The Purpose of Teaching-Learning English in India

10.21523/gcb7 ◽  
2019 ◽  
Author(s):  
P. R. Bhabad ◽  
Keyword(s):  
Teaching Learning ◽  
Learning English

The Implementation of Ice Breakers Toward Improvement Students' Motivation in Learning English at Software Engineering in SMK TI Garuda Nusantara Cimahi

2019 ◽  
Vol 2 (6) ◽  
pp. 913
Author(s):  
Annisa Annisa ◽  
Trisnendri Syahrizal
Keyword(s):  
Software Engineering ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Student Learning Outcomes ◽  
Average Student ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Office Software ◽  
Learning English

The purpose of this study is to find out the improvement students’ motivation using ice breaker in learning English at the tenth grade of software engineering major in SMK TI Garuda Nusantara Cimahi. The data obtained from the result of observation and students learning outcomes from the test (pretest and posttest). The result showed Students who were completed value with KKM > 70 in the pre-cycle has 28.60% and in the first cycle increased to 67.80% than in the second cycle improved to 100%. The average student learning outcomes in the first cycle amounted to 66.29 and the second cycle increased to 73.09 so the average student learning outcomes from cycle I to cycle II increased by 6.8. It means there was an improvement in students’ motivation after carried out classroom actions research. Based on the fact, the researcher concluded that the ice breaker was effective to improve students’ motivation in learning English at the tenth grade of office software engineering major in SMK TI Garuda Nusantara Cimahi. It was also proved by observation students when teaching-learning in the classroom. Students feel enjoy, be active, feeling happiness, focus on material and stay in the classroom during the learning process.Keywords: Teaching Method, Motivation, Ice breaker, learning process

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

MODULAR APPROACH TO TEACHING AND LEARNING ENGLISH GRAMMAR IN TECHNICAL UNIVERSITIES

2018 ◽  
Vol 1 ◽  
pp. 139-148
Author(s):  
Lyaysan Ibyatova ◽  
Kseniya Oparina ◽  
Elena Rakova
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Modular System ◽  
Modular Approach ◽  
Performance Achievement ◽  
English Grammar ◽  
Quantitative And Qualitative Research ◽  
Teaching Learning ◽  
The Impact ◽  
Learning English

The aim of this research is to find out the effectiveness of a modular approach in teaching and learning to assess students’ performance, achievement and motivation and to decide if a modular approach is more effective than traditional methods while performing an experiment with two groups of students learning English at a technical university. The researchers consider a modular specification to be a technology in which the content is divided into a number of units or modules, each of which is examined separately. A module is considered to be a set of learning opportunities organized around a well-defined topic which contains elements of instruction, specific objectives, learning activities and self-assessment and evaluation using criteria-referenced measurement. This project combines quantitative and qualitative research methods to address the impact of modular teaching, learning and assessment on engineering students. The authors use a unique modular system and their own book on English Grammar.This experiment shows that students of modular syllabuses find it useful and motivating and say that it encourages them to do better on the next modules. At the same time, modular learning and assessment does not remove the stress and workload of traditional approaches. Teachers in the modular system appreciate the better planning opportunity around the exams and the clarity of the focus of their teaching requirements. Still, the approach and the structure of modules used in the experiment requires improvement and development.  

scholarly journals Teacher’s Experience and Beliefs: Teaching English by Integrating Web-based Learning

2020 ◽  
Vol 1 (3) ◽  
pp. 408-415
Author(s):  
Desy Nur Fakhomah ◽  
Abdul Asib ◽  
Dewi Rochsantiningsih
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Single Case ◽  
Web Based ◽  
Web Based Learning ◽  
Technology Improvement ◽  
Teacher's Beliefs ◽  
Teaching Learning ◽  
Learning English ◽  
Language Teaching And Learning

