scholarly journals ENGAGING TO NURTURING: ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH

2021 ◽  
Vol 21 (1) ◽  
pp. 46
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Lianita Ali Nasution
Keyword(s):  
Parental Involvement ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Sampling Method ◽  
Language Teaching ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Face To Face

The use of English language for very young learners in kindergarten has become fundamental in recent global teaching development, including in Aceh, Indonesia. Therefore, this qualitative research is aimed to discover the English language teaching strategies applied for very young Muslim learners’ at Kiddos English School (KES) Kindergarten, Banda Aceh. The research participants were selected by using non-probability sampling method. Furthermore, semi-structured interview towards four English teachers and participant observation was conducted in two classes of KES. The result of this study showed that KES teachers implemented at least seven strategies to teach English for their students from engaging learners in daily oral language activity, to establishing a nurturing environment, playing games, storytelling, audio-visual, singing, and teaching face to face. Furthermore, the teachers faced four constraints in applying those strategies, which are: students’ misbehavior, inconsistency of students’ attendance, lack of parental involvement, and insufficient number of teacher.

scholarly journals English Language Teaching Strategy for ASD (Autism Spectrum Disorder) Students

2021 ◽  
Vol 7 (1) ◽  
pp. 77
Author(s):  
Mifta Lasintia ◽  
Prihantoro Prihantoro ◽  
Sarwo Edy ◽  
Desti Ariani
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Autism Spectrum ◽  
English Language Teaching ◽  
Spectrum Disorder ◽  
Collection Data

This study aimed at investigating the realization of English language teaching strategies for Autism Spectrum Disorder (ASD) students, especially in terms of the implementation of teaching strategies. This study took place at SMPLB of Curup, Bengkulu, Indonesia. There was only one English teacher who taught ASD students, and the teacher was involved as the subject of this study. The data were garnered form interviews and document analysis. The data were further analyzed using an interactive model extending to data collection, data condensation, data display, and drawing conclusions. The results showed that the teacher used three strategies in teaching children with autism, namely developing oral language comprehension, echolalia, and communication skills enhancement through the PECS method. In addition, the teacher also modified the form of the strategy according to the needs of students with autism.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

scholarly journals The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rusdiah Rusdiah
Keyword(s):  
Social Skills ◽  
Nonverbal Communication ◽  
Creative Thinking ◽  
English Language ◽  
Language Teaching ◽  
Participant Observation ◽  
English Language Teaching ◽  
Self Confidence ◽  
Qualitative Research Design ◽  
Group Consultation

This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students.                    Key words: social skills, speaking, undergraduate English language teaching students 

scholarly journals A BLENDED LEARNING IN ICT USED FOR IMPROVING ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 3 (6) ◽  
pp. 796
Author(s):  
Asti Gumartifa ◽  
Finza Larasati ◽  
Syafira Aurelia
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Face To Face ◽  
The Past ◽  
Ict Use ◽  
Learning Platform ◽  
Information And Communication ◽  
Blended Course

The technology of information and communication (ICT) has evolved in the sector of education. Many elements have dramatically changed exponentially over the past three decades. It can modify and simplify the development of learning activities. Thus, Google Classroom will provide a blended learning platform in the education aspect. Google Classroom provides various things simpler for teachers to conduct learning practices effectively and efficiently, not the expected learning just in class, but even outside the classroom. It is revolutionizing schooling, thus the combination of mixed-method learning is also needed by each school. The advent of blended is among the most significant outcomes of the revolution. Learning which incorporates the essence of face-to-face and ICT use is needed in the era of 4.0. This article discusses existing theories, and empirical evidence relating to the essence of blended learning and Google Classroom in ELT. This research is used to create teachers’ broad mind widely to the use of Google Classroom as the blended course in English Language Teaching.

Environmental Aspects of Successful English Language Teaching Practices in Rural Sabah Low Enrolment Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Norazrina Ag-Ahmad ◽  
Bernadette Peter Lidadun
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Environmental Aspects

This study explores the environmental aspects or concepts underlying successful English Language Teaching (ELT) as well as the support needed and the challenges that are faced by a group of primary school teachers in the context of a low enrolment school in a rural area in Sabah, Malaysia. This study adopted an exploratory qualitative approach which involved seven English language teachers who have had more than five years of teaching experience. A set of semi-structured interview questions were formulated to elicit data on the  concepts and the conditions that could either help or hinder the incorporation of those concepts in ELT. Qualitative analysis of participants’ interview data indicated that exposure to the target language, motivation and goals were the environmental aspects of language teaching practices that   affect students’ success in second language acquisition. Support from   parents, teachers and school authorities were essential in     assimilating these aspects in the teaching practices. It was found that the participants expressed tension between what they believed to be good practices and what they were restricted to do due to contextual barriers. Among the main barriers identified in this study were changes in education policy, insufficient financial support and infrastructure as well as lack of monitoring of the execution of activities in schools. Findings in this study have important implications to policy makers and curriculum developers.

