scholarly journals STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF MALL IN ENGLISH LEARNING: A CASE IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 21-32
Author(s):  
Adhitias Dewi Helda Ningrum ◽  
Farouk Imam Arrasyid
Keyword(s):  
High School ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Senior High School ◽  
Learning Activity ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students

Abstract: In this 21st century era therm of Mobile Assisted Language Learning becomes a part of teaching and learning activity in English Education. Mobile Assisted Language learning offers various benefits to both teachers and students. Though, it offers various benefits, in practice it is still debatable thing. Thus, this research was tried to investigate students’ perception towards the implementation of MALL in their learning process. The research was taken at Senior High School in SMAN 1 Dukupuntang. This current study use descriptive qualitative method, and the data were collected through open-ended questionnaires and interview to get the relevant data. The present research shows that students tend to have good perception on the implementation of MALL in English Learning. In using MALL, students use several applications and software to help them study about English Language both inside and outside the classroom. By using MALL, students feel that it was more enjoyable and able to get the information quickly. This research also shows the challenges that faced by the students when they use MALL in English Learning activity. In conclusion, this research shows that students’ have positive perception towards MALL in English Learning.

scholarly journals Insights into EFL Teachers’ and Students’ Perspectives on Communicative Skills Represented in English Textbooks

2020 ◽  
Author(s):  
Tran Phan Ngoc Tu ◽  
Tran Quoc Thao
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Communicative Skills ◽  
Efl Teachers ◽  
Teachers And Students ◽  
English Textbooks

Course books play an integral part in the process of teaching and learning in general and that of English language teaching and learning. Additionally, it is vital to choose appropriate course books for students to develop their communicative skills. In the context of Vietnam, the new English textbooks for high school students have been designed in an attempt to enhance the communication competence among Vietnamese high school students. Within such a context, this study aims at exploring EFL teachers and students’ perspectives on communicative skills represented in the new English textbooks grade 10. This study involved 42 students in answering a questionnaire and 5 teachers in responding the interview questions. The findings indicated that the new English textbooks grade 10 could improve their communicative skills. Specifically, the activities designed in the textbooks reinforced the communicative skills among students. Furthermore, language provided in the textbooks is appropriate and conducive for students, and the subject and content could aid students’ communicative skills. Such preliminary findings are hoped to contribute to a better understanding of the new English textbooks in English language learning in Vietnamese context.

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals An Ecological Perspective on University Students’ Sustainable Language Learning during the Transition from High School to University in China

2020 ◽  
Vol 12 (18) ◽  
pp. 7359
Author(s):  
Chen Li ◽  
Shahid Abrar-ul-Hassan ◽  
Fei Gao
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Ecological Perspective ◽  
English Learning ◽  
Self Regulated Learning ◽  
Teaching Content ◽  
Regulated Learning ◽  
Transition From High School

Transitioning from high school to university presents a significant challenge for many students on multiple fronts, including language learning. This mixed-method study draws on an ecological perspective to investigate students’ English learning experiences during the transition from high school to university in China, focusing on teaching content, teaching approach, assessment and feedback, and self-regulated learning. Data is collected from six universities at three different academic levels in China, and analyzed using both statistical and thematic analysis. The research finds that there are differences between high school and university English language education in the above-mentioned four areas, and students’ ecopotentials are of critical importance for their adaptation to university English learning. These findings suggest the necessity of the continuity of teaching content, the promotion of individualized curricula, and the cultivation of self-regulated learning capacities to support students’ sustainable English learning during the transition from high school to university.

scholarly journals Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 217
Author(s):  
Laser Romios ◽  
Nindya Primandita ◽  
Novilda Angela Saragih
Keyword(s):  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
School Level ◽  
Learning Activity ◽  
Structured Interviews ◽  
Teachers And Students ◽  
The Government

<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals Curriculum evaluation of French learning in senior high school

2020 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Irma Nur Af'idah ◽  
Amat Jaedun
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Evaluation Research ◽  
Curriculum Evaluation ◽  
Senior High School ◽  
Learning Assessment ◽  
Teachers And Students ◽  
Student Questionnaire ◽  
Quantitative Descriptive