Recently, the science and technology improvement has contributed to the improvement in language teaching and learning. There are many various technologies that can be used for teaching and learning English. One of them is web-based learning. However, not all the teachers know how to integrate technology in their teaching process. This study wants to delve deeper understanding into how an English teacher’s beliefs and experience towards web-based learning in English teaching learning process. A narrative inquiry study was conducted towards the participant who has used web-based learning for language teaching and learning at a non-formal school. The teacher’s lesson plans and interview were used for collecting the data. The data were coded and analyzed using Thematic Analysis Single Case Study. The result of this study showed that the participant has positive beliefs toward web-based learning for teaching and learning English.

scholarly journals EXAMINING EFL CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Wulanda ◽  
Anni Holila Pulungan ◽  
Isli Iriani Indiah Pane
Keyword(s):  
Learning Process ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
English Teacher ◽  
The Subject ◽  
Teaching Learning ◽  
Response Feedback ◽  
Communicative Skill ◽  
Learning English

The aim of this study were (a) to identify classroom discourse patternings of EFL classroom interaction based on Sinclair and Coulthard Model, and (b) to describe how EFL classroom interaction affects the students’ learning process based on Sinclair and Coulthard Model. The subject of this study were an English Teacher, and 40 students of XI MIA 1, SMA Swasta Nurul Iman. The instrument for collecting data were observation and recording. The result of this research were the following, (a) it was found that in the classroom discourse, there were seven patterns initiated by the teacher and four patterns initiated by the student as the IRF (Initiation-Response-Feedback) was used more often by the teacher, (b) the interaction affects the teaching learning process in a way how the lesson passed on to the student affects the goal of learning English itself to be able to use English both inside and outside the classroom. It can be concluded that the students were not getting used to interact with English, and the goal of communicative skill in English was not achieved. Thus, the teachers should reorganize the activities which can foster more interaction by using English in the classroom. Keywords: Classroom interaction, classroom discourse, Sinclair and Coulthard, IRF Pattern.

scholarly journals Role of Siraiki in Teaching/Learning English at Graduation Level: A Case Study from the Southern Punjab, Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 532-543
Author(s):  
Muhammad Ahsan ◽  
Zahoor Hussain ◽  
Noshaba Younus
Keyword(s):  
Social Sciences ◽  
Analysis Of Variance ◽  
Subject Matter ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Classroom ◽  
Teaching Learning ◽  
Learning English

The focus of the present research was to find out the Role of Siraiki Language in Teaching/Learning English Language at graduation Level. By this study the researcher attempted to expose the intentions for which the students and instructors make use of Siraiki in their English language classroom inside and outside activities and in the same way, to show the actions and the situations in which they select for not using their L1. To explore a clear comprehension of the current subject matter, the research targeted on the 577 students and the 156 teachers. Data was collected through questionnaires. The data was examined through SPSS (statistical package for social sciences) 23 version. Data were inspected using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The findings of the present study showed that the students and the teachers indicated highly positive perceptions concerning the use of Siraiki language in EFL classroom.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals English Vocabulary Achievement Through Telling Stories Using Pictures in Islamic Elementary School

2019 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Aminulloh Aminulloh ◽  
Asropi Safi'i ◽  
Muhammad Eka Rahman
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
General Problem ◽  
Learning Process ◽  
Quantitative Data ◽  
School Facilities ◽  
Descriptive Statistics ◽  
Teaching Learning ◽  
Learning English ◽  
Vocabulary Achievement

This reserch focuses on English vocabulary achievement through telling stories Using pictures. The general  problem of this research is How far is the English vocabulary achievement through telling stories using pictures of the fifth year student of MIMA KH Siddiq Jember?". In this research the quantitative data was analyzed by using descriptive statistics. Based on the description from data analysis, the result of students’ English vocabulary achievement through telling stories was 76, 6. After consulting to the table score classification levels, the score lied in the interval of 66 to 75. This meant that the English vocabulary achievement by telling stories using pictures of the fifth year students of MIMA KH Siddiq Jember is enough. Since, the result of this research was enough; it is possible supported by the student's activity in learning English, the teaching learning process and the school facilities.

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