scholarly journals Learner autonomy assessment of English language teaching students in an international program in Thailand

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Rosukhon Swatevacharkul ◽  
Nida Boonma
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Learner ◽  
English Language Teaching ◽  
First Semester ◽  
International Program ◽  
High Level

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand.  Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

scholarly journals Returning to our SELF, Cultivating Transformative Learning: Rumi’s Stories in English Classes

2019 ◽  
Vol 9 (3) ◽  
pp. 193 ◽  
Author(s):  
Parvin Safari
Keyword(s):  
Transformative Learning ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Classical Literature ◽  
Participatory Action ◽  
English Classes ◽  
Evolution Of Morality

English globalization intermingled with cultural and linguistic imperialism encompasses hegemonic influences, endeavoring to stealthily spread ideologies and values of the West into local cultures.   English Language Teaching (ELT) contexts are academic spheres in which such domineering forces are tangibly conceived as the curriculum and English materials can become footpaths of this monopoly whereby students and teachers (sub) consciously capitulate to oppressive colonization. However, a focus on nurturing and promoting local enriching cultures and classical literature can be a step which counterbalances such furtive movements and releases students’ nomadic potentiality in learning. As such, in this participatory action research, the researcher attempts to transcend the confines of top-down imposed curricula and embrace a non-linear curriculum inspired by Rumi’s stories and philosophies. The participants involved 18 female English learners of a private language institute at advanced level who for three semesters participated in this transformative journey.  Thematic analysis of triangulated data gathered through participant observation, semi-structured interview, field notes, and journaling unveiled themes illuminating students’ de-marginalization from governing ideologies, their roles as insiders within the curriculum, evolution of morality, spirituality, and wisdom, and critical awareness and reflective thinking growth.

scholarly journals Improving EFL Learners’ Oral Production through Reasoning-gap Tasks Enhanced with Critical Thinking Standards: Developing and Implementing a Critical TBLT Model, Pre-Task Plan, and Speaking Rubric

2020 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Zeynep Yaprak ◽  
Fatma Kaya
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Target Language ◽  
Oral Performance ◽  
Main Research ◽  
Task Model ◽  
Significant Difference

This study aims to design and implement a speaking task model following the principles of Task-Based Language Teaching (TBLT) and Critical Thinking (CT). The study mainly investigated to what extent the use of critical thinking standards had an impact on the students’ oral performance with respect to the linguistic trilogy of fluency, accuracy, and complexity. Experimental research design was conducted to examine the differences in research foci between the non-treatment and treatment groups. Data were drawn from 16 students of the English Language Teaching department and collected through the designed task rubric, speech samples, and semi-structured interview protocols. The findings indicated that adherence to relevant intellectual standards in reasoning-gap tasks had a positive effect on the oral performance of the speakers of the target language. Additionally, concerning two linguistic dimensions of accuracy (p=.00) and complexity (p=.00), MANOVA results showed a statistically significant difference between two main research groups. Based on the semi-structured interview findings, all participants in the treatment group reported positive views regarding their learning experiences and oral performance supported with critically enhanced reasoning-gap tasks. This study proposes language teachers a synthesized TBLT model enhanced with critical thinking standards. With this task model, suggested pre-task plan, and speaking rubric, they can boost their students’ intellectual agility and make them more intellectually and linguistically active in their oral performance.

scholarly journals THE STRATEGIES OF ENGLISH LANGUAGE TEACHING AT IAIN BONE

2020 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Ishak Ishak ◽  
Nahdhiyah Nahdhiyah
Keyword(s):  
English Language ◽  
Reflective Thinking ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Learning Activities ◽  
Language Skill ◽  
Adequate Knowledge ◽  
Positive Action

This research aims at investigating the strategies of English language teaching at IAIN Bone. The data were collected through structured interview. The strategy aims to improve language skill, improve knowledge, reaching goals and encourage motivation. It is to promote critical, reflective thinking and evaluation skills that will help students to take positive action to protect, enhance and advocate for their learning. Lecturers use communicative personal and pedagogical capability to work collaboratively with their students in learning activities. The lecturers are hoped to bring and involve the students into a quality of better education. The research is synthesized into top five teaching strategies: apply method based on the material, have clear instruction and method, lead the students to the greater understanding, have adequate knowledge about their individual students, and build a good rapport with students.

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