ESL Methodology and Student Language Learning in Bilingual Elementary Schools

1979 ◽  
Vol 13 (2) ◽  
pp. 145 ◽  
Author(s):  
Arnulfo G. Ramirez ◽  
Nelly P. Stromquist
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Esl Methodology

scholarly journals FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL

2020 ◽  
Vol 31 (2) ◽  
pp. 204
Author(s):  
Diah Royani Meisani ◽  
Fuad Abdul Hamied ◽  
Bahrudin Musthafa ◽  
Pupung Purnawarman
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Grade Level ◽  
English Proficiency ◽  
Factors Affecting ◽  
Proficiency Levels ◽  
Young Learners ◽  
Affective Variables ◽  
English Achievement ◽  
School Accreditation

This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.

scholarly journals Investigating elementary school pupils’ proficiency in mastering English vocabulary

2014 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Diana Achmad
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Language Learning ◽  
Writing Skills ◽  
Early Age ◽  
Vocabulary Test ◽  
Reading And Writing ◽  
Local Content ◽  
The Mean ◽  
Banda Aceh

English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x) of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.

Foreign Language in the Elementary Schools and Computer-Assisted Language Learning

Hispania ◽  
1992 ◽  
Vol 75 (5) ◽  
pp. 1304
Author(s):  
Leslie L. Schrier ◽  
Michael G. Fast
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Foreign Language Learning in the Elementary Schools: A Comparison of Three Language Programs

1985 ◽  
Vol 69 (1) ◽  
pp. 44-54 ◽  
Author(s):  
RUSSELL N. CAMPBELL ◽  
TRACY C. GRAY ◽  
NANCY C. RHODES ◽  
MARGUERITE ANN SNOW
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Programs

scholarly journals Students’ Attitude Towards English Language Learning

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
English Language Learning ◽  
Know How ◽  
Qualitative Research Methodology ◽  
Young Learner ◽  
Teaching Learning

This study is try to find out the students’ attitude towards English language learning in Jombang elementary schools. Attitude is one of the factors that influence the language acquisition. The study used qualitative research methodology. The data were gathered by using questionnaire. The findings showed that most of the students have positive attitude towards English. But, there is a finding that showed the students’ competence in learning English is poor. Positive attitude did not influence their competence in acquiring English. Some suggestions for government to make a guide or curriculum of English teaching –learning in elementary school. So that the teachers know how to teach English for young learner appropriately.

scholarly journals The Quality of Interactive Multimedia in Indonesian Language Learning at the 5th Grade of Elementary School: The Practicality and Effectiveness after Wide-Scale Tryout

2018 ◽  
Vol 2 (4) ◽  
pp. 105-109
Author(s):  
Hasnul Fikri ◽  
Ade Sri Madona ◽  
Yetty Morelent
Keyword(s):  
Elementary Schools ◽  
Data Analysis ◽  
Language Learning ◽  
Learning Outcomes ◽  
Interactive Multimedia ◽  
Development Phase ◽  
Wide Scale ◽  
The Media ◽  
5Th Grade

Development of interactive multimedia is one solution to problem unsatisfactory Indonesian language learning outcomes. This research is a research and development, especially the development phase, namely a wide-scale tryout. From the data analysis, it's found that the media is very practical seen from the students and teachers' responses. The media are also very effective from two aspects, namely the students’ learning outcomes and the students’ activities. Thus, the developed media can be applied and disseminated for Indonesian language learning in 5th elementary schools.

scholarly journals EFEKTIVITAS IMPLEMENTASI STRATEGI ENJOYABLE LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR BAHASA INGGRIS PERMULAAN PESERTA DIDIK SEKOLAH DASAR

2019 ◽  
Vol 3 (3) ◽  
pp. 341
Author(s):  
Gede Wira Bayu ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Visual Media ◽  
Control Group ◽  
Significance Level ◽  
Experimental Group

