scholarly journals The Efficacy of Using Pair Work Technique in Teaching Conditional Sentences to Indonesian English as Foreign Language (EFL) Students

2020 ◽  
Vol 8 (2) ◽  
pp. 602-610
Author(s):  
Soleman Dapa Taka
Keyword(s):  
Foreign Language ◽  
Significance Test ◽  
Main Question ◽  
English As Foreign Language ◽  
Tenth Grade ◽  
Post Test ◽  
Efl Students ◽  
Teaching Grammar ◽  
Pair Work ◽  
Work Technique

This research aims at finding out the efficacy of using the pair work technique in teaching grammar especially the conditional sentences to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of the pair work technique effective in teaching conditional sentences to Indonesian EFL students?.  The research can be an addition to the persisting teaching grammar of English particularly the conditional sentences through the use of the pair-work technique.  This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering conditional sentences and the post-test given to find out the students’ improvement in mastering conditional sentences after giving the treatment by using of pair work technique. The findings show that using the pair work technique is effective in teaching conditional sentences to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00.  Therefore, it is recommended to use the pair work technique in developing students’ competence in mastering conditional sentences l of Indonesian EFL students. 

scholarly journals The Efficacy of Using Reciprocal Teaching Technique in Teaching Reading to Indonesian English as Foreign Language (EFL) Students

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Soleman Dapa Taka
Keyword(s):  
Foreign Language ◽  
Significance Test ◽  
Reciprocal Teaching ◽  
Main Question ◽  
Teaching Reading ◽  
English As Foreign Language ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Post Test ◽  
Efl Students

This research aims at finding out the efficacy of using reciprocal teaching technique in teaching reading to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of reciprocal teaching technique effective in teaching reading to Indonesian EFL students?.  The research can be an addition in the persisting teaching reading by using reciprocal teaching technique.  This research was conducted at the tenth grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading and the post-test given to find out the students’ improvement in reading after giving the treatment by using of reciprocal teaching technique. The findings show that using reciprocal teaching technique is effective in teaching reading to Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00.  Therefore, it is recommended to use reciprocal teaching technique in developing reading skill of Indonesian EFL students.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals Building EFL Students‟ Reservoir through Multimodal Classroom: Teacher‟s Perspective

2021 ◽  
Vol 7 (2) ◽  
pp. 44-49
Author(s):  
Laily Maulida Septiana Harti ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
English As Foreign Language ◽  
Efl Context ◽  
Use Of Technology ◽  
Efl Students ◽  
English Literacy ◽  
Global Language ◽  
Conducive Environment

The ever-growing ideology of English as global language has brought significant effect to education. Moving from the want to learn the language, English literacy has become the need. Learning English thus becomes an urge, especially in English as Foreign Language (EFL) context. Teaching English needs to go over teaching the elements of the language itself, but more to encouraging learners to be able to negotiate meaning in their purposeful interaction. In EFL teaching and learning setting, various studies focusing on the pedagogy have been conducted. This study is, indeed, leading to the pedagogy of English, focusing on the resources that teachers can utilize to create a conducive environment for learning and building the students’ reservoir. In addition, the concept of space in educational setting has given a valuable contribution to carry out pedagogical approach multimodally. This paper examines the employment of multimodal classroom in an EFL university context in Indonesia to develop students’ reservoir of English. How multimodality and the use of technology provide affordances and possible constraints to the teaching and learning process is as well presented according to published researches on the same field of study.

The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Cell Phone ◽  
English As Foreign Language ◽  
Learner Centered ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
English Speaking

AbstractThe purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

scholarly journals The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Raniah Kabooha ◽  
Tariq Elyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Vocabulary Comprehension ◽  
Efl Students ◽  
Youtube Videos ◽  
Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

scholarly journals The Effect of E-mail and WhatsApp on Jordanian EFL Students' Reading Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kafa Mohammad Bani Khalaf
Keyword(s):  
Potential Effect ◽  
Instructional Program ◽  
Combination Group ◽  
Future Research ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
E Mail

This study aims to examine the potential effect of an e-mail and WhatsApp based instructional program on Jordanian EFL tenth-grade students' skimming and scanning skills of reading. To collect the data, two instrument were utilized: a pre-test and a post-test. The study used a quasi-experimental design. The participants of the study were 60 Jordanian tenth-grade female students from four sections who were purposefully chosen from Bahraini Basic School for Girls in Jordan. 15 students comprised the control group and 45 comprised three experimental groups of 15 students each. The findings reveal significant differences (at 0.05) in the students' mean scores on the post-test, in favour of the students in the WhatsApp group, the e-mail and WhatsApp combination group and the e-mail group respectively. The findings also reveal a significantly high effect of the instructional program on scanning than on skimming. A number of implications and recommendations for future research are put forth.

scholarly journals The University Students’ Beliefs towards Corrective Feedback in Learning English as Foreign Language in Pakistan

2019 ◽  
Vol 8 (3) ◽  
pp. 4094-4100
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Time Correlation ◽  
Test Time ◽  
Control Group ◽  
Feedback Group ◽  
English As Foreign Language ◽  
Post Test ◽  
Written Test ◽  
Experimental Group

