scholarly journals Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of

2019 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Anitha Thalib Mbau ◽  
Bambang Sugeng
Keyword(s):  
Critical Literacy ◽  
New Approach ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Development Of Students

<p><em>This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic. </em><em></em></p>

scholarly journals UNDERGRADUATE LANGUAGE PROBLEMS IN SHORT STORY THROUGH CREATIVE INTERPRETATION

2015 ◽  
pp. 8-37
Author(s):  
Manal Mohammed Ben- Ahmeida ◽  
farhan Ali
Keyword(s):  
Creative Writing ◽  
Undergraduate Students ◽  
Short Story ◽  
English Language ◽  
Reading Skill ◽  
Reading And Writing ◽  
Wide Range ◽  
Language Problems ◽  
Efl Teachers ◽  
Teachers And Students

This paper is conducted to shed the light on English language problems Libyan undergraduate students face in short story through creative interpretation in reading and writing. Creative writing is a wide range of literature and it deals not only with language but also with the wide imagination of writers. However, it is well known that if language problems increase, then even the imagination cannot help because writing techniques and creativity go on the same path. It has always been a great help for the writers to organize and deliver their writing in a suitable form. Most Libyan students cannot, they have many problems in composing, therefore; when they are asked to conduct a creative writing task, they find it enormously difficult and challenging. Those who have the ability to produce are the talented and skillful ones. In this paper, the aim is to encourage and motivate Libyan students to be effected to creative reading and writing as well as grow their skills and talents. Furthermore, this paper will deal with language problems in reading and writing that are mostly common in all levels of learners, and it will focus mostly on the scope of short story. In addition, the purpose of this paper is to provide ideas, suggestions, and solutions according to the problems that are encountered throughout this study. Reading this paper, will help Libyan EFL teachers realize that creative writing is a talent or a skill that has to be practiced; therefore, we will provide ideas to help teachers avoid favoring students who have the talents and skills in reading and writing over others by treating them equally, helping them grow their ability in being creative. There are some important elements that will be discussed throughout this study and the most elements of all is for Libyan EFL teachers and students to understand that there is a significant relationship between what the learner writes and what he/she reads which is called creative reading. In this paper we will present how the reading skill is also neglected by Libyan students. Students do not read for interest unless they are forced to do so for different reasons. Reading skill is not practiced by Libyan students even in their first language. Unfortunately, Libya is a culture that does not encourage, support, facilitate and provide for reading. Therefore, in this paper, the aim is also to help Libyan students learn that reading someone's piece of work is an essential step for developing the skill of creative writing and that provides the history or background about the expected text, even an imagination for an inspired story. Furthermore, providing this paper is to help Libyan students believe that the more the learner reads, the more he/she writes and creates. We would like students to believe that inspiration and imagination are the path for a readable and meaningful story which leads the writer to creativity. And, we believe that if EFL teachers find a way to provide creativity, students will gain the knowledge needed to write and read creatively.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

Pengembangan Lembar Kerja Siswa (LKS) Berbasis Karakter melalui Pendekatan Saintifik pada Materi Fluida Statik untuk Sekolah Menengah Atas

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Husna Mayasari ◽  
Syamsurizal Syamsurizal ◽  
Maison Maison
Keyword(s):  
Character Development ◽  
Practical Work ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Research Procedure ◽  
Development Of Students

The purpose of this study is to create students’ worksheet based on characters through scientific approach of statistical fluid material, to examine the feasibility of worksheet according for experts, teachers and students, to investigate the effectiveness of  the development of students' character and skills of the students in doing practical work after using worksheet. This research uses design R & D with model Dick and Carey. The research procedure includes four stages, which is analizing, designing, creating, and evaluating stage. The feasibility of worksheet was examined using a questionaire. Based on the result questionaire validity tested by the experts, the worksheet was declared to be valid and it is apliable to be used and tested,, whereas the response of the teachers and students about the worksheet, it stated that the worksheet categorized as a very good one. Meanwhile the data of character development and students skill on doing practical work that gained from the observation sheet. Analysis of the character development shows that the character of the students are in the category began to evolve become as a habit (culture of the students), while the influence of worksheet to the students’ skill on doing practical are in good criteria.

scholarly journals "Once upon a Time there was..." A Digital World for Junior High School Learners

2016 ◽  
Vol 11 (03) ◽  
pp. 42 ◽  
Author(s):  
Marianthi Batsila ◽  
Charilaos Tsihouridis
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Skills ◽  
Reading And Writing ◽  
School Activities ◽  
Digital World ◽  
Digital Story ◽  
Teachers And Students

This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals Content Reading Strategies of EFL Teachers and Students at the Secondary Stage

2005 ◽  
Vol 2 (2) ◽  
pp. 289-299
Author(s):  
Dr. Mohammad Hassan Ibrahim ◽  
Dr. Machael Abd Elmessih Awad
Keyword(s):  
Reading Strategies ◽  
Secondary Stage ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Content Reading

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

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