This research is based on the low learning outcomes of English language learning in elementary schools especially after the implementation of the 2013 curriculum where the time of learning English is much reduced from 4 hours a week in the Education Unit Level Curriculum (KTSP) to only 2 hours a week in the 2013 curriculum. To overcome these problems, it is considered important to implement the Audio-Visual Media-Assisted Enjoyable Learning Strategy. Pre-experimental research One Group Pretest-Posttest Design. The subjects in this study were grade 2 students in 8 elementary schools who had just implemented the 2013 curriculum in the 2018/2019 learning year in Buleleng sub-district. The data in this study were obtained by interview methods and field notes. With the random sampling technique, the subjects of this study were selected, namely grade 2 students in SD N 5 Banyuning, amounting to 27 students as a control group, and second grade students in SD N 2 Banjar Tegal, amounting to 25 students as the experimental group. Based on the results of the calculation of the tcount of 5.34. To find out the value of t table with degrees of freedom (dk) = 44 significance level (α) = 0.05 obtained the value of t table = 2.023. By comparing the value of tcount and ttable, the ratio of tcount> ttable is obtained, meaning H0 is rejected and Ha is accepted. And from the average, it was known that the experimental group was 20.86 and the control group was 15.18. This means experiment> control group. Thus, the Enjoyable Learning strategy assisted by audio visual media has a significant effect on the learning outcomes of English in Class II SD students in the 2013 Curriculum Application in the District of Buleleng, Buleleng Regency, Academic Year 2018/2019.

scholarly journals Improved Indonesian Language Learning Outcomes Material Intrinsic Elements of Stories through Video Media for Class IV Students

2020 ◽  
Vol 3 (3) ◽  
pp. 831
Author(s):  
Septi Dwi Harmini
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Visual Media ◽  
Initial Condition ◽  
The Third ◽  
Post Test ◽  
Improve Student Learning ◽  
Development Of Students

<p><em>The purpose of this study was to improve the learning outcomes of students in the Indonesian muple material of the intrinsic elements of stories in grade IV elementary schools through audio-visual media in the form of video media. The research conducted was a three-cycle Classroom Action Research (CAR). The stages of each cycle are planning, implementing, observing and reflecting. Each cycle a post test is held to determine the development of students. The initial condition before the action was carried out, the data obtained from the students who had completed was 36.8%. In the first cycle, students who completed after carrying out the post test were 52.6%. In the second cycle students who completed after carrying out the post test were 84.2%. In the third cycle students who completed after carrying out the post test were 94.7%. These results indicate that video media can improve student learning outcomes, especially Indonesian muple material, the intrinsic elements of stories at SD Negeri 1 Tirip</em></p>

scholarly journals Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary Schools

2018 ◽  
Vol 8 (3) ◽  
pp. 141 ◽  
Author(s):  
Dev Raj Paneru
Keyword(s):  
Elementary Schools ◽  
Social Construction ◽  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Learning By Doing ◽  
Literacy Skills ◽  
Computer Assisted ◽  
Information Communication ◽  
Language Environment

This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by doing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conservative mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analyses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, however, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers’ perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an increase in the learner’s creative potential.

scholarly journals EFL Teachers’ Perceptions on the Implementation of Mobile-Assisted Language Learning in Saudi Arabia During COVID-19: Challenges and Affordances

2022 ◽  
Vol 13 (1) ◽  
pp. 92-100
Author(s):  
Norah Alghamdi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Elementary Schools ◽  
Language Learning ◽  
Teaching Experience ◽  
Future Research ◽  
Teachers Perceptions ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Efl Teachers

This study aimed to explore EFL teachers’ perceptions regarding mobile-assisted language learning (MALL) in elementary schools in Saudi Arabia, including their attitudes, levels of proficiency, and challenges they experienced regarding the use of MALL. The study also sought to investigate whether EFL teachers’ backgrounds have any significant impact on their perceptions of MALL. To this end, survey data were collected from 123 EFL teachers who have worked in elementary schools in Saudi Arabia. The results revealed teachers’ positive perceptions of MALL, particularly during the COVID-19 pandemic. Overall, participants stated that mobile learning is beneficial and has the potential to support and enhance EFL teaching. Most EFL teachers reported that they did not have a sufficient level of skills/abilities required to develop MALL activities and cited some challenges they faced. The results also indicate a significant difference among participants’ perceptions of MALL based on their professional development and teaching experience, but no difference based on their gender was found. These results indicate that placing a greater emphasis on offering professional development in MALL for Saudi EFL teachers could cultivate both greater proficiency and the ability to overcome challenges. This study concludes by providing recommendations on how to improve MALL implementation as well as directions for future research.

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