scholarly journals Blended Learning Multimedia Development to Support English Training at Bina Nusantara University

2013 ◽  
Vol 7 (2) ◽  
pp. 92
Author(s):  
Melania Wiannastiti
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Development Programs ◽  
Knowledge And Skills ◽  
Multimedia Development ◽  
Post Test ◽  
Present Tense ◽  
English Training

In 2011, Bina Nusantara University put developing its people as the first priority, including developing English language proficiency. This development programs had been carried out since then. Some types of English trainings were given for the lecturers and staffs for some certain of times. Since the time provided for the trainings was limited, it was needed to support their language development by providing an autonomous learning through a website multimedia. This article aims to first describe the steps and result of the multimedia and second to find out whether the designed multimedia was useful for learners to develop their English. The multimedia focused on learning tenses which were needed in their field of work. The process was started by designing the objectives and the level of the target learners’ English proficiency. The process was continued by designing pre-test, the material, and the post test of each tense. To find out whether the designed multimedia was useful to develop the learners English the multimedia on simple present tense was tested to random respondents. By the end of applying this multimedia, a questionnaire was given to the respondents. The result was then analyzed qualitatively. The result shows that the multimedia on simple present tense is easy to follow and useful to develop their knowledge and skills in English.

scholarly journals LEARNING PRESENT FORMS AS RESPONSE TO COVID-19 FOR STUDENTS IN DAARUL MUTI’AH, KAMPUNG CIPUTAT, CILEDUG

2022 ◽  
Vol 3 (2) ◽  
pp. 161-168
Author(s):  
Woro Endah Sitoresmi ◽  
Velma Alicia
Keyword(s):  
Language Proficiency ◽  
Learning Process ◽  
English Language ◽  
Boarding School ◽  
English Language Proficiency ◽  
Present Perfect ◽  
Post Test ◽  
Present Tense ◽  
In The Beginning ◽  
Giving Feedback

This program is designed for the students who study in Islamic Boarding School Daarul Muti’ah, Kampung Ciputat, Tajur, Ciledug in understanding the grammar materials; present forms (present tense, present continuous, present perfect)  as a response to learning process during the pandemic COVID-19 because English is one of subjects in the school which needs extra understanding particularly grammar. This program is conducted approximately 1.5 month which started in the beginning of June 2021 until mid of July 2021. The program tries to reveal; 1) the process of learning present forms which is conducted as the response to pandemic COVID-19 for the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug and 2) the process of learning present forms can help the students who study in Daarul Muti’ah Kampung Ciputat, Tajur, Ciledug to increase their English language proficiency. The method of the program is offline by giving workshop and giving feedback to the students. Pre-test is conducted before the program by giving the students some questions related to Present forms. Also, the post-test is conducted to know their ability to measure and understand the Present forms concept after having this program.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals The Effectiveness of Using Infographics as an Aid for Reading Comprehension

2020 ◽  
Vol 6 (3) ◽  
pp. 226-229
Author(s):  
Revathy Manickam ◽  
Azlina Abdul Aziz
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Reading Materials ◽  
Post Test ◽  
Good Reading ◽  
The Mean ◽  
Primary School Pupils ◽  
Reading Session

Reading comprehension is one of the most vital skills that is needed in acquiring a language. However, the Malaysian pupils seem to have not master the skill and this have resulted in pupils lacking a good reading skill especially when it comes to English language. Therefore, it is important for the pupils to have a support system which would enable them to make better connection with their reading materials. Thus, the purpose of this study is to determine the effectiveness of using infographics to enhance reading comprehension among the primary school pupils with average and weak English language proficiency. The data of this research was collected through tests before the intervention and after the intervention. The data were collected from the test and was analysed. The finding of this research shows that there is a significant improvement of the mean score from the pre-test to the post-test. As this research has proven that the use of infographics was effective in enhancing reading comprehension among the pupils, it will benefit the teachers to use the intervention to help the pupils to comprehend the text better and also to will enable the pupils to experience fun their reading session.

scholarly journals Effectiveness of a Clinically Relevant Educational Program for Improving Medical Communication and Clinical Skills of International Medical Graduates

2010 ◽  
Vol 1 (2) ◽  
pp. e70-e80 ◽  
Author(s):  
David Watt ◽  
Claudio Violato ◽  
Deidre Lake ◽  
Lubna Baig
Keyword(s):  
Language Proficiency ◽  
Educational Program ◽  
English Language ◽  
Clinical Skills ◽  
English Language Proficiency ◽  
Test Design ◽  
International Medical Graduates ◽  
Medical Communication ◽  
Medical Graduates ◽  
Post Test

Background:  To assess the efficacy of a 16 week, intensive, full-time medical communication and clinical skills educational program – Medical Communication Assessment Project (M-CAP) – at the Universities of Calgary and Alberta for improving medical communication, clinical skills and professionalism of international medical graduates (IMGs).  There is an 8 week didactic course (language instructors, standardized clinical case scenarios) and an 8 week supervised clinical placement.Method:  In Study 1, 39 IMGs (mean age = 35.6) participated in the M-CAP program and were assessed in English language proficiency in a pre- post-test design and on an in training evaluation report (ITER) by practicum physicians.  In Study 2, there were 235 IMGs (mean age = 39.2).  In addition to the pre- post-test design, there was a comparison group analysis on OSCE data employing multivariate analysis of variance (MANOVA).  Pre- post-test data were also collected on ITERs during the practicum as was IMG reported program efficacy data.Results:  The findings show that the participants in the M-CAP program have 1) very large gains in language proficiency (listening and speaking, reading and writing; p < .001), and 2) high ratings on scales from the practicum physicians.  The between group analyses showed that M-CAP participants outperformed the non M-CAP participants on clinical skills and professionalism (p < .05).  The IMGs gave very positive ratings to the M-CAP program.Conclusions:  IMGs who participated in a clinically relevant educational program improved their English language proficiency, clinical skills and professionalism for medical practice in a host country.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2020 ◽  
Vol 11 (4) ◽  
pp. 508-518
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

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