scholarly journals TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE

2017 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Dara Fitria Munzaki ◽  
Lilis Suadah ◽  
Risdaneva Risdaneva
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Language Education ◽  
Teaching English ◽  
Qualitative Descriptive ◽  
Teaching Grammar

Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.

scholarly journals Teaching English pronunciation by non-native teachers as seen by Slovak teachers

2017 ◽  
Vol 5 (3) ◽  
pp. 157-174
Author(s):  
Michal Bodorík
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Teaching English ◽  
English Language Education ◽  
English Classes ◽  
English Pronunciation ◽  
Native Teachers ◽  
Life Education ◽  
University Teacher Training

Abstract The English language has become the so called “world wide language” due to the fact that it is used globally in many spheres of everyday life - education, business, labour market, technology, tourism, travel and others. In Slovakia, the educational system supports schools in the acquisition of the language by granting more English classes per week, by financing textbook materials, by bridging teaching practice with research as well as making English a mandatory subject of school leaving exams. One of the crucial components in the English language education of Slovak learners appears to be the pronunciation. This language feature has its specificities and therefore it must be approached carefully. Although many researchers in Slovakia have focused on various aspects of English pronunciation, this article aims at the English teachers and their perception of this important issue. The survey focuses on Slovak teachers’ opinions about teaching English pronunciation to non-native learners, more specifically, about teaching techniques, error corrections, textbook materials and university teacher training.

scholarly journals Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

2019 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Lok Raj Sharma ◽  
Ram Nath Khanal
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Figures Of Speech ◽  
Significant Difference ◽  
Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.    

scholarly journals Methods and Approaches of Teaching English: a Historical Review

2021 ◽  
pp. 79-98
Author(s):  
Omar A. Albukbak ◽  
Amel M. Msimeer
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Direct Method ◽  
Historical Review ◽  
Language Education ◽  
Historical Background ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
History Of ◽  
Teaching Learning

It might be quite difficult to say that one teaching method or approach is the best to be adopted in English classes. A little knowledge of the history of these methods and approaches can lead to unsuccessful application inside language classrooms. Therefore, this methodological research paper presents a historical background of some teaching methods and approaches which have been used in language education throughout history of teaching/learning English. It introduces the principles on which each teaching method and approach is based. Furthermore, it provides details about the advantages and disadvantages of each method and approach besides their limitations. The paper deals with only five methods and approaches of teaching English because of the limited number of pages determined by the journal. Namely they are: Grammar Translation Method, Direct Method, Oral Approach and Situational Language Teaching, Audio-Lingual Method, and Communicative Language Teaching. Finally, the paper ends with a conclusion showing the result of its research and intended work to be done in the near future.

scholarly journals Persepsi Mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya Terhadap Pembelajaran Daring Via Zoom Pada Masa Pandemi Covid-19

2021 ◽  
Vol 2 (1) ◽  
pp. 23-33
Author(s):  
Siti Uswatun Khasanah ◽  
Ainun Syarifah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Learning Activities ◽  
Learning Tools ◽  
Education Students ◽  
E Learning ◽  
Qualitative Descriptive

Abstract:This study aims to determine the perceptions of English Language Education students of UIN Sunan Ampel Surabaya on online learning via Zoom during the Covid-19 pandemic. The qualitative descriptive method was carried out by distributing questionnaires using Google Form to 45 English Education students at UIN Sunan Ampel Surabaya after completing the learning process for 3 months. The results of this study show that (1) the use of Zoom application provides new experiences in online learning activities, (2) students can easily operate some of the Zoom application features, (3) the learning process expects students to use the Zoom application, (4) the Zoom application is one of the e-learning tools that can support online learning activities continuously, (5) the use of Zoom application because the classmates agree to use the Zoom application, and (6) students can use the Zoom application easily in carrying out of online learning activities. Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya terhadap pembelajaran daring via Zoom pada masa pandemi Covid-19. Metode deskritif kualitatif dilakukan dengan menyebar angket kuesioner menggunakan Google Form kepada 45 mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya setelah menyelesaikan proses pembelajaran selama 3 bulan.   Hasil dari penelitian ini menyatakan bahwa (1) penggunaan   aplikasi Zoom memberikan pengalaman baru dalam aktivitas pembelajaran daring, (2) mahasiswa dapat dengan mudah mengoperasikan beberapa fitur aplikasi Zoom, (3) proses pembelajaran mengharapkan mahasiwa untuk menggunakan aplikasi Zoom, (4)  aplikasi Zoom merupakan salah satu e-learning yang dapat mendukung aktivitas pembelajaran secara daring,  (5) penggunaan aplikasi Zoom karena para teman sekelas menyetujui untuk menggunakan aplikasi Zoom, (6) serta para mahasiswa dapat menggunakan aplikasi Zoom dengan mudah dalam melakukan aktivitas pembelajaran daring.

scholarly journals The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 75-78
Author(s):  
Fina Aufar
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

scholarly journals Afghan EFL Instructors’ Use of Teaching Methods

2021 ◽  
Vol 3 (5) ◽  
pp. 31-38
Author(s):  
Sayeed Naqibullah Orfan ◽  
Abdul Qawi Noori ◽  
Aminuddin Hashemi ◽  
Sayeed Asif Akramy
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Direct Method ◽  
English Learning ◽  
Survey Questionnaire ◽  
Teaching English ◽  
Inferential Statistics ◽  
English Teaching ◽  
English Classes ◽  
Physical Response

