scholarly journals Pembelajaran Bahasa Inggris untuk Bisnis melalui E-Learning

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1074
Author(s):  
Rina Patriana Chairiyani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Active Role ◽  
Learning System ◽  
Business English ◽  
E Learning ◽  
Conventional Classroom ◽  
Learning English

The objective of this research is to understand comprehensively the learning process of English for business through e-learning. The research was a qualitative research with an ethnography method conducted in Bina Nusantara University, Jakarta in 2012. The data were collected through observation, interview, document study, and recording. The focus of this research is learning business English by e-learning with sub-focus the process of learning English for business through e-learning. The results obtained from this study are based on the focus of the study: the process of learning English through e-learning. English language learning via e-learning in Binus online uses e-learning system that is asynchronous, which means do not coincide. Both lecturers and students access not at the same time; lodging Binus Online, timing set, so that everything goes according to schedule. The process of teaching and learning through e-learning course is different from the conventional classroom. This process requires both lecturers and students to play an active role and really should take the time for it. Based on the findings of research on learning English for business through e-learning at Binus Online, it can be concluded that the learning process goes well and effective in improving student competence and achievement. The learning process is also a result of good support for students and faculty as well as the adequate support given means of learning English for business done through e-learning at Binus Online. In addition, learning through e-learning has a direct impact with the emergence of spirit of the students to always work hard, on time, independent, and active.  

scholarly journals Evaluation of ELLIS Program at SMP Bopkri 3 Yogyakarta Based on CIPP Model

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Pranesti Widhi Hapsari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Research ◽  
English Teaching ◽  
Cipp Model ◽  
Collection Data ◽  
Teaching Learning ◽  
Learning English

This research aimed to describe the evaluation of ELLIS (English Language Learning and Instruction System) Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta in terms of the context, input, process, and product aspects.This research is an evaluation research employing CIPP model by Stufflebeam (2010). The data were collected through observation, open questionnaires, and interviews and were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The findings revealed that the evaluation of ELLIS Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta related to the process of context was in line with the objective of the program that is improving the students’ English skills and the program can support the English teaching-learning process. In term of input, the program is appropriate according to the required standard for good teaching learning English, this program is supported by the school’s entire component, the facilities of the teaching-learning process is completed, the material in ELLIS program can apply consecutively to be able to improve students’ English skill. On the process of teaching and learning has appropriated, the schedules of ELLIS program is held correctly and on time, every meeting the teacher always use ELLIS, the procedures and activities ELLIS program are implemented correctly, the students always participate actively during the learning process, the students more interested in learning English. Dealing with product the students more understand, easier in catching the material and more comfortable in taking part of the learning process, they feel happy and feel that their ability in learning English increase, the students’ English skill can improve successfully, the students can communicate with the teacher and their other friends in English correctly, the aim of this program can hold successfully. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.

scholarly journals Difficulties of Learning English Language at the Secondary Level: A Case Study of Thakurgaon District

2018 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Md. Amir Hossain
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Secondary Level ◽  
Learning System ◽  
Basic Knowledge ◽  
English Language Learning ◽  
English Grammar ◽  
Standard Education ◽  
Learning English

The aim of this paper is to examine the complexities of learning English Language among the SSC level learners of Lahiri High School under Thakurgaon District, a northern part of Bangladesh. Many students don’t receive Standard Education of English due to knowledgeable teachers, financial constraints, lack of multimedia project teaching and learning system, and lack of English Language Club.  It aims to look at motivating the young learners so that they can be able to develop the basic knowledge of four skills despite depriving of ultra-modern facilities. For this purpose, the current researcher collected date through questionnaire and interview process. 15 sets of questions were provided among 15 students to find out their fundamental knowledge of English language. In the field survey, 31 participants were selected for interview, including 15 male & female students, 6 teachers, and 10 guardians. Teachers and parents expressed their different views about English language learning complexities. Participants responded that students were weak in English Grammar, Vocabulary, and Speaking Skill. After realizing their English learning complexities, the researcher came to conclusion and recommendations. Thus this study would like to show a new dimension of English Language Learning for the Secondary Level students at Thakurgaon District in Bangladesh.

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.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG

2020 ◽  
Vol 3 (2) ◽  
pp. 96-101
Author(s):  
Evy Maria K ◽  
◽  
Prambudi Nur Adhitama ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Rating Scale ◽  
Narrative Text ◽  
Diverse Range ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Urban Legend ◽  
Learning English

This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.

scholarly journals ENGLISH ZONE (EZO): A FUN ACTIVITY IN LEARNING ENGLISH SPEAKING SKILL FOR YOUNG LEARNERS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda Septiyana ◽  
Puri Widiarti ◽  
Tika Purnama Sari ◽  
Eka Nur Kasih ◽  
Hijjriah Al Mukaromah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Study ◽  
Young Learners ◽  
Language Classroom ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

This research aims to describe the implementation of English Zone (EZo) activities in learning English speaking skills for young learners. Employing qualitative descriptive study, this research included observation of teaching and learning process, and interview that was administered to 10 students from Kampung Sawah, West Hadimulyo. Ten meetings were observed thoroughly. Each observation took place in English language classroom every Sunday at Al-Fatimah Mosque. This research presented the implementation of English Zone (EZo) to young learners and students’ responses to the implementation of EZo. The findings illuminated the powerful ways in which EZo was able to improve students’ speaking skill. The students were having fun in the classroom which made them actively participate IN speaking practice with their friends or teachers. The findings further highlighted that EZo showed a good result in improving students’ confidence during their speaking practice. EZo helped them to speak more and decreased hesitation. They felt more relaxed to speak.Keywords : English zone, speaking skill, young learners, activity

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

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.

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