajat

Keyword(s):

High School ◽

Reading Comprehension ◽

High School Students ◽

Teaching And Learning ◽

Senior High School ◽

Reading Test ◽

Test Results ◽

School Students ◽

Field Notes ◽

Senior High School Students

AbstractThis research aimed to improve reading comprehension of public senior high school students by using Experience-Text-Relationship method. The research was done in two cycles and involved 31 eleventh-grade students of a public senior high school in SimpangDua, Ketapang in the Academic Year of 2018/2019. The researcher used observation field notes and reading tests to collect data of the study. A collaborator was involved during the observations and practices to build trustworthy of the study. The data from the observation field notes were analyzed qualitatively and the data from the reading test results were analyzed by using descriptive statistics. The analysis of the observation field notes shows that the students became active and polite, had high enthusiasm in the teaching and learning processes. The analysis of the reading test results also reveals that the students had improved their reading comprehension. In conclusion, Experience-Text-Relationship method can improve the students’ reading comprehension. AbstrakPenelitian bertujuan untuk meningkatkan pemahaman membaca siswa SMA negeri menggunakan metode Experience-Text-Relationship. Penelitian ini menggunakan dua siklus dan melibatkan 31 siswa kelas sebelas siswa di salah satu SMA negeri di SimpangDua, Kabupaten Ketapang pada Tahun Akademik 2018/2019. Peneliti menggunakan catatan lapangan observasi dan tes membaca untuk mengumpulkan data penelitian. Seorang kolaborator dilibatkan selama pengamatan dan praktik untuk membangun penelitian yang dapat dipercaya. Data dari catatan lapangan observasi dianalisis secara kualitatif dan data dari hasil tes membaca dianalisis dengan menggunakan statistik deskriptif. Analisis catatan observasi lapangan menunjukkan bahwa siswa menjadi aktif dan sopan, memiliki antusiasme yang tinggi dalam proses belajar-mengajar. Analisis hasil tes membaca juga mengungkapkan bahwa terjadi peningkatan pemahaman membaca siswa. Kesimpulannya, metode Experience-Text-Relationship dapat membantu meningkatkan pemahaman membaca siswa.

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The Effect of Learning Model Multimedia-Based toward The Students’ English Ability at Senior High School of Kolaka Regency

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v2i2.302 ◽

2017 ◽

Vol 2 (2) ◽

pp. 249

Author(s):

Kadaruddin Kadaruddin

Keyword(s):

High School ◽

Experimental Design ◽

Learning Process ◽

Teaching And Learning ◽

Learning Model ◽

Senior High School ◽

English Teacher ◽

Post Test ◽

The Mean ◽

Test Result

This research was design to know the effect of learning model multimedia-based toward the students’ English ablility at senior high school of Kolaka Regency. The question of the research was “Is there an effect of learning model multimedia-based toward the students’ English ablility at senior high school of Kolaka Regency? The objective of the research was to find out the data whether the learning model multimedia-based has an effect toward the students’ English ablility at senior high school of Kolaka Regency. The significant of the research was expected the model can be used as reference learning model to improve the students’ English ablility. The design of the research was pre-experimental design. The research was conducted at the first-class students of Senior High School 1 Wundulako in Kolaka District. The data were collected by using English test which given at the pre-test and the post-test. In analysed the students’ test result, which the mean score of pre-test was 33,8806 and the mean score of post-test was 69,4058, while the t-table 18,55>2,042 t-test. Its mean that the learning model multimedia-based has an effect toward the students’ English ablility. Refering to the findings and discussions of the research, it can be concluded that the learning model multimedia-based has an effect toward the students’ English ablility at senior high school of Kolaka Regency. It was based on the mean score in pre-test and post-test.Based on the conclusion of the research, the researcher suggests to the teacher, especially English teacher in Kolaka Regency to use learning model multimedia-based in teaching and learning process to improve the students’ English ability.

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TEACHING TECHNIQUES APPLIED IN SENIOR HIGH SCHOOL FOR STUDENTS WITH SPECIAL NEEDS (SMALB)

Jurnal Tarbiyah Jurnal Ilmiah Kependidikan ◽

10.18592/tarbiyah.v5i2.984 ◽

2017 ◽

Vol 5 (2) ◽

Author(s):

Puji Rahayu

Keyword(s):

High School ◽

Foreign Language ◽

Special Needs ◽

Educational Needs ◽

Senior High School ◽

Special Educational Needs ◽

Teaching English ◽

Teaching Techniques ◽

Students With Special Needs ◽

Mainstream Students

Teaching English as a foreign language to students with special needs is somewhat different of those mainstream students. The teachers may face lots of difficulties and therefore, they must apply different techniques in teaching the students. The goal of this study is to figure out the techniques applied for Teaching English to students with special educational needs. This study is conducted in a Senior high school for students with special needs (SMALB) in Banjarmasin, South Kalimantan. The study is based on classroom observations and interview with the English teacher. The findings conclude that teacher applied six different techniques in teaching English as follow; (1) transcription, (2) Question and Answer, (3) Repetition Drill, (4) Reading Aloud, (5) Memorization and (6) Reading aloud.Keywords: students with special educational needs, teaching techniques, english as a foreign language

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Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

Colombian Applied Linguistics Journal ◽

10.14483/22487085.11576 ◽

2017 ◽

Vol 19 (2) ◽

pp. 277 ◽

Cited By ~ 1

Author(s):

Taina M Wewer

Keyword(s):

Foreign Language ◽

Classroom Practice ◽

Teaching And Learning ◽

Basic Education ◽

Mother Tongue ◽

Language Teaching ◽

Language Instruction ◽

Foreign Language Teaching ◽

Target Language ◽

Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.

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