The study investigated the Afghan EFL instructors’ use of English teaching methods. It also studied whether the instructors’ gender had any significant impact on their responses.  A survey questionnaire with 35 closed-ended items was utilized to collect the data from 50 EFL instructors who were teaching English in various English language centers in Takhar. Descriptive and inferential statistics were used to analyze the data. The results of the study revealed that the Afghan EFL instructors frequently used the Grammar Translation Method and communicative language method in their English classes. Moreover, the EFL instructors sometimes used the Audiolingual Method, the Direct Method, the Total Physical Response and the Silent Way. The Silent Way was the least frequently used method in Afghan EFL classrooms. The results also showed that there were not any statistically significant differences between female and male instructors’ response. The study suggests an eclectic use of methods in English classes in order to make English learning more meaningful to students.

scholarly journals The Use of Deductive and Inductive Approaches in Teaching Grammar for Afghan University Students of English and Literature Studies

2019 ◽  
Vol 8 (5C) ◽  
pp. 1230-1235
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Classical Method ◽  
Inductive Method ◽  
Learning Context ◽  
Teaching English ◽  
Structured Interviews ◽  
English Grammar ◽  
Significant Difference ◽  
Teaching Grammar

Teaching English language started with using the traditional teaching methods in the educational system of Afghanistan. Teachers preferred such kinds of classical methods for teaching grammar as well. To the knowledge of the researchers, there is a lack of research conducted to indicate whether the two common methods for grammar teaching, i.e. inductive or deductive, are more effective within the Afghan teaching and learning context. The current study has been conducted to find out the effectiveness of using inductive and deductive teaching approaches to teaching English grammar in the Afghan context. Using a mixed-method (qualitative and quantitative) approach for data collection as well as analysis, the study conducted a questionnaire survey of 218 students and 13 instructors and semi-structured interviews with 4 language instructors from both English Departments of Education & Literature Faculties at a university in Afghanistan. The findings indicate that there is no significant difference of using one approach over another and Afghan students can learn through both deductive and inductive approaches in teaching grammar. However, from the perspective of the teachers, it was found that the teachers generally prefer the deductive method and rarely use the inductive method as they are trained in the classical method of teaching English. The findings of the study will help English grammar teachers to view the importance of using both of the teaching methods in Afghan context in order to make learning grammatical rules and its structures easy for the students to overcome.

scholarly journals The Effectiveness of Andragogically Oriented Teaching Method to Improve the Male Students’ Achievement of Teaching Practice

2018 ◽  
Vol 11 (2) ◽  
pp. 113 ◽  
Author(s):  
. Rismiyanto ◽  
Mursid Saleh ◽  
Januarius Mujiyanto ◽  
. Warsono
Keyword(s):  
Adult Learners ◽  
Quantitative Study ◽  
Teaching Methods ◽  
Teaching Practice ◽  
English Education ◽  
Teaching Method ◽  
Male Students ◽  
Education Department ◽  
Young Learners ◽  
Classroom Language

Students at universities are still frequently found to have low independency in learning. Besides, lecturers also still have tendency to treat students as if they were young learners, or in other words, the lecturers still use pedagogically oriented teaching methods (POTM); although they claimed themselves to have applied methods of teaching orienting to the characteristics of adult learners or andragogically oriented teaching methods (AOTM). This also happens to the students at English Education Department of Muria Kudus University (EED MKU), and affects their achievement of language leaning, in particular theirs of teaching practice. Some schools in which the students conduct teaching internship consider that the students’ achievement of teaching is still less satisfactory, and they tend to be less creative and less independent in preparing the teaching, particularly related to the use of instructional skills of teachnig, such the use of classroom language and the use of things neeeded in teaching as media of teaching. This is a quantitative study involving 87 students joining Speaking for Instructional Purposes (SIP) classes at EED MKU. The instruments used are pre and post tests of teaching practice in SIP classes.This study aims to compare the effectiveness of implementing AOTM and POTM to improve the female and the male students’ achievement of teaching practice. The results reveal that AOTM is more effectively implemented to improve the male students than the female ones.

scholarly journals Modernizing Teaching English with Reference to Some of The Traditional Methods

2018 ◽  
Vol 2 (126) ◽  
pp. 53-72
Author(s):  
Mustafa T. Al-Juboury ◽  
Mohammed Abbas M. Al.Saedi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Theoretical Background ◽  
English Language Teaching ◽  
Teaching English ◽  
Principal Characteristics ◽  
Approach Method ◽  
Low Levels ◽  
And Linguistics

The present paper is about Modern English Language Teaching. It studies four main methods of teaching English they are: GTM, DM, ALM and CLT. The study consists of three sections. The first section of the paper is devoted to the introduction of the study. The second section of the paper is to a theoretical background, the principal characteristics, psychological and linguistics theories and some of the merits and demerits of these methods. Section three is devoted to a questionnaire to fulfill the aims of the study. The questionnaire will be made on some of   English teachers in Karbala city. Finally, the paper ends with conclusion of the study. It is concluded that CLT is the most wide spread teaching method in Karbala city. In addition, GTM is one of the oldest teaching methods, though some teachers used it in some schools attributing to the low levels of students.In short, we can conclude that there is a harmonical relationship between approach, method and technique.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

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