This research aims to evaluate the planning, implementation, and learning outcomes of French in Senior High School Sleman Regency based on Permendikbud Number 22 Year 2016 and Permendikbud Number 4 Year 2018 about Teaching and Learning Assessment based on 2013 Curriculum at Senior High School/Madrasah Aliyah. This evaluation research uses a quantitative descriptive approach with a countenance model from Stake. Respondents in this research were teachers and students at Senior High School of 1 Kalasan, Senior High School of 1 Depok and Senior High School of AngkasaAdisucipto. Data collection techniques use, research lesson plans, questionnaires, and documentation. The results of this research indicate that: (1) French learning planning is included in the excellent category with results of Lesson Plan reaching 88.9% and the results of the teacher questionnaire of 26.6 who entered in the very good category. Then it has been found that there is a compatibility between the Lesson Plan with the applicable process standards; (2) the implementation of French Learning included in both categories with the acquisition of a total score of 77 and a student questionnaire of 66.19 and there is a match between the implementation of learning with the standard of learning implementation; (3) learning results show good results with an average of 86.38 and the results of the teacher questionnaire of 65.7 which is above 61. Student scores are obtained from the results of the middle Semester Assessment and teacher questionnaire.

scholarly journals Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill

2019 ◽  
Vol 1 (1) ◽  
pp. 21-29
Author(s):  
Haryanti Haryanti
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Education ◽  
Writing Skills ◽  
Independent Learning ◽  
English Language Learning ◽  
English Learning ◽  
Learning Skill ◽  
Phrasal Verb ◽  
Time To Learn

ABSTRACTIndependent English Language Learning is very important to do by students, especially students in higher education level, because they are often required to read many English references and use English on many occasions, for example in writing essays. Also, it is because the opportunity or time to learn English in the class is very limited. Therefore, students badly need to learn English independently outside the classroom. This study was designed to investigate the students’ perception of the use of “English Phrasal Verb” videos in enhancing their independent learning. There were six participants interviewed and observed to get information about the benefits of using “English Phrasal Verb” videos and the effectiveness of it in training the students to be independent learners. The study found that the students’ pronunciation and vocabulary mastery had improved as well as their listening and writing skills due to the use of videos and assignment given. It also revealed that the use of videos had successfully been a trigger for the students to find other English learning videos and learn them independently outside the classroom.ABSTRAKBelajar Bahasa Inggris secara mandiri sangat penting dilakukan oleh siswa, khususnya mahasiswa, karena mereka sering diminta untuk membaca banyak referensi Berbahasa Inggris dan untuk menggunakan Bahasa Inggris di banyak kesempatan, contohnya dalam menulis esai. Selain itu, karena terbatasnya kesempatan atau waktu untuk belajar Bahasa Inggris di kelas, mahasiswa sangat dianjurkan untuk belajar Bahasa Inggris secara mandiri di luar kelas. Penelitian ini didesain untuk menginvestigasi persepsi mahasiswa terhadap penggunaan video tentang frase kata kerja Bahasa Inggris (Phrasal Verbs Videos) dalam meningkatkan kemampuan belajar mandiri mahasiswa. Dalam penelitian ini, terdapat enam peserta yang diwawancarai dan diamati untuk mendapatkan informasi mengenai keuntungan menggunakan video dan keefektifan penggunaan video tersebut dalam melatih mereka menjadi pembelajar mandiri. Penelitian ini menemukan bahwa penguasaan kosakata dan kemampuan pengucapan Bahasa Inggris mahasiswa meningkat begitu juga dengan kemampuan mendengar dan menulis mereka karena penggunaan video yang dimaksud dan tugas yang diberikan. Selain itu, penelitian ini juga menemukan bahwa penggunaan video telah sukses mendorong mahasiswa untuk menemukan video-video belajar Bahasa Inggris lainnya dan untuk mempelajari video-video tersebut secara mandiri di luar kelas. How to Cite: Haryanti. (2019). Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill. IJEE (Indonesian Journal of English Education), 6(1), 21-29. doi:10.15408/ijee.v6i1.12613

scholarly journals Developing English Learning Materials through Character-Based Intstructional Materials with Card Media

2020 ◽  
Vol 7 (2) ◽  
pp. 52-65
Author(s):  
Rizki Fiprinita ◽  
Roswati Roswati ◽  
Idham Syahputra ◽  
Nurdiana Nurdiana
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Learning Materials ◽  
Media Design ◽  
Student Achievements ◽  
Research Findings

Abstract The integration between English language learning and character values is paramount to improve student achievements include cognitive, psychomotor, and affective. Yet, the implementation of this integration has insufficient results.  Therefore, this research aimed to develop English learning materials integrated with character values. The research design was research and development (RnD) developed by Borg and Gall and modified by Sugiyono with 4-D (define, design, develop, and disseminate) model. The research was conducted at grade VII of  State Junior High School 4 Pekanbaru. The techniques of collecting data were questionnaire, interviews, and observation. The module was validated by experts and practitioners. The data were analyzed both quantitative and qualitative by concerning 3 aspects: content (english learning materials and character values), media design, and practicality. Based on research findings, the module was practical (79%) and very valid in terms of media design (86%) and content (95%). Hence, this module can be used as an assisting tool for students not only to understand and practice the language, but also develop their attitude in communication.

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