The present study is carried out in English as a foreign language (EFL) experimental classroom at Khwaja Fareed University of Engineering & Information Technology Rahim Yar Khan, Pakistan to investigate the Pakistani EFL learners' beliefs towards written CF in L2 writing. Two types of Written CF: Direct and Indirect feedback, were provided during four weeks of study period in written tasks to the two groups (direct feedback and feedback group) and third was provided only metalinguistic information (Controlled group). The students were divided into two groups: experimental group provided with CF (Direct and Indirect), control group. The students in the experimental group were compared to a control group which was provided with no corrective feedback. BS level adult learners (n= 40) were randomly assigned to write short essay/Gap Fill/ Timed grammatical Task during four successive weeks. Afterwards, they were asked to fill in a questionnaire (k=21), at the post-test time. Correlation between participants’ beliefs about written CF and the effectiveness of those beliefs was measured by an attitudinal questionnaire. The students’ performance was also checked through written test battery. The results of this study revealed the learners’ beliefs about errors’ corrections, the writing activities, and various types of CF. The study also suggested the significant role of learners’ beliefs in mediating language accuracy in writing tasks.

scholarly journals Pelatihan TOEFL Dengan Metode Cooperative Integrated Reading And Composition Untuk Mencapai Nilai Ideal di Masa Pandemi

2021 ◽  
Vol 1 (5) ◽  
pp. 217-226
Author(s):  
Syamsurrijal Syamsurrijal ◽  
Titik Ceriyani Miswaty ◽  
Muhammad Zaki Pahrul Hadi
Keyword(s):  
Foreign Language ◽  
English As Foreign Language ◽  
Post Test

Pelatihan TOEFL dengan metode Cooperative Integrated Reading And Composition bertujuan untuk membantu para dosen dan mahasiswa di beberapa perguruan tinggi di Nusa Tenggara Barat dalam upaya untuk meningkatkan nilai TOEFL (Test of English as foreign language) dimasa pandemi. Sulitnya menentukan metode dan media yang tepat dimasa pandemi bagi mahasiswa dan dosen untuk untuk mencapai TOEFL ideal menjadi alasan utama dilaksanakannya Pengabdian keada masyarakat ini Pengabdian kepada masyarakat ini bertujuan untuk memberikan tidak hanya pengetahuan tetapi juga kesiapan untuk menghadapi ujian TOEFL (Test of English as Foreign Language) bagi mahasiswa dan dosen di Nusa Tenggara Barat. Pengabdian kepada masyarakat ini dilaksanakan secara online dengan meggunakan teknologi zoom sebagi media pembelajaran selama satu bulan.Masyarakat sasaran adalah masyarakat kampus yaitu mahasiswa dan dosen dari berbagai perguruan tinggi Nusa Tenggara Barat. Metode yang digunakan dalam pengabdian kepada masyarakat ini adalah dengan metode Cooperative Integrated Reading and Composition (CIRC) yaitu peserta dibagi menjadi beberapa kelompok,  kemudian diberikan tips dan strategi dalam menjawab tes TOEFL. Masing-masing kelompok berdiskusi dan bertukar pikiran dalam menjawab semua soal-soal dalam TOEFL. Biaya kegiatan pengabdian kepada masyarakat ini sepenuhnya bersumber dari tim pelaksana pengabdian. Setelah pelaksanaan kegiatan pengabdian kepada masyarakat ini, peserta memiliki kemampuan dan kesiapan serta nilai yang cukup significant dari sebelumnya. Hal ini dapat dibuktikan dengan hasil Post Test Peserta setelah mengikuti pelatihan menunjukkan perubahan yang sangat positif

scholarly journals THINK-PAIR-SHARE: ITS IMPLEMENTATION TO IMPROVE STUDENTS’ CAPABILITY ON UNDERSTANDING GRAMMAR ON THE SECOND SEMESTER STUDENTS OF STKIP SILIWANGI

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ningtyas Orilina Argawati
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Mother Tongue ◽  
English As Foreign Language ◽  
Grammar Learning ◽  
Teacher Needs ◽  
Post Test ◽  
University Level ◽  
Abstract Learning ◽  
Learning English

Abstract Learning English as foreign language is considered difficult because it has its own systems and aspects that completely different from our mother tongue, such as the grammar, pronunciation, vocabulary, and cultural background of the language. Vocabuary is an important skill since we can not deliver meaning without words. However, learning English is not dealing only on vocabulary but also on grammar. Learning grammar becomes important since grammar can determine meaning of sentences. In the level of University students, it is quite difficult to make the students master all of the theme on grammar in one semester. Moreover, if it comes to conditional sentences. This topic really relays on the understanding of concepts. Once the students catch the concept, they will be able to solve some problems relate with the topic easily. To build their capability on understanding a concept of such a topic, teacher needs to figure out the appropriate way. Think-pair-share seems to be a good way to teach conditional sentences. The method used in conducting this research is Classroom Action Research. The research was conducted on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. From the data collected by the researcher, it can be concluded that the capability on understanding grammar of the second semester students of university level was improved. The improvements cover two points, they are: (1) improvement on their mean score. Mean score of pre-test was 4.1875, mean score of post-test 1 was 5.9625, while mean score of post-test 2 was 7.225. (2) improvement of their attitude and behaviour. It can be seen from their improvement of their activeness, enjoyment, curiousity and knowledge.Key words: CAR, Grammar, Think-Pair-Share 

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